Van een lerende vakdocent leer je het meest

Modern and Contemporary Studie

Van een lerende vakdocent leer je het meest

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Concept-contextonderwijs leren ontwerpen en uitvoeren – een onderwijsvernieuwing praktisch bruikbaar maken voor docenten

Teaching and Teacher Learning (ICLON

Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning

Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scafolds students’ learning in complex and sometimes overwhelming context-based learning environments. Efects of the implementation on both students’ learning outcomes and self-reported perceptions of six afective and metacognitive outcomes were investigated. Six teachers implemented Scrum methodology in a context-based secondary chemistry module on Green Chemistry. Their classes formed the experimental group. Based on how students experienced the quality of the implementation, teachers of the experimental group were subdivided into top-teachers and growth-teachers. Consequently, their students formed two sub-experimental groups. The comparison group, which did not use Scrum methodology, consisted of students taught by four teachers. A pre-test post-test control group design was used to study its efect on students’ achievements and self-reported afective and metacognitive outcomes. Students of both experimental groups outperformed students of the comparison group with a large efect-size (top-teachers); and medium efect-size (growthteachers) on learning outcomes. Findings on students’ perceptions of afective and metacognitive outcomes revealed medium and small efects of Scrum methodology. Despite the fact that the implementation is challenging for teachers, it appears that Scrum methodology has positive efects on students’ achievement and on students’ perceptions of afective and metacognitive dimensions of their learning.NWO023.004.069Teaching and Teacher Learning (ICLON

Teachers of mother-tongue education in action

In this paper we report on the first year of a two year action-research project in the Netherlands. Fourteen teachers of mother-tongue education worked together to design concept-contextenriched education. Three teachers of higher vocational education with knowledge of action research facilitated the project and an academic researcher from the university (first author of this paper) researched the implementation of this action-research project as the teachers were experiencing it. This paper reports on the knowledge the teachers developed, the materials they produced, and the mothertongue (or L1 concepts and contexts) they applied during the first ten months of the project. With this paper we wish to contribute to the knowledge on how in-service action-research projects develop and elaborate on what lessons may be learned from the first year of an action-research project in which teachers design concept-context enriched education.  Teaching and Teacher Learning (ICLON

Selecteren op geschiktheid voor het leraarsberoep: is het wenselijk om te selecteren aan de poort?

Teaching and Teacher Learning (ICLON