The Socratic Dialogue and teacher education     

Dubravka Knezic  Theo Wubbels  Ed Elbers  Maaike Hajer 《Teaching and Teacher Education》2010

This article argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. The article provides a new definition of the Socratic Dialogue and introduces the idea of common concept formation. A concrete Socratic Dialogue in the context of teacher education is discussed by way of illustration. Finally we suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.  相似文献   

    

Theo H?rder 《Informatik - Forschung und Entwicklung》2007,21(3-4):125-126

Ohne Zusammenfassung  相似文献   

Editorial     

Theo Härder und Stefan Jähnichen 《Informatik - Forschung und Entwicklung》2004,18(3-4):103-104

Ohne Zusammenfassung  相似文献   

Presenting archival science     

Peter Horsman  Eric Ketelaar  Theo Thomassen 《Archival Science》2001,1(1):1-2

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Die Multimediaf?higkeit von mehrf?dig superskalaren Prozessoren am Beispiel der MPEG-2-Decodierung     

Ulrich Sigmund  Theo Ungerer 《Informatik - Forschung und Entwicklung》2001,54(6):14-22

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How does student peer review influence perceptions,engagement and academic outcomes? A case study     

Raoul Mulder  Chi Baik  Ryan Naylor  Jon Pearce 《Assessment & Evaluation in Higher Education》2014,39(6):657-677

Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes.  相似文献   

Picturing ‘our’ heritage in the pedagogic text: layout and illustrations in an Australian and a Swedish history textbook     

Theo Van Leeuwen  Staffan Selander 《课程研究杂志》2013,45(5):501-522

This paper is about re-representing the lifeworlds experienced by different participants in the 'same' physics classrooms; dissatisfied with the monolithic accounts that dominate the educational literature, we offer here an attempt to w/ri(gh)te classroom research. This paper, therefore, has a dual purpose: We exemplify how authors might want to represent different perspectives on the 'same' classroom and we build on this example to argue for w/ri(gh)ting research by drawing on literary forms that differ from traditional master narratives. W/ri(gh)ting requires reading in new ways; by skipping text, readers risk missing out on the reflexivity of our argument.  相似文献   

Student teachers’ discipline strategies: relations with self-images,anticipated student responses and control orientation     

Romi de Jong  Jan van Tartwijk  Theo Wubbels  Ietje Veldman  Nico Verloop 《Educational studies》2013,39(5):582-597

Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers’ use of discipline strategies is largely unknown. In this paper, we examine student teachers’ beliefs in relation to their discipline strategies. Three clusters of discipline strategies are distinguished: sensitive, directive and aggressive discipline strategies. Beliefs that were taken into account are self-images on control and affiliation, control orientation and anticipated student responses on control and affiliation. All participants were student teachers of a one-year teacher education programme for secondary education in the Netherlands. Student questionnaires were used to measure discipline strategies (n?=?2506). Student teachers’ (n?=?104) self-images, control orientation and anticipated student responses were measured with student teacher questionnaires. Results of the multiple regression analyses showed that student teachers’ sensitive and directive discipline strategies are explained best by self-images on control; aggressive discipline strategies are explained best by self-images on affiliation and by control orientation. Apart from the possible academic interest in these particular findings, results are believed to be useful in a practical sense, in particular for teacher education programmes.  相似文献   

An Audience for the Aliens     

Theo Bryer 《Changing English: An International Journal of English Teaching》2013,20(3):253-265

This account of the making and sharing of self-authored digital videos in a Year 5 classroom focuses on the way that the children appear to be influenced by their awareness of audience. Drawing on evidence of video observation, written and moving image texts produced by the children and semi-structured interviews with them, I examine the factors that appear to guide them in their creative endeavours. I consider the children’s motivations in relation to their social relationships and the cultural interests and aspirations reflected in the intertextual aspects of their work. A sense of the children’s awareness of themselves as collective and individual audiences emerges from an examination of the forms of expression that the children draw on. I argue that the children’s orientation towards this very particular and familiar audience has a significant and motivating influence on the way that they shape and create video texts and that this has implications for their learning.  相似文献   

How to persuade honors students to go the extra mile: creating a challenging learning environment     

Karin Scager  Sanne F. Akkerman  Albert Pilot  Theo Wubbels 《High Ability Studies》2013,24(2):115-134

Although universities aim to challenge high-ability students to develop their talents to the full, the question of how to create such challenges remains unanswered. In this study, we examined six different honors courses to discover which factors in the learning environment specifically designed for high-ability students challenged these students and determined how such challenges were established. Perceived challenges (factors and intensity) in the different courses were identified from focus group interviews with students. The interviews were guided by a storyline method which retrospectively discussed students’ experiences of course activities. In addition, course materials and audio-recorded classes were analyzed to describe how challenge was established. Results revealed three challenge factors: autonomy, complexity, and teacher expectations, similar to the ones found in a previous, single-case study. Results showed that the greatest challenge was experienced when the three factors were simultaneously experienced in the learning environment. These three challenge factors were manifested in various and sometimes very subtle ways through course design (e.g. open structure of assignments) and class interactions (e.g. particular ways of questioning).  相似文献