How learning conditions and Program structure predict burnout and satisfaction in teacher education     

Friederike Zimmermann  Lena Rösler  Jens Möller  Olaf Köller 《欧洲师范教育杂志》2018,41(3):318-342

To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed.  相似文献   

Measuring learning outcomes          下载免费PDF全文

Joakim Caspersen  Jens‐Christian Smeby  Per Olaf Aamodt 《European Journal of Education》2017,52(1):20-30

The growing interest for measurement of learning outcomes relates to long lines of development in higher education, the request for accountability, intensified through international reforms and movements such as the development and implementation of qualifications frameworks. In this article, we discuss relevant literature on different approaches to measurement and how learning outcomes are measured, what kinds of learning outcomes are measured, and why learning outcomes are measured. Three dimensions are used to structure the literature: Whether the approaches emphasise generic or disciplinary skills and competence, self‐assessment or more objective test based measures (including grades), and how the issue of the contribution from the education program or institution (the value‐added) are discussed. It is pointed out that large scales initiatives that compare institutions and even nations seem to fall short because of the implicit and explicit differences in context, whilst small‐scale approaches suffer from a lack of relevance outside local contexts. In addition, competence (actual level of performance) is often confused with learning (gain and development) in many approaches, laying the ground for false assumptions about institutional process‐quality in higher education.  相似文献   

Bildungspotenziale im Sport     

Dr. phil. Jens Flatau  Frank Schröder 《Sportwissenschaft》2010,40(1):74-78

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The Effectiveness of Collaborative Augmented Reality in Gross Anatomy Teaching: A Quantitative and Qualitative Pilot Study     

Felix Bork  Alexander Lehner  Ulrich Eck  Nassir Navab  Jens Waschke  Daniela Kugelmann 《Anatomical sciences education》2021,14(5):590-604

In the context of gross anatomy education, novel augmented reality (AR) systems have the potential to serve as complementary pedagogical tools and facilitate interactive, student-centered learning. However, there is a lack of AR systems that enable multiple students to engage in collaborative, team-based learning environments. This article presents the results of a pilot study in which first-year medical students (n = 16) had the opportunity to work with such a collaborative AR system during a full-day gross anatomy seminar. Student performance in an anatomy knowledge test, conducted after an extensive group learning session, increased significantly compared to a pre-test in both the experimental group working with the collaborative AR system (P < 0.01) and in the control group working with traditional anatomy atlases and three-dimensional (3D) models (P < 0.01). However, no significant differences were found between the test results of both groups. While the experienced mental effort during the collaborative learning session was considered rather high (5.13 ± 2.45 on a seven-point Likert scale), both qualitative and quantitative feedback during a survey as well as the results of a System Usability Scale (SUS) questionnaire (80.00 ± 13.90) outlined the potential of the collaborative AR system for increasing students' 3D understanding of topographic anatomy and its advantages over comparable AR systems for single-user experiences. Overall, these outcomes show that collaborative AR systems such as the one evaluated within this work stimulate interactive, student-centered learning in teams and have the potential to become an integral part of a modern, multi-modal anatomy curriculum.  相似文献   

Roskilde University Centre — a Danish Experiment in Higher Education     

Jens Bjerg  Henning Silberbrandt 《课程研究杂志》2013,45(3):245-261

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Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning     

Damian P. Birney  Jens F. Beckmann  Robert E. Wood 《Learning and individual differences》2012,22(5):563-574

The current study investigates a conceptualization of flexible expertise as it relates to adult learning within the context of management and leadership training. Three research domains and their relation to metacognitive outcomes are integrated: 1) individual differences in abilities, personality, and mindsets, 2) deliberate practice and routine expertise, and 3) self-regulatory processes. The theoretical focus of the research is on the extent to which metacognitive self-evaluations around person- and management-specific concepts taught during training may act as precursors to flexible expertise. We asked 172 mid-level managers to provide evaluations of concept importance (antecedent), behavioral change (proximal consequence), and impact on job performance (distal consequence) resulting from knowledge acquired during the course of training. A series of hierarchical linear modeling analyses unveil a constellation of core personality characteristics, mindsets, and deliberative processing experiences that together interact to predict metacognitive self-evaluation of impactful training. Our results suggest support for our contention that flexible expertise is a context appropriate, balanced cluster of learning oriented, self-regulatory, and metacognitive processes that moderate and mediate the application of abilities and previously acquired knowledge to problem solution, future knowledge acquisition, and ultimately effective leadership.  相似文献   

Central processing energetic factors mediate impaired motor control in ADHD combined subtype but not in ADHD inattentive subtype     

Egeland J  Ueland T  Johansen S 《Journal of learning disabilities》2012,45(4):361-370

Participants with attention-deficit/hyperactivity disorder (ADHD) are often impaired in visuomotor tasks. However, little is known about the contribution of modal impairment in motor function relative to central processing deficits or whether different processes underlie the impairment in ADHD combined (ADHD-C) versus ADHD inattentive (ADHD-I) subtype. The present study analyzes performance on the Visual Motor Integration Test relative to less effortful motor tests as well as on measures of energetics. Both ADHD groups showed evidence of impaired motor function on both visual-motor integration (VMI) and the less effortful motor tests. The ADHD-C group performed below the ADHD-I group on VMI, but their performance correlated highly with the measures of the energetic pools of arousal and effort. Different mechanisms may underlie impaired fine motor skills in ADHD. Central processing deficits contribute significantly to the deficit of ADHD-C but do not explain the motor impairment in ADHD-I.  相似文献   

Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment     

Jens Anker-Hansen  Maria Andrée 《International Journal of Science Education》2013,35(15):2577-2596

This article reports from an empirical study on the affordances and constraints for using staged socio-political debates for authentic summative assessment of scientific literacy. The article focuses on conditions for student participation and what purposes emerge in student interaction in a socio-political debate. As part of the research project, a socio-political debate was designed for assessing student competences of scientific literacy in classroom practices. The debate centred on a fictive case about a lake where a decline in the yield of fish had been established. The students were assigned the task of participating in the debate from appointed roles as different stakeholders. Data were collected with video recordings of the enacted student debates. Student participation was analysed with the theoretical framework of communities of practice. The results show that multiple conflicting purposes of the socio-political debate as an assessment task emerged. The emergent purposes were (1) putting scientific knowledge on display versus staying true to one's role, (2) putting scientific knowledge on display versus expressing social responsibility, (3) putting scientific knowledge on display versus winning the debate, and (4) using sources tactically versus using sources critically. As these purposes emerged in classroom practice, tensions between different ways of enacting participation in the debates became manifest. Based on these findings, this article discusses the affordances and constraints for using a socio-political debate for classroom-based assessment of scientific literacy and argumentation in terms of validity, reliability and affordability.  相似文献   

Kompetenzmodellierung: Struktur,Konzepte und Forschungszugänge des DFG-Schwerpunktprogramms     

Jens Fleischer  Karoline Koeppen  Martina Kenk  Eckhard Klieme  Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2013,16(1):5-22

The assessment and modeling of competencies plays a key role in optimizing educational processes and improving educational systems. The DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” which was founded in 2007, aims at promoting and coordinating the scientific efforts in this field across disciplines. The present article describes the structure, concepts and research approaches and sketches the current state of research of the priority program.  相似文献   

A Gentle Introduction to Bayesian Analysis: Applications to Developmental Research   总被引：1，自引：0，他引：1  

Rens van de Schoot  David Kaplan  Jaap Denissen  Jens B. Asendorpf  Franz J. Neyer  Marcel A.G. van Aken 《Child development》2014,85(3):842-860

Bayesian statistical methods are becoming ever more popular in applied and fundamental research. In this study a gentle introduction to Bayesian analysis is provided. It is shown under what circumstances it is attractive to use Bayesian estimation, and how to interpret properly the results. First, the ingredients underlying Bayesian methods are introduced using a simplified example. Thereafter, the advantages and pitfalls of the specification of prior knowledge are discussed. To illustrate Bayesian methods explained in this study, in a second example a series of studies that examine the theoretical framework of dynamic interactionism are considered. In the Discussion the advantages and disadvantages of using Bayesian statistics are reviewed, and guidelines on how to report on Bayesian statistics are provided.  相似文献