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51.
52.
The Relationship between Workplace Climate,Motivation and Learning Approaches for Knowledge Workers 总被引:1,自引:0,他引:1
Gert Vanthournout Dorien Noyens David Gijbels Piet Van den Bossche 《Vocations and Learning》2014,7(2):191-214
Workplace learning is becoming a central tenet for a large proportion of today’s employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to learn. Moreover, the possible role of motivation as a mediating factor between workplace climate factors and learning is underexplored. This paper therefore investigates direct and indirect links between perceptions of the workplace climate, motivation to learn and approaches to learning in the workplace. Knowledge workers (N?=?202) in one knowledge intensive organisation were questioned using existing and adapted questionnaires to measure learning approaches, motivation and workplace climate. Correlations and multivariate regression analyses were carried out to assess direct relationships amongst variables. Path analysis was carried out to assess the mediating role of motivation. Results show that both workplace climate factors and motivation directly influence employees’ approaches to learning. Some direct relationships between workplace climate factors and motivation were also uncovered. Results regarding the mediating role of motivation showed that the effect of good supervision on deep learning is completely mediated by autonomous motivation. The effect of choice independence on deep learning approach is partially mediated by the same motivational drive. A-motivation was found to partially mediate the link between good supervision and a surface disorganised approach. Implications for research and practice are discussed. 相似文献
53.
Gert Biesta 《课程研究杂志》2013,45(5):684-696
In 1970, Joseph Schwab published the first of four papers that argued for a turn to the idea of the Practical in curriculum research and practice. In this paper, I revisit Schwab’s original paper and explore the extent to which his case for the Practical is still relevant today. I first look at the past of the deliberative tradition in which Schwab’s argument is located. I argue that a more precise engagement with the work of Aristotle – particularly the distinction between making/production and doing, and between knowledge of the eternal and of the variable – can strengthen Schwab’s case and allow for a better understanding of the kind of knowledge and judgement needed in education. In relation to the present, I highlight three ways in which the current context has changed from when Schwab published his paper. These concern the strongly diminished space for teachers’ professional judgement; the rise of a call for evidence-based education; and the shift in curriculum studies away from practical questions. To (re)connect the field of curriculum studies and research with questions about the ‘doing’ of curriculum is, in my view, where a deliberative approach such as the one articulated by Schwab remains highly relevant. 相似文献
54.
The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object‐based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object‐based logic to think about the curriculum, we cannot avoid asking what a curriculum is for. Whoever answers this question necessarily excludes other possibilities. We argue that a relational or ‘complex’ understanding of causality, which is shared by complexity theories, poststructural theories, deconstruction and Deweyan pragmatism, offers a way out of the conundrum by offering a different understanding of process and hence the guiding role of the curriculum in the educational process. In allowing the possibility of a guiding role for the curriculum, while dispensing with the need for a curricular ‘end’, complex logic can inform an understanding of curriculum which succeeds where humanistic education in its various forms has failed. 相似文献
55.
Katrien Fransen Norbert Vanbeselaere Bert De Cuyper Gert Vande Broek Filip Boen 《Journal of sports sciences》2013,31(14):1389-1397
AbstractAlthough coaches and players recognise the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by extending the current leadership classification and exploring the importance of the team captain as formal leader of the team. An online survey was completed by 4,451 participants (31% females and 69% males) within nine different team sports in Flanders (Belgium). Players (N = 3,193) and coaches (N = 1,258) participated on all different levels in their sports. Results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline the fact that the leadership qualities attributed to the captain as the team’s formal leader are overrated. It can be concluded that leadership is spread throughout the team; informal leaders rather than the captain take the lead, both on and off the field. 相似文献
56.
Gert Biesta 《European Journal of Education》2015,50(1):75-87
Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers’ professional judgement. 相似文献
57.
58.
Gert Biesta 《Educational theory》2017,67(6):653-656
59.
Key points
- The term ‘predatory journal’ hides a wide range of scholarly publishing misconduct.
- The term ‘predatory journal’ unhelpfully bundles misconduct with poor quality.
- The term ‘predatory journal’ blinds us to important possibilities, needs, and questions arising in the developing scholarly landscape.
- The current scholarly publishing environment cannot rely on such a simplified classification of journals into predatory or not.
60.
Rony Ibrahim Vosse A de Boode Gert S. Faber Jaap H. van Dieën 《Journal of sports sciences》2019,37(3):313-321
Kinetics and full body kinematics were measured in ten elite goalkeepers diving to save high and low balls at both sides of the goal, aiming to investigate their starting position, linear and angular momentum, and legs' contribution to end-performance. Our results showed that goalkeepers adopted a starting position with a stance width of 33 ± 1% of leg length, knee flexion angle of 62 ± 18° and hip flexion angle of 63 ± 18°. The contralateral leg contributed more than the ipsilateral leg to COM velocity (p < 0.01), both for the horizontal (2.7 ± 0.1 m·s?1 versus 1.2 ± 0.1 m·s?1) and for the vertical component (3.1 ± 0.3 m·s?1 versus 0.4 ± 0.2 m·s?1). Peak horizontal and peak angular momenta were significantly larger (p < 0.01) for low dives than for high dives with a mean difference of 55 kg·m·s?1 and 9 kg·m2·s?1, respectively. In addition, peak vertical momentum was significantly larger (p < 0.01) for high dives with a mean difference between dive heights of 113 kg·m·s?1. Coaches need to highlight horizontal lateral skills and exercises (e.g. sideward push-off, sideward jumps), with emphasis on pushing-off with the contralateral leg, when training and assessing goalkeeper’s physical performance. 相似文献