Citation

Ainjärv H, Laas K. Transp. Res. F Traffic Psychol. Behav. 2024; 100: 346-360.

Copyright

(Copyright © 2024, Elsevier Publishing)

DOI

10.1016/j.trf.2023.12.004

PMID

unavailable

Abstract

Modern learning focuses heavily on theory and ideals, offering scant practical guidance on execution and outcome evaluation. This research paper aims to show that the integration, in 2018, of a contemporary educational approach into the driving teacher training program at Tallinn University, Estonia, with specific implementation and evaluation criteria, changes actual teaching behavior towards constructivist principles. This approach involved a change in which students began video recording their driving lessons and transcribing them using a web-based speech recognition tool while following specific instructions. This process allowed for feedback and self-analysis throughout the learning process. The study analyzed 145 videotaped driving lessons, which were submitted as final examinations in the driving teacher training curriculum at Tallinn University Haapsalu College between 2017 and 2021. The natural quasiexperimental study compared transcripts of recordings (N = 145; 115 males) before (n = 38) and after (n = 107) the methodology change. The findings reveal a significant increase in the implementation of constructivist principles within the lessons after methodology change in 2018: lesson objectives and evaluation criteria were formulated more often, leading to an increase in open-ended inquiries and a higher prevalence of feedback and analysis. Additional pilot analysis of data from 11 driving teacher certificate renewers in a brief education program supported the efficacy of revised approach: the exam lesson recordings exhibited significantly more constructivist elements compared to the initial stage of the program. There were variations in the length of training both pre and post methodology change. While longer training displayed more constructivist elements, the impact of the methodology shift was notably more pronounced. In summary, the utilization of specific expectations, evaluation criteria and assessment tool in the driving teacher training program promotes a shift in which graduating teachers independently use more constructivist and learning-centered methodology. This approach has the potential to shape more responsible drivers.

Language: en

Keywords

Constructivist approach; Driving teacher; Effective teaching; Goals for driver education; Learner-centeredness; Self-determination theory