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Rike Bron Maaike D. Endedijk Ruth van Veelen Bernard P. Veldkamp 《Vocations and Learning》2018,11(3):449-474
In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra- vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance. 相似文献
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This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’ learning patterns were measured with an aptitude instrument, designed for the specific context of learning to teach. Multiple concrete learning activities were measured with a structured digital log. Results showed meaningful relations between students’ learning patterns and their learning activities, taking multiple learning experiences into account. Survival oriented student teachers show more inactiveness in their learning, reproduction oriented student teachers learn by doing to improve their teaching behavior, dependent meaning oriented student teachers are more influenced by previous negative experiences and independent meaning oriented student teachers show the most deep and most active way of learning. But interestingly, the results also show that some relations as described in literature did not show up. The choice for a particular processing strategy and also the intentionality of the learning experiences was not related to student teachers’ learning patterns. This study demonstrates the added value of combining both types of instruments in research and practice. 相似文献
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Esther de Groot Maaike D. Endedijk A. Debbie C. Jaarsma P. Robert-Jan Simons Peter van Beukelen 《Studies in Continuing Education》2014,36(1):15-37
Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical opinion sharing, an openness about mistakes, asking for and giving feedback, experimentation and research utilisation. We studied whether and how these aspects can be distinguished in dialogues of seven different communities of veterinary professionals (critically reflective dialogues). Our exploration of the nature of critically reflective dialogues resulted in an analytical framework. Within each aspect four different modes of communication were identified: interactive, on an individual basis, non-reflective and restricted. We assume that professionals use learning opportunities most in the interactive mode of communication. The framework was employed to study the extent to which dialogues showed these modes of critically reflective dialogues. The results demonstrate that in these communities the modes of communication within aspects were largely non-interactive (i.e., individual, non-reflective). The developed framework discriminates between communities in terms of their critically reflective dialogues. Interventions to improve the effectiveness of learning communities should focus on enhancement of members addressing each other's reasons and reflections. 相似文献
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Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students’ learning in both contexts, and even fewer that compare that learning to the learning that results from an integration of learning in both contexts. In this study we investigate, in detail, the similarities and differences of students’ learning activities both within and between the formal educational and workplace contexts of a professional educational program in the Netherlands. To that end, we analysed 1866 learning experiences of 148 students in a dual teacher education program. Analyses revealed that although the different contexts appear to be more conducive to certain kinds of learning activities, thereby confirming prior research, all learning activities did occur in all contexts. Our findings also confirm the value of learning that combines the educational and the workplace contexts, as this learning results in integrations of theory and practice and reflections on professional identity. Implications for dual education programs include focussing on increasing the diversity of learning activities within a single context and supporting students in learning how to learn, next to what to learn, irrespective of the context in which this learning takes place. 相似文献
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Hinke Endedijk Eddie Denessen Angélique W. Hendriks 《Learning and individual differences》2011,21(6):765-770
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. 相似文献
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Helena Hinke Dobrochinski Candido 《International Studies in Sociology of Education》2020,29(1-2):126-157
ABSTRACT This paper investigates datafication in schools through an analysis of the enactments of quality assurance and evaluation (QAE) policies in Brazil. In doing so, I question how data permeates and changes school environments, school actors’ conduct and their imaginaries. QAE policies encompass large-scale assessments, indicators, rankings and other steering mechanisms, but importantly connect data to quality in education. Here, I analyse the discourses of school actors (principals, coordinators, supervisors, teachers, students and parents) from three Brazilian public schools collected through semi-structured interviews (n = 28). Data manifests in those schools as a technology of government. Schools enact QAE policies in distinct ways, incorporating the idea of governmentality, but also proposing alternative patterns of action. 相似文献
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Esther de Groot B. A. M. van den Berg M. D. Endedijk P. van Beukelen P. R. J. Simons 《Vocations and Learning》2011,4(1):41-62
Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to
support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study
explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals.
From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore
strategies for implementation of these DPs, a face-to-face expert discussion meeting was organized. The Delphi study resulted
in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others
were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators
from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion
about the support and set-up of learning communities for autonomous professionals. A framework for behavioural change is considered
that could help to understand why these DPs should influence participants’ interaction. 相似文献
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To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teacher education and the role of teacher training internships in this. In this study, the changes in student teachers’ patterns of learning-to-teach amongst pre-service teachers were investigated using a longitudinal design. 253 student teachers were asked to complete the ‘Inventory Learning To Teach Process’ questionnaire at two points during the last semester of a three-year teaching programme: immediately prior to and immediately following a long teacher training internship. The results of this study demonstrate that learning-to-teach patterns are subject to a relative degree of change. In particular, survival-oriented student teachers appear to have undergone a greater degree of change after the long teacher training internship. 相似文献
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