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1.
This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. We elaborate on moral authorship by theoretically exploring six interdependent tasks of moral meaning making: moral commitment, awareness, orientation and positioning, moral performance and evaluation. Narratives of 19 novice teachers were analyzed to explore moral authorship in teachers’ talk. The results show the opportunities of moral authorship to support, navigate, and reinforce the professional development of novice teachers. This study suggests professional self-dialogs for enhancing the development of moral authorship. 相似文献
2.
Sue Ashley Harmen Schaap Elly de Bruijn 《Assessment & Evaluation in Higher Education》2017,42(5):690-704
This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students’ conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept maps were used to determine how students’ conceptual understanding of international business can be revealed adequately. To this end, 132 international business students in higher professional education were randomly assigned to four conditions to write essays and to construct concept maps about an international business research topic. The conditions were: essay alone, essay after concept map, concept map alone, and concept map after essay. An assessment rubric was used to assess the breadth and depth of students’ conceptual understanding. Results show essays are the most adequate approach for revealing conceptual understanding of international business. In particular, concept maps revealed fewer facts and less reasoning than essays. Essays written after concept maps were less effective than essays, possibly since students perceived these essays as redundant. Further research is suggested on how educators can foster conceptual understanding. 相似文献
3.
Lydia Schaap Henk G. Schmidt Peter P.J.L. Verkoeijen 《Assessment & Evaluation in Higher Education》2012,37(7):875-887
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data showed that level of initial learning was positively associated with prior knowledge and class attendance. Further, level of initial learning was positively related to knowledge growth at the end of the first year of the curriculum. Students with higher levels of initial learning had a more extended knowledge base at the end of the first year of their curriculum than students with lower levels of initial learning. Prior knowledge, class attendance and individual study time did not have a significant relation with knowledge growth. 相似文献
4.
This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish. 相似文献
5.
H. Schaap E. de Bruijn M. F. Van der Schaaf L. K.J. Baartman P. A. Kirschner 《Scandinavian Journal of Educational Research》2013,57(6):567-586
Students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. Students' personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal professional theories can be measured. This study focused on measuring the content and nature of students' personal professional theories using a multi-method triangulation approach, in which 16 students in the domain of Social Work constructed a concept map, an interview and a self-report. The results show that the relatively structured methods (i.e., interviews and concept maps) reveal more insight into students' personal professional theories than less structured methods (i.e., self-reports). It is concluded that both structure as well as adequate prompts are important in the process of explicating personal professional theories. 相似文献
6.
Harmen Schaap Marieke van der Schaaf Elly de Bruijn 《Studies in Continuing Education》2017,39(1):52-70
This study aimed to describe verbal student–teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students?=?20) and teacher (n teachers?=?5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups?=?5) discussing vocational core problems. Each group held five discussions (n discussions?=?25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5–8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced. 相似文献
7.
Antoine C. M. van den Bogaart Harmen Schaap Hans G. K. Hummel Paul A. Kirschner 《Instructional Science》2017,45(3):359-376
This article presents the use of personal professional theories (PPTs) in Dutch higher vocational education. PPTs are internalised bodies of formal and practical knowledge and convictions that professionals use to direct their behaviour. With the aid of high-quality representations of students’ PPTs teachers can access, monitor, and support the professional development of students. Two qualitatively equivalent techniques for representing PPTs are (computer-supported) concept mapping and interviewing. The article reports on a study of the effects of combining these techniques to determine whether (1) this results in higher quality representations and (2), if so, whether technique order will make a difference. The study was conducted in two very different vocational domains: accountancy with 29 participants and teacher education with 20 participants. The results of a counterbalanced quasi-experiment with two factors (i.e. domain and order) show in both domains that combining the techniques improves quality but that the order in which the techniques are applied does not matter. This order independence has practical importance as the combination of first conducting a computer-supported analysis of a student generated concept map and subsequently discussing the results with the student, fosters learning and is well suited to educational practice. 相似文献
8.
Marit Wijnen Sofie M. M. Loyens Lydia Schaap 《Interactive Learning Environments》2016,24(8):1907-1921
This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study the same text. Their knowledge acquisition was tested on both an immediate post-test and a delayed post-test, one week later. The results showed beneficial effects for the PBL group on the immediate and the delayed test compared to the lecture group. There were no differences between knowledge acquisition scores for the self-study condition and either of the other conditions. Moreover, no differences on knowledge retention were shown, because the decline in performance over time was equal in all conditions. In conclusion, the present study provides experimentally based evidence of the disadvantageous effects of instruction through lectures compared to PBL. 相似文献
9.
This article describes how communal aspects of faith find their way back into the lives of adolescents. The communal aspects of faith within individualized societies need more attention. It seems that with the current emphasis on individual faith, the intrinsic power of communal aspects of faith has been lost. This study shows that informal communities of adolescents—faith tribes—can restore the individual–communal balance in faith development. Youth ministry should encourage adolescents and tribal leaders to be aware of the faith possibilities of tribes. 相似文献
10.
Steven F. Raaijmakers Martine Baars Lydia Schaap Fred Paas Jeroen van Merriënboer Tamara van Gog 《Instructional Science》2018,46(2):273-290
Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents’ problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific task-selection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and relatively easy to implement method for improving students’ self-regulated learning outcomes. Importantly, our data suggest that the effect on task-selection skills may transfer beyond the trained tasks, although future research should establish whether this also applies when trained students perform novel tasks themselves. 相似文献