Opportunities for reflection : e-mail and the web in the primary classroom

This thesis presents four design experiments in primary schools that\ud address the following research problem: How can reflection be embedded in the learning process to improve the development of personal understanding of a domain and learning task

Resonating with reflexive design: On participatory design, narrative research and crystallization

In this article, we further explore the idea that educational design, and subsequently educational design research, are in essence dialogical processes in which problem statements, strategies and interventions, and their implementations are realized in co-creation between different stakeholders. We elaborate on the idea of reflexive design as stated in the article of Richter and Allert (2017) by exploring three deepening thoughts on the characteristics of such dialogical design processes. First, we further relate reflexive design to the concept of participatory design to see if we can use insights from this approach on when and how co-creation can take place. Second, we explore the merits of narrative research as a way to include multiple voices in the process of reflexive design. And third, from a methodological point of view we explore the idea of crystallization as a way to collect data and validate findings within reflexive design research processes

Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.Bregje de Vries: [email protected] de Vries - Vrije Universiteit Amsterdam, the NetherlandsAnja Swennen - Vrije Universiteit Amsterdam, the NetherlandsJurriën Dengerink - Vrije Universiteit Amsterdam, the NetherlandsBerry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teacher Education: Theory and Practice, 15(2), 305–318.Boyd, P., Harris, K., Murray, J. (2011). Becoming a teacher educator: Guidelines for induction. Bristol, UK: The Higher Education Academy, ESCALATE. 2nd ed.Bullough, R.V. Jr. (2010). Parables, Storytelling, and Teacher Education. Journal of Teacher Education, 61(1–2), 153–160.Churukian, G.A., Lock, C.R. (Eds.). (2000). International narratives on becoming a teacher educator: Pathways to a profession. Lewiston–New York: The Edwin Mellen Press.Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219–225.Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.European Commission (2013). Supporting teacher educators for better learning outcomes. Brussels: European Commission.Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.Kelly, N., Clarà, M., Kehrwald, B., Danaher, P.A. (Eds.). (2016). Online learning networks for pre-service and early career teachers. London: McMillan Publishers.Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education, 31 (2), 235–250.Kirkpatrick, D.L. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-KoehlerKitchen, J., Parker, D.C., Pushor, D. (Eds.). (2011). Narrative inquiries into curriculum making in teacher education. Bingley: Emerald Publishing.Koster, B., Dengerink, J., Korthagen, F., Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: Theory and Practice, 14(5), 567–587.Koster, B., Van den Berg, B. (2014). Increasing professional self-Understanding: Self-study research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education, 10(1), 86–100.Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. London: Routledge.Loughran, J. (2011). On becoming a teacher educator. Journal of Education for Teaching, 37(3) 279–291.Loughran J., Berry A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21, 193–203.McEwan, H., Egan, K. (Eds.). (1995). Narrative in teaching, learning and research. New York: Teachers College Press.Murray, J., Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21, 125–142.Ritter, J.K., Lunenberg, M., Pithouse-Morgan, K., Samaras, A.P., Vanassche, E. (Eds.). (2018). Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay. Singapore: Springer.Shulman, L.S., Shulman, J.H. (2014). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257–271.Sjölie, E. (2014). The role of theory in teacher education: Reconsidered from a student teacher perspective. Journal of Curriculum Studies, 46(6), 729–750.Smith, K. (2003). So, what about the professional development of teacher educators. European Journal of Teacher Education, 26(2), 201–215.Smith, K. (2011). The multi-faceted teacher educator: A Norwegian perspective. Journal of Education for Teaching: International research and pedagogy, 37(3), 337–349.Swennen, A., Lunenberg, M.L., Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(6), 531–542.Swennen, A. Van der Klink. M. (Eds.). (2009). Becoming a teacher educator. Theory and practice for teacher educators. Dordrecht: Springer.Swennen, A., Jones, K., Volman, M. (2010). Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1), 131–148.Tack, H., Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’researcherly disposition. British Journal of Educational Studies, 62(3), 297–315.Van Velzen, C., Van der Klink, M., Swennen, A., Yaffe, E. (2010). The induction and needs of beginning teacher educators. Professional Development in Education, 36(1–2), 61–75.Velov, (2012). The Flemish teacher educator profile. Retrieved from: https://velov.files.wordpress.com/2012/02/velov_bro_en_111206.pdfWayne, A.J., Yoon, K.S., Zhu, P., Cronen, S., Garet, M.S. (2008). Experimenting with teacher professional development: Motives & methods. Educational Researcher, 37 (8), 469–479.Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117–124.1(13)475

Mind map our way into effective student questioning: A principle-based scenario

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction

Am I Safe? Copernicus downstream service is zooming in on coastal flood risk

FAST project poster for the EUROPEAN STAND of the GEO WEEK EXHIBITION (Washington DC, October 2017