Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation

In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers' self-efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice

Examining pre-service teacher competence in lesson planning pertaining to collaborative learning

Taking into account the merits of anticipatory reflection, instructional planning is perceived as an important process in the professionalization of teachers. When implementing a complex instructional strategy such as collaborative learning (CL), a thorough preparation becomes even more important. The purpose of the present study was to investigate the quality of lesson plans focusing on CL implementation. Based on the literature, a scoring rubric with 17 criteria in 3 domains (instruction, organisation, and evaluation) was developed and applied to analyse 323 lesson plans of second-year pre-service teachers. The results reveal both strengths (e.g. designing appropriate learning tasks, developing adequate learning materials) and weaknesses (e.g. including social objectives, rules, and agreements for collaborative work) in the lesson plans. The rubric proves to be a useful instrument both for research and practice-oriented reflection. The findings provide significant insights for teacher training with regard to CL implementation

Student and novice teachers' stories about collaborative learning implementation

Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n = 15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation

Limitations in the use of compound-specific stable isotope analysis to understand the behaviour of a complex BTEX groundwater contamination near Brussels (Belgium)

The application of compound-specific stable isotope analysis (CSIA) was evaluated to characterise a complex groundwater contamination. For this purpose, δ13C and δ2H analysis of benzenes and alkylated derivatives were used to interpret both the impact of different sources on a contaminant plume and the presence of degradation processes. The different contaminant sources could be distinguished based on their combined δ13C–δ2H signature of the benzene, toluene, ethylbenzene and xylenes (BTEX) dissolved in the groundwater. Despite this source differentiation, plume characterisation was not possible due to the complex mixing of the respective contaminant plumes. Furthermore, the original isotope signatures of the sources were not preserved across these plumes. To estimate the level of in situ biodegradation independently from concentration data, the Rayleigh equation was used. Although current literature identifies the application of CSIA as very promising in the frame of characterising organic groundwater pollution, this study has indicated that this approach can be limited with respect to successfully distinguish the different plumes and their relation to the known source zones.status: publishe

Integratie van zorgsystemen voor kwaliteit, veiligheid en milieu in verzorgingsinstellingen : ontwikkeling van een zelfevaluatie-instrument /

Diss. lic. medisch-sociale wetenschappe