Leerstofanalyse door leerkrachten

In dit onderzoek wordt bij 33 leerkrachten geanalyseerd welke onderlinge overeenstemming aanwezig is in de door hen opgegeven samenhang tussen begrippen als hen gevraagd wordt om een leerstof onderdeel te analyseren. Tevens wordt nagegaan welke overeenstemming aanwezig is met een door experts opgegeven samenhang tussen begrippen in hetzelfde leerstofonderdeel. Uit ander onderzoek komt naar voren dat leerkrachten weliswaar in hun planning rekening houden met het analyseren van leerstof maar dat men bij de uitwerking ervan niet de beschikking heeft over adequate procedures. Dit onderzoek bevestigt deze conclusie ten aanzien van de leerstofanalyse en pleit ervoor (plannings)instrumenten te ontwikkelen voor gebruik door leerkrachten om hun taak deskundig uit te voeren

Assessment for learning to teach: Appraisal of practice teaching lessons by mentors, supervisors, and student teachers.

Gedragsveranderingen bij leerlingen en hun lerare

Learning under pressure: Learning strategies, workplace climate, and leadership style in the hospitality industry.

Gedragsveranderingen bij leerlingen en hun lerare

Teacher educator dilemmas: A concept to study pedagogy

To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on pedagogy. Qualitative interview data from within the Turkish context are contrasted with datasets from Israel and The Netherlands to gauge common notions on the pedagogy of teaching student teachers. The findings indicate shared dilemmas across contexts acting as key constraints to the teaching of teacher educators, which are mainly related to implementing pedagogy, while differences across contexts found mainly had to do with orientations and views on teaching. In this respect, the concept of dilemmas is a fruitful way of disclosing these constraints and perspectives. © 2011 Taylor & Francis.This research was financially supported by the Academic Research Project Unit of Cukurova University, Adana, Turkey

Trends and themes in teachers' working and learning environment

Gedragsveranderingen bij leerlingen en hun lerare

Conceptual or experience based learning of teachers

This paper presents the results of a field experiment, in which a variation in the didactical arrangement of a training course for teachers was investigated. It was hypothesized that a conceptually oriented training program, consisting of certain training components, would benefit teachers most. The theoretical background of the hypothesis is discussed. The impact of the variation on teachers' knowledge, perception of competence and performance was assessed. The results show clear support for the hypothesis on measures related to knowledge and perception of competence, but not on those related to performance or actual competence

Learning trouble in mentoring conversations

Mentoring interactions in higher education are intended to help students achieve their learning goals. This entails mentors taking up the epistemological responsibility of sharing what they know and facilitating effective student learning. When this goal is not achieved, the well-intended mentoring actions create trouble for both the mentor and mentee. We approach learning trouble from an interactional learning perspective where the mentee does not learn what is expected, and where the mentor is left with a need to resolve the barriers to learning. We argue that this as an interactional problem since learning trouble is contingent upon the epistemic access provided during a conversation. This conversation analysis case study formed part of analyses of mentoring conversations between university professors and senior students in the final year of a teacher education programme. Mentoring took place after school experience and the aim was for students to share their reflections on situations where they needed support from the mentor. Mentoring interactions were video-taped and transcribed, and we analysed one particular session as a case study in order to understand what is involved in learning trouble, and how it is resolved. We found that interactions around identifying and resolving trouble could reflect the status of and stance taking by the mentor and the mentee. In our case study, this often contributed to misunderstandings and delays, while illustrating the importance of understanding the lack of epistemic access experiencedby the student. These drawbacks resulted in asymmetry in the mentoring relationship. However, the roles were at times temporarily reversed in that the mentor could allow epistemic access on the part of the mentee, enhancing learning at the same time. This case study highlights the importance of conversational actions in mentoring, and how participants use their turns-at-talk for the improvement of learning