Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)     

Simons  Mathea  Coetzee  Stephen  Baeten  Marlies  Schmulian  Astrid 《Learning Environments Research》2020,23(1):45-58

Learning Environments Research - Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team...  相似文献   

Student teachers’ team teaching: how do learners in the classroom experience team-taught lessons by student teachers?     

Marlies Baeten  Mathea Simons 《师资教育杂志》2016,42(1):93-105

This study focuses on student teachers’ team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching process, their perspective is often ignored. Therefore, the central research question is: How do learners experience sequential and parallel teaching? A questionnaire was administered to the 229 learners participating in the experiment. Exploratory factor analysis and multilevel analysis revealed that both models were evaluated positively. However, parallel teaching scored significantly higher on advantages whereas sequential teaching scored higher on disadvantages. Quantitative content analysis revealed additional information. Benefits of parallel teaching were high levels of concentration and involvement and a positive atmosphere. In sequential teaching, learners appreciated the additional support and variation. Disadvantages of sequential teaching referred to the fact that it was confusing and to differences between both teachers. Learners in parallel teaching disliked the splitting of the class group. They were concerned that both learner groups would not be treated equally. These findings reveal that from the learners’ perspective, parallel teaching should be preferred above sequential teaching.  相似文献   

Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?     

Marlies Baeten  Katrien Struyven  Filip Dochy 《Studies in Educational Evaluation》2013

This paper investigates dynamics in approaches to learning within different learning environments. Two quasi-experimental studies were conducted with first-year student teachers (N_{Study 1} = 496, N_{Study 2} = 1098) studying a child development course. Data collection was carried out using a pre-test/post-test design by means of the Approaches to Learning and Studying Inventory. Study 1 compared a lecture-based learning environment with a student-centred learning environment. Results were opposite to the premise that student-centred instruction deepened student learning. Instead, the latter pushed students towards a surface approach. Study 2 investigated whether mixed learning environments consisting of lectures and case-based learning could enhance students’ approaches to learning, compared to learning environments in which either lectures or case-based learning were used. Results showed that the deep and strategic approach decreased in the lecture-based, the case-based and the alternated learning environment, in which lectures and case-based learning were used by turns, while they remained the same in the gradually implemented case-based learning environment. With respect to the surface approach, the strongest decrease was found in the latter learning environment. In conclusion, this paper shows the added value of gradually implementing case-based learning. Nevertheless, it remains difficult to enhance the deep approach, monitoring studying, organised studying and effort management.  相似文献   

Enhancing students’ approaches to learning: the added value of gradually implementing case-based learning     

Marlies Baeten  Filip Dochy  Katrien Struyven 《European Journal of Psychology of Education - EJPE》2013,28(2):315-336

Previous research has shown the difficulty of enhancing students’ approaches to learning, in particular the deep approach, through student-centred teaching methods such as problem- and case-based learning. This study investigates whether mixed instructional methods combining case-based learning and lectures have the power to enhance students’ approaches to learning, compared to instructional methods using either case-based learning or lectures. A quasi-experimental research was set up using a pre-/post-test design. Participants were 1,098 first-year student teachers taking a course on child development. Statistical analysis showed that students in a gradually implemented case-based setting, in which lectures gradually made way for case-based learning, scored significantly higher on the scales organised studying and effort management and significantly lower on the surface approach, compared to students in a completely case-based setting. Therefore, students in a gradually implemented case-based setting worked in a better organised way and spent more effort and concentration than students who experienced only case-based learning. Nevertheless, the gradually implemented case-based setting did not encourage students to apply deep approaches that aimed at understanding. Quantitative content analysis revealed that students in the gradually implemented case-based setting especially appreciated the variation in teaching methods and the specific combination of lectures and case-based learning.  相似文献   

Student Teachers’ Team Teaching during Field Experiences: An Evaluation by their Mentors     

Mathea Simons  Marlies Baeten 《Mentoring & Tutoring: Partnership in Learning》2016,24(5):415-440

Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were conducted in order to map their attitudes, the advantages and disadvantages they observe and the conditions for implementation. Results indicate that mentors adopt an open attitude toward team teaching. They observe advantages for all actors involved, especially for student teachers (e.g. support, professional growth) and learners (e.g. rich and varied lessons). The study corroborates the findings retrieved in the literature, enlarges and refines them, and gives a clearer view on the importance of each (dis)advantage.  相似文献   

Team teaching during field experiences in teacher education: Exploring the assistant teaching model     

Marlies Baeten  Wouter Schelfhout  Rianne Pinxten 《欧洲师范教育杂志》2018,41(3):377-397

Teacher education institutes are in search of alternative models of field experiences, inspired by collaborative learning. This study examines team teaching. We focus upon the assistant teaching model, in which the student teacher assists the mentor during teaching. We investigate which assisting activities student teachers prefer, how student teachers and mentors experience these activities and the conditions for implementation they foresee. Data were gathered using activity reports, reflective documents and questionnaires. Results show that the preferred assisting activities mainly consist of guiding pupils during individual and team work and of teaching a part of a lesson in front of an entire class group. The assistant teaching model has both advantages (professional growth, …) and disadvantages (feelings of unfamiliarity, …) for the student teacher. Advantages and disadvantages have also been reported for mentors (support, high workload, …) and pupils (support, confusion, …). Finally, several conditions for successful implementation of the assistant teacher model are discussed.  相似文献   

Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments     

Marlies Baeten  Filip Dochy  Katrien Struyven 《Educational studies》2012,38(5):491-506

A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students’ perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students’ motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lecture-based setting scored significantly higher than students in a completely case-based setting.  相似文献   

A new protocol for screening adults presenting with their own medical problems at the Emergency Department to identify children at high risk for maltreatment     

Hester M. Diderich  Minne Fekkes  Paul H. Verkerk  Fieke D. Pannebakker  Mariska Klein Velderman  Peggy J.G. Sorensen  Paul Baeten  Anne Marie Oudesluys-Murphy 《Child abuse & neglect》2013

Identifying child abuse and neglect solely on the grounds of child characteristics leaves many children undetected. We developed a new approach (Hague protocol) based on characteristics of parents who attend the Emergency Department (ED) because they have the following problems: (1) intimate partner violence, (2) substance abuse, or (3) suicide attempt or other serious psychiatric problems. The goal of this protocol is to enable the Reporting Center for Child Abuse and Neglect (RCCAN) to rapidly assess family problems and offer voluntary community based support to these parents. The aim of this study is to assess whether this protocol for screening adults presenting for care in the Emergency Department can identify children at high risk for maltreatment. A before and after study was conducted at 9 EDs in 3 regions in the Netherlands (one intervention region and 2 control regions). During the period January 2006 to November 2007, prior to the introduction of the Hague protocol, from a total of 385,626 patients attending the ED in the intervention region 4 parents (1 per 100,000) were referred to the RCCAN. In the period after introduction of the protocol (December 2007 to December 2011), the number rose to 565 parents from a total of 885,301 patients attending the ED (64 per 100,000). In the control region, where the protocol was not implemented, these figures were 2 per 163,628 (1 per 100,000) and 10 per 371,616 (3 per 100,000) respectively (OR = 28.0 (95 CI 4.6–170.7)). At assessment, child abuse was confirmed in 91% of referred cases. The protocol has a high positive predictive value of 91% and can substantially increase the detection rate of child abuse in an ED setting. Parental characteristics are strong predictors of child abuse. Implementing guidelines to detect child abuse based on parental characteristics of parents attending the adult section of the ED can increase the detection rate of child abuse and neglect allowing appropriate aid to be initiated for these families.  相似文献   

Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning     

Marlies Baeten  Filip Dochy  Katrien Struyven  Emmeline Parmentier  Anne Vanderbruggen 《Learning Environments Research》2016,19(1):43-62

The use of student-centred learning environments in education has increased. This study investigated student teachers’ instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and approaches to learning were measured by means of questionnaires. Results showed that most students preferred teacher direction, cooperative learning and knowledge construction, and adopted a deep approach. Moreover, significant correlations were found between approaches to learning and instructional preferences. Students adopting a deep approach preferred knowledge construction and cooperative learning, while students adopting a surface approach had a preference for teacher direction and passive learning.  相似文献   

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment     

Marlies Baeten  Filip Dochy  Katrien Struyven 《Instructional Science》2008,36(5-6):359-374

This study focused on the relationships between experiences with portfolio assessment, students’ approaches to learning and their assessment preferences by means of a pre- and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor’s degree students in office management. They were assessed by means of portfolio assessment in a course that combined constructivist design principles and lectures. Approaches to learning and assessment preferences were measured by means of the Revised Two-Factor Study Process Questionnaire and the Assessment Preferences Inventory. Results showed that students’ preferences for student participation in examination and for permanent evaluation decreased significantly. Moreover, deep approaches were not enhanced. On the contrary, surface learning increased significantly. Notwithstanding, the surface approach proved to be a significant negative predictor of the portfolio assessment score.  相似文献