The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. 相似文献
Research has shown that the continuation of education by chronically ill adolescents is an important way to avoid social isolation, psychosocial problems and the accumulation of learning difficulties. In this light, virtual learning environments (VLEs), which connect sick adolescents to their schools, play an important role in ensuring that the sick adolescents continue their education, and in contributing to their mental well-being. This study investigated the extent to which a VLE supports the continuation of education and school interactions among sick adolescents and how it is related to their mental well-being. The results show that the VLE had a positive impact on supporting the continuation of education and school interactions among chronically sick adolescents and was considered very helpful to their mental well-being. 相似文献
An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model. 相似文献
This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the ‘non‐inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added‐value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process. 相似文献
Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation. 相似文献
Radiography in transmission mode is a well-established technique to visualize the internal structure of paintings. However, for many paintings the pictorial layer cannot be clearly visualized with conventional radiography because of interference from paint on the reverse, the material composition or the regular structure of supports or subsurface layers. Traditional lead white grounds in particular cause specific imaging problems not encountered with more modern white pigments such as zinc and titanium whites. A solution to this problem is radiography in emission mode. This study demonstrates and articulates those factors that can interfere with visualization of a painting's pictorial layer using transmission radiography as well as those that contribute to the effectiveness of emission radiography in visualizing such information. While emission radiography has been applied to the examination of paintings for over half a century, it is a cumbersome technique that is further complicated by the need to work under dim safelight illumination when X-radiographic film is used. Therefore, the use of computed radiography using storage phosphor imaging plates for emission radiography was also investigated. 相似文献
It has now become a commonplace to state that foreign language learning should be viewed from an intercultural perspective. Teachers are now required to teach intercultural communicative competence instead of mere communicative competence. It follows that new professional demands are made on teachers. The assumption seems to be that teachers are already moving in the advocated direction and are willing to support the new objectives put forward. The observation that this belief remains largely intuitive with little rigorous evidence to support it constituted the rationale for the research we report on here. The study's aim was to enquire into how the current professional self‐concepts of Flemish teachers of English, French and German relate to the envisaged profile of the intercultural foreign language teacher and into the extent to which their teaching practice can be characterized as directed towards the attainment of intercultural communicative competence instead of towards communicative competence. The findings of this study inspire optimism that progress is being made and that teachers are willing to support intercultural objectives. At the same time, our hypothesis that teachers might not yet have left approaches that favour the teaching of communicative competence for approaches directed towards the acquisition of intercultural communicative competence found confirmation.
Il est à présent communément admis que l'acquisition des langues étrangères doit être considérée dans une perspective interculturelle et que les professeurs ne doivent pas enseigner la compétence communicative mais la compétence communicative interculturelle. Par conséquent, de nouvelles exigences professionnelles s'imposent. On suppose généralement que les professeurs sont déjà en train de s'orienter vers cette nouvelle direction et sont positifs vis‐à‐vis des nouveaux buts à atteindre. Le fait que cette supposition est surtout intuitive et n'est pas étayée par des données objectives constitue le point de départ de l'étude que nous présentons dans cet article. Notre étude consiste à examiner le rapport entre l'image professionnelle qu'ont les professeurs flamands d'anglais, de français et d'allemand d'eux‐mêmes et le profil voulu d'un professeur de langues étrangères sous l'angle interculturel, ainsi que la mesure dans laquelle leur pratique d'enseignement peut être caractérisée comme orientée vers l'acquisition d'une compétence communicative interculturelle au lieu d'une compétence communicative. Les résultats de notre étude suggèrent que les pratiques ont en effet évolué dans ce domaine et que les professeurs veulent atteindre les objectifs interculturels. En même temps, notre hypothèse selon laquelle les professeurs n'auraient pas encore remplacé les approches qui favorisent l'apprentissage de la compétence communicative par les approches orientées vers l'acquisition de la compétence interculturelle a été confirmée.
Behaupten, dass der Fremdsprachenunterricht aus interkultureller Sicht betrachtet werden soll, ist heutzutage zu einem Gemeinplatz geworden. FremdsprachenlehrerInnen werden erwartet, interkulturelle kommunikative Kompetenz statt kommunikative Kompetenz zu fördern. Folglich werden neue professionelle Anforderungen an LehrerInnen gestellt. Generell wird angenommen, dass LehrerInnen die neuen interkulturellen Zielsetzungen unterstützen und sie in ihrem Unterricht auch anstreben. Die Beobachtung, dass diese Annahme größtenteils intuitiv bleibt und nicht von empirischen Daten untermauert wird, war Anlass zu der Untersuchung, über die hier berichtet wird. Zielsetzung der Studie war es, zu überprüfen, in wie weit das professionelle Selbstverstehen von Flämischen Englisch‐, Französisch‐ und DeutschlehrerInnen sich zum Profil des interkulturellen Fremdsprachenlehrers verhält, und in welchem Maße der aktuelle Unterricht sich als Unterricht charakterisieren läßt, der den Erwerb interkultureller kommunikativer Kompetenz statt kommunikativer Kompetenz nachstrebt. Die Ergebnisse unserer Studie sind vielversprechend und zeigen, dass Fortschritte gemacht werden und dass LehrerInnen dazu bereit sind, in ihrem Unterricht interkulturelle Zielsetzungen anzustreben. Zugleicherzeit aber bestätigt unsere Studie die Hypothese, dass der aktuelle Fremdsprachenunterricht eher auf den Erwerb kommunikativer als interkultureller kommunikativer Kompetenz ausgerichtet ist.
Hoy en día es un tópico afirmar que el aprendizaje de las lenguas extranjeras debería ser abordado desde una perspectiva intercultural. Actualmente se les pide a los profesores de lengua que impartan competencias comunicativas interculturales en lugar de meras competencias comunicativas. De ahí que los profesores tengan que responder a nuevos requisitos profesionales. La suposición parece ser que los profesores ya están yendo en la dirección indicada y que están dispuestos a llevar a cabo los nuevos objetivos. La observación de que esta opinión todavía es muy intuitiva y que no está apoyada en evidencia rigorosa constituye el motivo de la investigación que presentamos aquí. El objetivo de este estudio es examinar en qué medida la auto‐percepción de profesores flamencos de inglés, francés y alemán se corresponde con el perfil previsto del profesor de lengua extranjera intercultural, y hasta qué punto sus prácticas docentes están enfocadas hacia la adquisición de la competencia comunicativa intercultural en lugar de la competencia comunicativa. Los resultados de este estudio justifican el optimismo ante la idea de que hay progreso y que los profesores están dispuestos a fomentar objetivos interculturales. Al mismo tiempo, se ve confirmada nuestra hipótesis de que hay profesores que aún no han cambiado enfoques que favorecen la enseñanza de competencia comunicativa por enfoques dirigidos a la adquisición de la competencia comunicativa intercultural. 相似文献
Integration of research into teaching is considered a desirable characteristic of higher education, and valuable for student learning. Nevertheless, not much is known about the prevalence of research integration in students' everyday experiences within higher education. This article reports on an empirical study on the prevalence of six research-related goals in 45 educational programmes in Flanders. The study aimed at identifying the patterns in the prevalence of these goals at programme level. For each programme, a profile was identified. A cluster analysis revealed three different patterns: a low-attention pattern (N=21), a results pattern (N=16) and a critical-thinking pattern (N=8). The prevalence of the patterns in the programmes included in the sample differs between distinct types of programmes, but not between disciplines. 相似文献
