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The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education
schools which differ in the manner and extent to which they have implemented characteristics of competence-based education.
The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was
investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations
with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were
further found to be distinctive for the development of knowledge. 相似文献
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Constantijn Koopman 《Journal of Philosophy of Education》2005,39(1):85-97
This article critically examines current ways of justifying a place for the arts in general education and develops an alternative position. First, justifications relying on the positive non-artistic outcomes of art education are represented and problems exposed. Next, I discuss and criticise the position of John White, who takes the arts to promote self-knowledge, ethical contemplation and social cohesion. Then I develop a new account of artistic value based on the concept of fulfilment. 相似文献
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Ginzburg K Arnow B Hart S Gardner W Koopman C Classen CC Giese-Davis J Spiegel D 《Child abuse & neglect》2006,30(8):929-943
OBJECTIVE: To evaluate the psychometric properties of a new measure, the Abuse-Related Beliefs Questionnaire (ARBQ), designed to assess abuse-related beliefs among adult survivors of childhood sexual abuse (CSA). Study 1 examined the structure of the scale, and Study 2 evaluated its reliability and validity. METHOD: One hundred and seventy female CSA survivors recruited into a group psychotherapy intervention study were administered the ARBQ in Study 1. A subsample of 45 women completed the ARBQ again 12 months later. In Study 2, 70 women from a health maintenance organization who identified themselves as survivors of CSA completed the ARBQ along with the Trauma Symptom Checklist-40 (TSC-40) and the Symptom Checklist 90R (SCL-90-R). RESULTS: Three reliable ARBQ subscales emerged in Study 1: Guilt, Shame, and Resilience. Twelve-month test-retest reliability was high (r=.60-.64). The internal consistency of the subscales was further supported in Study 2, and validity was demonstrated by moderate to high correlations with the distress measures. CONCLUSIONS: The results indicate that the ARBQ has good psychometric characteristics, supporting the feasibility of its use in measuring abuse-related beliefs in research on survivors of CSA. A next step for validation of the ARBQ would be to evaluate its sensitivity in measuring changes in studies of interventions for treating CSA survivors. 相似文献
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Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
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Evelien Ketelaar Maaike Koopman Perry J. Den Brok Douwe Beijaard Henny P. A. Boshuizen 《Teachers and Teaching》2013,19(3):314-337
The aim of this study was to gain understanding of how teachers familiarise themselves with a new pedagogy during their everyday practice, in this case the implementation of the coaching role in vocational education. For this purpose, 11 teachers reported their learning experiences in a digital log. An identity perspective was used as a lens to reflect and interpret these learning experiences. More specifically, it was looked at the extent to which teachers expressed ownership in their learning experiences with this new pedagogy, the ways they made sense of their learning experiences, and the extent to which they expressed agency in their learning experiences. On the basis of their initial positioning in terms of their ownership, sense-making and agency, these teachers were divided into an engaged and a reserved group. Differences were found in the learning experiences both between and within these groups. The digital logs of the engaged teachers showed more ownership than those of the reserved group and their sense-making was more active and explicit. Agency was present in the digital logs of both groups. Within the two groups, differences were found, particularly between teachers in the reserved group. 相似文献
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Zena Scholtz Martin Braund Merle Hodges Robert Koopman Fred Lubben 《International Journal of Educational Development》2008
This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers’ involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation. 相似文献
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Martin Braund Zena ScholtzMelanie Sadeck Robert Koopman 《International Journal of Educational Development》2013
South African student teachers were studied to see how they coped with requirements to teach science using argumentation. Lesson observations, plans, reflective logs, post-teaching interviews and assessment of pupils’ argumentation were used to compare student teachers’ preparedness and interactions with pupils. Two clusters of students were identified representing high preparedness and low interaction. A high degree of preparedness alone did not guarantee high levels of argumentation. Schools’ educational situations were independent of success in teaching argumentation. The outcomes and implications for further development of teaching critical thinking are discussed. 相似文献
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