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Annoesjka Boersma Geert ten Dam Willem Wardekker Monique Volman 《Learning Environments Research》2016,19(1):107-131
In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities. 相似文献
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《British Educational Research Journal》2006,32(6):839-856
Schools in England are now being encouraged to ‘personalise’ the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a ‘student's‐eye’ set of evaluative categories in a school‐wide student survey. They also conducted teacher, student and governor interviews, lesson and meeting observations, and student ‘mind‐mapping’ exercises. In this article, in the light of the findings, the authors discuss the processes they used to work jointly with the student research team, and how they moved from pupils‐as‐consultants to pupils‐as‐researchers, a potentially more transformative/disruptive practice. They query the notion of ‘authentic student voice’ and show it as discursive and heterogeneous: they thus suggest that both a standards and a rights framings of student voice must be regarded critically. 相似文献
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This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
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《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
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Gabriela M. Höhns 《Journal of Vocational Education & Training》2018,70(2):313-333
In discussions of work-based learning in anglophone countries, a relatively new question concerns different learning opportunities for differentially positioned novices in the workplace. Basil Bernstein relates learners’ positioning with respect to knowledge and within a community of knowers to variations in a discourse underlying and regulating the transmission. This article describes modalities of pedagogic practice in companies that give rise to such specific positionings of learners and discusses their relationship to a pedagogic discourse for company learning. It does so using the case of German company vocational education in the ‘dual system’, where a distinct macro-social pedagogic discourse underlies and regulates the transmission in companies. The data are drawn from problem-centred interviews with dual system graduates and analysed from a social-realist stance in relation to Bernstein’s ‘framing’. Although for Bernstein, who draws predominantly on school-based research, the control over ‘framing’ is always with the transmitters, this article points to instances of acquirers taking control in the data and traces them to the particular pedagogic discourse underlying German vocational education. The article points to further research possibilities with the goal of reconstructing, in a rule-directed way, an implicit discourse underlying company learning that lacks explicit macro-social discursive regulations. 相似文献
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Edward H. Behrman 《Literacy》2002,36(1):26-32
Because reading and writing are social as well as personal activities, many recent curricular reforms that promote literacy development have focused on the relationship between the learner and the community. These reforms have been based on situated cognition theory, which holds that learning is intermeshed with the social and physical contexts of activity and that learning occurs through active participation in a community of practice. Yet there is no distinct orientation to the concept of community across the various educational programs. In fact, at least three different orientations to community appear in the literature on literacy reform: experiential community, classroom community, and anticipatory community. Both experiential and anticipatory community orientations situate literacy in non‐school settings that involve learners in ‘real‐life’ communities. The classroom community orientation attempts to reproduce the roles of mentor and apprentice found in non‐school communities; however, its claim to legitimacy of activity is based more on the learner’s manner of participation than in the activity itself. 相似文献
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This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace. 相似文献
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Deborah K. Palmer 《International journal of qualitative studies in education》2013,26(6):647-667
Two‐way immersion is a model for bilingual education designed to help language‐minority students develop additive bilingualism while at the same time offering language‐majority students a chance to learn a second language. There is a great deal of rhetoric around two‐way immersion that claims these programs aim to improve overall equity among diverse groups of learners. The article begins with a brief review of the available research on two‐way immersion education. Then, using Bakhtin’s concept of dialogue and Bourdieu’s and Gee’s ideas of discourse/Discourse, this article takes a close‐up look at the discourse patterns in one second‐grade two‐way immersion classroom in Northern California, with an eye to uncovering how the teacher deliberately attempts to expose students to ‘alternative’ discourses and to lead language‐minority students to construct positive identities as learners. The ultimate question the article attempts to address is whether and to what extent any classroom program can create lasting change in the larger society through exposing students to ‘alternatives’ to mainstream dominant discourses within the context of classroom norms and activities. 相似文献
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“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project 
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下载免费PDF全文 Lauren M. Anstey 《Anatomical sciences education》2017,10(6):538-548
Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists. 相似文献
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Francis Gilbert 《English in Education》2012,46(3):198-211
This article aims to examine the benefits of teachers using their own autobiographical writing in the classroom. It explores the blurring of truth and fiction in autobiographical writing and argues that teachers can help students if they provide students with the cloak of fiction when writing about their own lives. Furthermore, it puts forward the case that when teachers share pertinent autobiographical episodes then pupils are more willing to respond in an engaged and passionate fashion. In developing my argument, I suggest that autobiographical writing can be therapeutic in certain classroom contexts. The data sources for this article are the author's own life and two case studies: an 11‐year‐old boy, George, and a 15‐year‐old girl, Eloise, both of whom were pupils of the author and wrote autobiographically for him. The methodological approach is that of bricolage: chiefly, the article combines ethnographical observation with interviews and discourse analysis. I also examine quantitative studies which look at the therapeutic dimensions of autobiographical writing. Theoretically I draw on Friere's concept of ‘conscientization’ (Friere 1985: 49) in order to critique the ‘banking’ concept of education, which would close down opportunities for pupils to write freely about their own lives. 相似文献
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The development of student teachers’ professional identity 总被引：4，自引：3，他引：1
Carl Lamote 《欧洲师范教育杂志》2010,33(1):3-18
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement. 相似文献
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In October 2008, the Australian Learning and Teaching Council released the final report for the commissioned project ‘ePortfolio use by university students in Australia: Informing excellence in policy and practice’. The Australian ePortfolio Project represented the first attempt to examine the breadth and depth of ePortfolio practice in the Australian higher education sector. The research activities included: surveys of stakeholder groups in learning and teaching, academic management and human resource management, with respondents representing all Australian universities; a series of focus groups and semi‐structured interviews that sought to explore key issues in greater depth; and surveys designed to capture students’ pre‐course expectations and their post‐course experiences of ePortfolio learning. Further qualitative data was collected through interviews with ‘mature users’ of ePortfolios. Project findings revealed that, while there was a high level of interest in the use of ePortfolios in terms of the potential to help students become reflective learners who were conscious of their personal and professional strengths and weaknesses, the state of play in Australian universities was very fragmented. The project investigation identified four individual, yet interrelated, contexts where strategies may be employed to support and foster effective ePortfolio practice in higher education: government policy; technical standards; academic policy; and learning and teaching. Four scenarios for the future were also presented with the goal of stimulating discussion about opportunities for stakeholder engagement. It is argued that the effective use of ePortfolios requires open dialogue and collaboration between the different stakeholders across this range of contexts. 相似文献
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Juanita Johnson‐Bailey Ronald M. Cervero 《International Journal of Lifelong Education》2013,32(6):389-399
The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues. 相似文献
15.
An exploration of teachers’ agency and social relationships within dyslexia‐support provision in an English secondary school 下载免费PDF全文
下载免费PDF全文 Helen Ross 《British Journal of Special Education》2017,44(2):186-202
This article explores teachers’ experiences of dyslexia and classroom interventions via lesson observations and semi‐structured interviews. These experiences were analysed through a Bourdieusien lens, based on Jenkins's ‘levels of interaction’, to delineate power relationships inherent in classroom interactions, teachers’ interactions with professionals and institutions, and mechanisms present in teachers’ conceptualisation of ‘self’. Through their conceptualisation of ‘self’ as ‘teachers of dyslexic young people’, it was found that teachers’ classroom interactions acted to reduce social distance between themselves and students. Internally and interactionally, teachers enacted agency and constructed their own social space, through their framing of young people with dyslexia and use of inclusive language with students. Institutionally, teachers were found to be subject to other professions and Government policy, lacking autonomy and capacity to distribute resources, despite their ‘symbolic capital’ as teachers. The ‘level of interaction’ determined teachers’ capacity to act autonomously and freely navigate their own social space. 相似文献
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M. Lynn Breyfogle 《Teachers and Teaching》2013,19(2):151-167
A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher’s reflection on videotapes of his instruction. The purpose was to document and explore the teacher’s experiences with respect to his reflections and classroom practice while trying to create inquiry‐based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester‐long collaboration the teacher exhibited, at various times, four different reflective states (‘explain but not question’, ‘question but not explain’, ‘question and explore’, and ‘exploring’). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers’ practice than previously thought. The results of this article suggest that the interaction of teachers’ reflective activities and reflective states contribute to various kinds of teacher change in the classroom. 相似文献
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Digitally distanced learning: a study of international distance learners’ (non)use of technology 总被引：1，自引：1，他引：0
Neil Selwyn 《Distance Education》2011,32(1):85-99
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The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed. 相似文献
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Educators have identified four categories of ‘productive pedagogies’ that are considered to lead to authentic student engagement and learning in the classroom. This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programmes of Queensland environmental education centres. In‐depth interview and observation data were collected from students, classroom teachers and centre teachers who had participated in 12 environmental education programmes across Queensland, in order to identify the strategies that are most effective in facilitating learning in the natural environment. A fifth productive pedagogy category, ‘experience‐based learning’, is proposed. Experience‐based learning is particularly important in addressing students’ environmental attitudes and actions. The implications for the delivery of environmental education programmes both within and outside the classroom are discussed. 相似文献