A study of the quality of practitioner research in secondary education: impact on teacher and school development     

Helma W. Oolbekkink-Marchand  Janneke van der Steen  Mirjam Nijveldt 《Educational Action Research》2013,21(1):122-139

This study provides insight into the quality of practitioner research and the impact of this on the professional development of the individual teacher and the school as a whole. We examined the quality of practitioner research in relation to the goals of the research. We operationalized the quality of the research in terms of the validities outlined by Anderson and Herr. In our study we apply this way of thinking to 11 cases of teacher research in secondary education. We found at least some evidence of outcome validity and catalytic validity for the teachers’ practitioner research. However, evidence of process validity and democratic validity was only found in some of the projects. We conclude that the approach adopted in this study can be more generally used to increase the quality and thereby the impact of practitioner research.  相似文献   

Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making,interpretation, and underlying conceptions     

Kooloos  Chris  Oolbekkink-Marchand  Helma  van Boven  Saskia  Kaenders  Rainer  Heckman  Gert 《Journal of Mathematics Teacher Education》2022,25(4):453-477

Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals.

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Making sense of student mathematical thinking: the role of teacher mathematical thinking     

Kooloos  Chris  Oolbekkink-Marchand  Helma  van Boven  Saskia  Kaenders  Rainer  Heckman  Gert 《Educational Studies in Mathematics》2022,110(3):503-524

Educational Studies in Mathematics - In mathematical whole-class discussions, teachers can build on various student ideas and develop these ideas toward mathematical goals. This requires teachers...  相似文献   

Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers     

H.W. Oolbekkink-Marchand  J.H. Van Driel  N. Verloop 《Teaching in Higher Education》2013,18(7):799-811

Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles.  相似文献