Reforming Instructional Practices via Interactive Engagement, Deliberate Practice and Coaching in Professional Education Courses

Abstract

Attempts to get Education students more actively involved in their own learning in professional education courses call for viable models of instruction. Hence, promotion of interactive engagement, deliberate practice and coaching in professional education courses are taken as instructional reforms to maximize Education students’ learning. Active learning approaches such as technology-enhanced learning, cooperative learning and project based approach make up a sustainable teaching-learning set up in professional education courses. Education students then view encouragement of teachers to do their best and keep on trying of prime importance. In addition, teachers’ provision of learning targets is likewise primarily valued by Education students in addition to receiving help and guidance from the teacher as well as additional instruction on concepts that they do not understand.