Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers |
| |
| Authors: | Inge Bakkenes Jan D Vermunt Theo Wubbels |
| |
| Institution: | 1. IVLOS Institute of Education, Utrecht University, Heidelberglaan 8, 3584 CS Utrecht, The Netherlands;2. Faculty of Social and Behavioural Sciences, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands;1. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom;2. University of Utrecht, Faculty of Social and Behavioural Sciences, PO Box 80125, 3508 TC, Utrecht, The Netherlands;1. Center for Educational Policy, Innovation, and Teacher Education, University of Leuven, Dekenstraat 2, Post Box 3773, B-3000 Leuven, Belgium;2. Center for Instructional Psychology and Technology, University of Leuven, Dekenstraat 2, Post Box 3773, B-3000 Leuven, Belgium;1. Institute for the Analysis of Change in Contemporary and Historical Societies (IACCHOS) - Place Cardinal Mercier 10 box L3.05.01, 1348, Louvain-la-Neuve, Belgium;2. Department of Educational Research and Development, School of Business and Economics, Maastricht University, the Netherlands;3. Institute for the Analysis of Change in Contemporary and Historical Societies (IACCHOS) - Université catholique de Louvain-la-Neuve, Belgium |
| |
| Abstract: | This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcomes. The former comprised six main categories, namely experimenting, considering own practice, getting ideas from others, experiencing friction, struggling not to revert to old ways, and avoiding learning—the first two categories being reported most frequently. Reported learning outcomes referred to changes in knowledge and beliefs, emotions, practices, and intentions for practice, with changes in knowledge and beliefs being reported most frequently and changes in teaching practices being reported rarely. Learning activities were associated significantly with all measures of learning outcomes. Type of learning environment was significantly associated with learning activities and learning outcomes. Results are discussed with respect to ways of fostering teacher learning. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
