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1.
Stella Van der Wal-Maris Douwe Beijaard Gonny Schellings Jeannette Geldens 《师资教育杂志》2019,45(2):155-168
This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities. 相似文献
2.
Rosario Hernández 《Higher Education》2012,64(4):489-502
A distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning. 相似文献
3.
The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education. 相似文献
4.
This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts. 相似文献
5.
Lois Harris 《Teaching and Teacher Education》2011,27(2):376-386
Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes.Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences. 相似文献
6.
This paper focuses on the study of student teachers’ verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate two ‘ways of seeing’ a group: as an entity or as a set composed of individualities. We present an analytical framework that considers two dimensions connected with these ways of seeing the group and four variables corresponding to these dimensions, through which the verbal interaction between student teachers in a group can be considered. As regards the first dimension, the variables included are specific language, cognitive processing, social processing; the second dimension considers the relational variable. We describe each of the different variables that form the framework, and how this framework allows us to analyse the verbal interaction in three groups of student teachers. We believe that building analytic frameworks that allow the study of verbal interaction in detail is worthwhile in the educational field due to their important role in the analysis of learning-teaching processes. 相似文献
7.
Olabisi Kuboni 《Distance Education》2009,30(3):363-381
A key component of conventional distance education organizations has been the network of local study centres, set up to serve as a bridge between students and the educational organization. With the capacity of information and communication technologies (ICTs) to enable direct contact between the educational institution and its dispersed students, it is arguable that the local site is no longer necessary. This article reports on a study that explores the factors that suggest the need to revisit the role of the local study centre in view of the growing interest in ICT‐supported distance learning. The study, conducted in the University of the West Indies Distance Education Centre, comprised a survey of students and interviews conducted with site coordinators. Based on the results obtained, the article makes recommendations for enhancing the student support role of the local study centre. 相似文献
8.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
9.
Janet A. Buckenmeyer Casimir Barczyk Emily Hixon Heather Zamojski Annette Tomory 《Journal of Further & Higher Education》2016,40(3):412-431
Patterns of technology ownership and usage, as well as skills with and preferences for various technologies, affect the college experience (Educause 2012). Students at a commuter campus of a large Midwestern public university were surveyed about technology and the learning process: 94% of the respondents believed that technology had the potential to benefit learning and 85% thought it was central to their academic success. Students credited technology-enhanced courses with increased and more effective communication with instructors, the ability to better manage course activities and expanded opportunities for practice and reinforcement. Students’ prior experiences with a course management system affected their perceptions of the role of technology and their subsequent beliefs about the benefits of its use in their university courses. Implications for administrators who make decisions about faculty development, student retention and funding for technology-enhanced course offerings are discussed. 相似文献
10.
A central concern surrounding test-based accountability is that teachers may narrow teaching practices to improve test performance on a curriculum-based specific knowledge test rather than student learning more broadly. Two of the most common teaching practices that “teach to the test” are providing test-specific classwork and increasing the frequency with which students take practice tests. Whether such teaching practices improve student learning—both in terms of learning the content associated with a specific knowledge test as well as more general learning—is a largely unanswered question. To approach this question, this paper uses a student fixed effects approach to analyze the impact of these kinds of narrow teaching practices on student performance on a specific test as well as a general knowledge test. We find that test-specific classwork and practice tests with specific test items tend to have little or negative impacts on curriculum specific or general knowledge test performance, except for male students, and that subject practice tests (without emphasizing test-specific items) have positive effects on student outcomes on both kinds of tests, but larger on the curriculum-specific than on the general test, and much larger on the curriculum-specific test for male students. We discuss the logic for these results and what they tell us about the effectiveness of test-focused teaching practices more generally. 相似文献
11.
Discussions of the quality of learning in university education often focus on curricula. Less attention is paid to the role of student–staff interactions. In a context in which a host of factors place pressure on the opportunities for students and staff to interact, it is important to use empirical insights to inform decisions about how to optimise learning. This paper uses data from a large survey of students and teaching staff in Australia to suggest that students and staff should be regarded as allies in learning. It investigates student reports to suggest that frequent interactions with those who teach them lead to higher levels of student engagement and satisfaction and lower attrition rates. The advantages do not only flow in one direction. Teaching staff gain insights into students' learning experiences, providing them with clues to better target their teaching. 相似文献
12.
Tess Miller 《Assessment & Evaluation in Higher Education》2009,34(2):181-192
A formative computer‐based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen’s University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self‐regulated learning environment whereby feedback on the CBA was used to support rather than measure student learning. The four types of feedback embedded in the CBA included: (a) directing students to a resource, (b) rephrasing a question, (c) providing additional information and (d) providing the correct answer. Although students originally reported positive experiences with the formative CBA, two follow‐up surveys revealed that they found the four types of feedback to be moderately effective in supporting their learning. 相似文献
13.
Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students’ learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the interrelation of different aspects of AfL. The current study argues that AfL combines authentic assessment tasks given to students, feedback from teacher educators, peer assessment and self-assessment. The aim of the current study is to understand student teachers’ experiences of AfL practices in higher education, focusing on the reasons why student teachers do not always find the practices supportive. The study conducted semi-structured interviews with 20 student teachers and analysed them using an inductive content analysis method. The findings indicate that student teachers have had some experiences with individual aspects of AfL. A critical finding is that, when teacher educators continually dominate in the assessment process, summative assessment remains the principal way of assessing student teachers, thus hindering the supportive role of other AfL practices. The current study also finds that learning in higher education is still quite grade-centred, which affects student teachers’ learning. 相似文献
14.
15.
Ana-Maria Bliuc Robert A. Ellis Peter Goodyear Daniela Muntele Hendres 《European Journal of Psychology of Education - EJPE》2011,26(3):417-433
This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions
of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research
into student learning with ideas from research on social identity. In two studies (N = 110, and N = 97) the relationships between student social identity, perceptions of the learning community, approaches to learning, and
academic performance were explored. Our findings suggest that a strong student social identity is associated with a deep approach
to learning, which in turn is linked to higher academic performance. Also, perceptions of learning community mediate the relationship
between student social identity and deep approaches to learning. Significantly, a surface approach turns out not to be associated
with student social identity or perceptions of the learning community, but it is negatively related to academic performance.
Our research argues for the value of an integration of complementary frameworks, emphasising social and psychological aspects
of the learning experience that can be used to improve our understanding of how and why students vary in the quality of their
learning. 相似文献
16.
University students experience of cross-disciplinary collegiality and interaction with research-active teachers are explored using the results from two separate, but related, studies. In the first study, variation in students understanding of collegiality and how it is experienced is investigated. The second (quantitative) study explores the relations between students perceptions of collegiality in their learning environment and their learning outcomes and satisfaction. Within the collegiate system of the University of Oxford, students describe collegiality as encompassing a sense of allegiance and as a set of interactions with important others. Interactions were common between students in one disciplinary area and those in other disciplines. They are also found between students in one subject and other students in the same discipline, in the same and a different year of study and, in terms of learning, most effectively between students and research-active teaching staff. Where engagements of these sorts are described as beneficial to learning, students self-report that they adopt deeper approaches to learning, with the strongest correlations being between approach to learning and feelings of benefit derived from being in contact with active researchers. This result, from a student perspective, is a significant contribution to the debate on teaching–research relations in higher education within and beyond Oxford University as it bypasses teaching and focuses on the more important relations between university research and student learning. 相似文献
17.
“Student voice” (SV) refers to listening to and valuing students’ views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital technologies in creating a space for SV in academia. The qualitative study was conducted in an academic course, which combines face-to face, synchronous lessons with a variety of asynchronous self-directed and group learning activities. The participants were 54 Master’s students in education. We analyzed the pedagogical design of the course, as well as interpretations of teaching, learning, assessment, and the role of technology as experienced and presented by the students. The findings demonstrated that students functioned as co-designers of the course content, co-creators of teaching and of their own learning experience. Students perceived the requirements of active learning, teamwork, and community participation (i.e., an advanced way of conveying SV—leadership; Mitra International handbook of student experience in elementary and secondary school, Springer Publishers, The Netherlands, 2007), as both challenges related to overload and stress, and benefits related to the gains of meaningful learning, innovative pedagogical design, and diverse instructional methods. The equalization effect of the digital environment, which diminishes status cues changed the power dynamic, promoted students’ active participation and their pedagogical partnership with the instructor. Based on the findings, our conceptualization of SV and its implications for academia includes: (1) co-design of content, (2) co-teaching, (3) co-creation of learning experience and outcomes, and (4) embedded co-assessment for learning. 相似文献
18.
The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories. 相似文献
19.
Teachers’ learning in a learning study 总被引：1，自引：0，他引：1
Mona Holmqvist 《Instructional Science》2011,39(4):497-511
The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework. 相似文献
20.
Ian Hardy 《British Journal of Sociology of Education》2015,36(3):375-394
This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students’ behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly ‘risky business’ which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as ‘risk objects’ requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers’ professionalism. 相似文献