81 research outputs found
sj-pdf-1-hum-10.1177_00187267241236111 – Supplemental material for Shape-shifting: How boundary objects affect meaning-making across visual, verbal, and embodied modes
No full textSupplemental material, sj-pdf-1-hum-10.1177_00187267241236111 for Shape-shifting: How boundary objects affect meaning-making across visual, verbal, and embodied modes by Ellen Nathues, Mark van Vuuren, Maaike D Endedijk and Matthias Wenzel in Human Relations</p
Patterns in teacher learing in different phases of the professional career
No full text\u3cp\u3eThis paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about teaching, motivations to learn about teaching, learning outcomes, and personal and contextual factors. A learning pattern is conceived as a coherent whole of learning activities that learners usually employ, their beliefs about own learning and their learning motivation; a whole that is characteristic of them in a certain period. Patterns in teacher learning across studies are identified and problematic aspects of teacher learning are discussed. It is concluded that teachers differ in the learning patterns they adopt, and that these patterns differ with regard to the quality of teacher learning and professional development in the context of adaptation to educational change and innovations. Implications for fostering teacher learning are derived.\u3c/p\u3
of Professional Learning: Towards a New Era of Research
Full text linkAbstract: In the workplace, employees are increasingly expected to take responsibility for their own professional learning. However, there is high variability in the capability of professionals to self-regulate their own learning. Previous descriptive and explanatory studies on self-regulation of professional learning (SRpL) have explored the operationalization of SRpL and provided insights in what personal and contextual factors benefit engagement in this self-regulated learning process. However, in-depth research on the process of how professionals regulate their learning intertwined with their daily work in various social constellations is scarce. Also, insights in how we can support professionals\u2019 self-regulation of their learning at work are limited, but highly needed. In this chapter we give an overview of the state-of-the-art of current research on SRpL. Moreover, we identified and explored three avenues to forward research on SRpL based on recent developments in the field of self-regulated learning in educational settings: inclusion of a temporal approach to study the process of SRpL, exploration of social regulation of professional learning, and the use of adaptive tools to support SRpL. This way, we identified crucial building blocks for a new era of research on SRpL
Communicative patterns beneath collaborative learning processes and outcomes in team meetings
No full textRelations between student teachers’ learning patterns and their concrete learning activities
Full text linkThis 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 practic
Effective characteristics of professional development programs for science and technology education
Full text linkScience and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreover, four particular professional development programmes were investigated to see whether they included these characteristics. Eleven review studies and meta-analyses were analysed to identify the effective characteristics of professional development programmes for science and technology education. Five content characteristics were distinguished: focus, activities, collaboration, coherence of content, and duration. In addition, three contextual characteristics were distinguished: coherence with context, individual factors, and organisational factors. The materials from four professional development programmes for science and technology education were collected and analysed and interviews were held with principal investigators who were involved in the design of these programmes and with educators who worked with these programmes. The characteristics duration and coherence with context appeared to be fully addressed in respectively two and one programmes. The other characteristics were incorporated to a limited extent or not at all. Overall, the present study illustrated the apparent challenges in designing professional development programmes
Differential effects of a long teacher training internship on students’ learning-to-teach patterns
Full text linkTo 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
Perk or Peril? Making Sense of Member Differences When Interorganizational Collaboration Begins
Full text linkTeam member differences can be found in various characteristics and be seen as both perks and perils. But what makes one group focus on certain dimensions and differences’ positive implications, while another collective notices other aspects and sees trouble ahead? We address this question in the context of interorganizational teams’ first stages, when impressions are limited and valuations must be made promptly. Our findings from in-depth interviews offer a sensemaking perspective on perceived otherness and explicate when and why differences are interpreted as helping or hindering collaborative practices. Moreover, we illuminate how coorientation and representation dynamics shape otherness perceptions and valuations
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