An ecological perspective on learner-constructed learning spaces     

Crina Damşa  Monika Nerland  Zacharias E. Andreadakis 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2075-2089

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Teacher Vulnerability: understanding its moral and political roots     

Geert Kelchtermans 《Cambridge Journal of Education》1996,26(3):307-323

Many teachers experience a seme of vulnerability in their work. Analysing primary school teachers’ professional biographies, the author reconstructed the main sources of this vulnerability: administrative or policy measures; professional relationships in the school; limits to teachers’ efficacy. Further analysis of the meaning this vulnerability has for teachers revealed its moral and political roots. Vulnerability implies the feeling that one's professional identity and moral integrity are questioned. Coping with it therefore implies political action in order to (re)gain the social recognition of one's professional self and restore the necessary workplace conditions for good job performance. Finally, autobiographical reflection and story telling are suggested as effective strategies to deal successfully with the sense of vulnerability  相似文献   

Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics     

Bénédicte Vanblaere  Geert Devos 《School Effectiveness & School Improvement》2016,27(2):205-227

The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative.  相似文献   

Learning and the development of social identities in the subjects Care and Technology     

Monique Volman  Geert Ten Dam 《British Educational Research Journal》2007,33(6):845-866

This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social practices with which groups of students identify in different ways. On the other hand, students also appear to make active use of these subjects in their identity development. The authors argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also, the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that the constraints of social position and identity are reduced, and the restrictive character of social identities is challenged.  相似文献   

Artifacts as authoritative actors in educational reform     

Virginie März  Geert Kelchtermans  Karen Vermeir 《Journal of Educational Change》2017,18(4):439-464

Educational reforms are often translated in and implemented through artifacts. Although research has frequently treated artifacts as merely functional, more recent work acknowledges the complex relationship between material artifacts and human/organizational behavior. This article aims at disentangling this relationship in order to deepen our understanding of the role of artifacts within processes of educational change. In particular, we study the implementation of a data-transfer instrument developed to stimulate care continuity between primary and secondary schools. In order to understand an artifact’s authority and to unravel its role in processes of innovation, we turned to organizational routines and neo-institutional theory. Drawing on data from an artifact analysis and semi-structured interviews, this article reports how this artifact not only transfers data, but also changed the discursive interactions (routines) in the school team around care. From an institutional perspective, implementing the artifact can be viewed as an answer to institutional forces that are pressurizing organizations to conform to particular ideas of what care and care continuity should ideally look like. The use of the artifact contributed to the schools’ organizational legitimacy by serving their symbolic needs and it enabled them to position themselves towards stakeholders, parents and other schools as a truly legitimate school.  相似文献   

Learning (not) to become a teacher: A qualitative analysis of the job entrance issue     

Isabel Rots  Geert Kelchtermans 《Teaching and Teacher Education》2012,28(1):1-10

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.  相似文献   

Assessment of Preschooler’s Scientific Reasoning in Adult–Child Interactions: What Is the Optimal Context?     

Heidi B. Meindertsma  Marijn W. G. van Dijk  Henderien W. Steenbeek  Paul L. C. van Geert 《Research in Science Education》2014,44(2):215-237

In educational settings, continuous assessment of the child’s level of understanding is necessary to effectively utilize the principles of scaffolding and to create contexts that can advance the scientific reasoning of the child. In this article, we argue that a child’s performance is a dynamic notion that is created by all elements in an interaction, including the task. Therefore, we studied preschoolers’ levels of scientific reasoning varying different properties of the assessment context. Young children were interviewed about four scientific tasks using one out of four different protocols (varying in the degree of flexibility and adaptiveness) by an adult. In the first study, different task contents resulted in different performance levels. The second study indicated that the most structured protocol elicited the highest maximum level of reasoning in children and the highest percentage of correct predictions. The third study showed differences between the protocols in the adult’s verbal behavior. Adaptation in verbal behavior to different children by the adult did not result in higher scientific understanding by the children, whereas a higher degree of task structure did. Combined, the studies emphasize the importance of context, which has implications for assessment and teaching situations.  相似文献   

Effects of school quality,school citizenship policy,and student body composition on the acquisition of citizenship competences in the final year of primary education     

Anne Bert Dijkstra  Femke Geijsel  Guuske Ledoux  Ineke van der Veen  Geert ten Dam 《School Effectiveness & School Improvement》2013,24(4):524-553

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools.  相似文献   

Workload and willingness to change: disentangling the experience of intensification     

Katrijn Ballet  Geert Kelchtermans 《课程研究杂志》2013,45(1):47-67

Teachers are facing an increasing number of changes in their job context, many of which significantly affect their work lives. This study offers a theoretical understanding of the changes in teachers’ working conditions, starting from the intensification thesis. The case study of a Flemish (Belgian) elementary school shows the existence of various and mutually reinforcing sources of intensification. Those sources emerge not only from outside school (e.g. policy‐makers and society), but also as teachers impose their own standards on their work. The case study exemplifies the compelling (and thus intensifying) character of a collective norm of willingness to innovate. However, this norm seems to act paradoxically: both as a support in dealing with external pressure and as an intensifying factor, increasing the workload. The possibly intensifying impact of changes on teachers’ working conditions is mediated by the school organization as well as the personal interpretative framework (sense‐making) of individual teachers.  相似文献   

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives     

Geert Kelchtermans  Liesbeth Piot  Katrijn Ballet 《牛津教育评论》2013,39(1):93-108

Based on a secondary analysis of studies on Flemish primary schools, the article argues that the metaphor of the gatekeeper, on the threshold between the outside‐school and the inside‐school world, is a powerful frame to capture some of the particular complexities of principals’ emotional experience of themselves and their working conditions. More in particular, the image allows for a more refined and in‐depth understanding of the emotional and relational aspects in the position and role of the principal. Apart from depicting the working conditions of leadership in terms of the gatekeeper‐image, the authors contend that the inevitable normative character of education contributes to a sense of vulnerability and emotionality in leadership. Two themes appeared to be prominent in principals’ experience of their gatekeeper’s position: first, being caught in a web of conflicting loyalties and second, the struggle between loneliness and belonging. Underneath these themes—it is argued—lies the issue of the principal’s professional self in the particular school. The article concludes with suggestions for the training of (future) principals.  相似文献