摘要：Future teachers need to be effective learners and also effective teachers of learning. However, many Teacher Education students are underprepared for university study and, as a consequence, may, not be effective learners. Thus, they need help to develop the cognitive, metacognitive, motivational and affective strategies which are needed for qualitv learning and their future teaching. Current theory and research suggests that such help is best provided by the discipline instructor in the context of regular teaching. In this paper we outline how students can be helped to be effective learners, describe how we provided such help to a group of first year Teacher Education students through a learning support program; report on the outcomes of the program from the perspective of the students and the instructor, using quantitative and qualitative data; and discuss implications for teaching and learning and Teacher Education programs.
