Освітній простір як середовище гуманізації особистості

Мета статті: виявлення та визначення філософських засад гуманізації освіти з точки зору взаємозв‘язку гуманізму, культури та освіти

Students’ personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation

Schaap, H., De Bruijn, E., Van der Schaaf, M. F., & Kirschner, P. A. (2009). Students' personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education & Training, 61(4), 481-494.Competence-based vocational education is based on a constructivist learning paradigm, where the development of students’ personal professional knowledge is emphasised. However, there is a lack of insight into how students construct their own professional knowledge and what the content and nature of personal professional knowledge is. This article elaborates the concept Personal Professional Theory (PPT): a personal knowledge base in which professional knowledge and beliefs are internalised. PPTs are built upon a combination of declarative and procedural knowledge and are stored in the long-term memory. Furthermore, knowledge in PPTs refers to compiled knowledge which can be specified and applied to different professional situations. These PPTs develop through an interrelated process of internalisation and socialisation, in which students grow into the existing body of shared knowledge and collective norms, values and beliefs of professionals of an occupational domain. It is concluded that the elaboration of PPTs can be used to stimulate and monitor personal professional knowledge development in vocational education, but further research into the content and nature of PPTs is required

Combining concept maps and interviews to produce representations of personal professional theories in higher vocational education: effects of order and vocational domain

This article is about the use of personal professional theories (PPTs) in Dutch higher vocational education. PPTs are internalised bodies of formal and practical knowledge and convictions, professionals use to direct their behaviour. With the aid of high-quality representations of students’ PPTs teachers can access, monitor, and support the professional development of students. Two qualitatively equivalent techniques for representing PPTs are (computer-supported) concept mapping and interviewing. This article reports on a study of the effects of combining these techniques to determine whether (1) this results in higher quality representations and (2), if so, whether technique order will make a difference. The study was conducted in two very different vocational domains: accountancy with 29 participants and teacher education with 20 participants. The results of a counterbalanced quasi-experiment with two factors (i.e. domain and order) show in both domains that combining the techniques improves quality but order does not matter. This order independence has practical importance as the computer-supported analysis of a student generated concept map and subsequently discussing the results with the student, fosters learning and fits in educational practice well

A Computer Supported Method to Reveal and Assess Personal Professional Theories in Vocational Education

Please refer only to the article as published by Technology, Pedagogy & EducationThis article introduces a dedicated, computer supported method to construct and formatively assess concept maps of Personal Professional Theories: internalized bodies of knowledge (i.e. mental models) that professionals use as reference to interpret and acquire knowledge and to direct their behaviour and which vocational students are expected to develop. However, the development of essentially mental models is difficult to monitor and assess. Traditional elicitation and assessment methods such as semi-structured interviews and concept mapping, are either too labour intensive to be applied in education or do not reveal the quality of the student’s mental models. The article presents a new method which has been shown to be valid, reliable and easy usable in education, and which reveals the quality in a way comparable to and in many cases better than the traditional methods

Achieving professional agency for school development in the context of having a PhD scholarship.: An intricate interplay

In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development and research culture. The interplay between personal and social resources we found influences teachers achieving of professional agency. Implications for future research include more in-depth analysis of this interplay of resources in achieving agency

Leerwerkgemeenschappen als instrument voor schoolontwikkeling: Het verbinden van individueel en collectief leren

Pape

Exploring differences between international business undergraduates’ conceptual understanding

Higher education providers need to deliver graduates with the conceptual understanding required for professional life. Conceptual understanding entails a synthesis of relevant facts, theories and practices that influence occupational performance. To help align curricula with individual student differences, this study investigates differences in international business undergraduates’ conceptual understanding with regard to study progress. Seventy-four international business students of a bachelor’s programme in the Netherlands participated. Students were presented with a complex business problem. They then wrote essays in which they explicated their conceptual understanding of the case. Using a rubric, six components of conceptual understanding were graded on a 5-point scale ranging from negligible to extraordinary. Results indicated three types of conceptual understanding: limited, developing and extensive. Their relationship with study progress was nonlinear, indicating that effects other than curriculum may account for differences between students. Suggestions are made to account for differences, and recommendations are made regarding curriculum development

Illustrating conceptual understanding in international business undergraduate writing

Conceptual understanding is important for professionals because a broad and deep synthesis of knowledge enables flexible and original thinking in complex problem solving. However, little is known about the appearance of conceptual understanding at the student level. This article therefore investigates the appearance of conceptual understanding in writing, since writing skills are a highly rated competency in both education and professional domains like international business. 44 students in their final year studying international business wrote literature reviews to illustrate how different levels (negligible, weak, moderate, strong and extraordinary) appeared for six components of conceptual understanding (global context, local context, business practices, practice instances, business concepts and business mechanisms). Two results are suggested. The first is that conceptual understanding in students’ writing is broad rather than deep, suggesting fragmented rather than integrated knowledge needed for conceptual understanding. The second is that different patterns of conceptual understanding emerge between and within students’ writing, both in the varying depths of conceptual understanding per component and in the different ways conceptual understanding manifests. Methodological issues and further research are discussed. Implications for education include suggestions for teachers to stimulate knowledge integration for conceptual understanding through the use of rubrics and iterative cycles

Moral authorship of novice teachers in primary education

This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. We elaborate on moral authorship by theoretically exploring six interdependent tasks of moral meaning making: moral commitment, awareness, orientation and positioning, moral performance and evaluation. Narratives of 19 novice teachers were analyzed to explore moral authorship in teachers’ talk. The results show the opportunities of moral authorship to support, navigate, and reinforce the professional development of novice teachers. This study suggests professional self-dialogs for enhancing the development of moral authorship