Nomination Best Research & Practice Project Award at the EAPRIL conference, Jyväskylä, Finland. Hybrid forms of learning environments in vocational education are central to the two projects of this application: a design-oriented, applied research project from the Centre for Expertise in Vocational Education (ecbo-project) and an educational innovation/practitioner-research project (hpboproject). A PhD-research project is closely related.
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Teacher educators' role in in being an active researcher is more and more acknowledged: teacher educators need to be able to do practioner research themselves and they are expected to support student teachers in doing research as well. This is a rather new role for most teacher educators and therefore there is a need to develop research competencies (Lunenberg et al, 2014). There are several opportunities to develop research competencies (Willemse & Boei, 2013) and one of them is to participate in a research group. As Boei et al (2014) suggest, it is beneficial to start with small research projects with a focus in one's own practice and to collaborate with others. In our institute, several research groups exist. In these groups, 5 to 8 teacher educators participate. They all receive 4 to 6 hours per week to work on their own inquiry and they discuss their work in monthly group meetings. The group is supervised and guided by a senior researcher (professor). The central question in our study is: 'what do participants learn from participating in a research group?
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Hoofdstuk 38 uit boek: Er is veel geschreven over leren, maar goede en toegankelijke overzichtswerken zijn er nauwelijks. Een basiswerk over leren in en om organisaties ontbrak al helemaal. Tot nu toe, want die constatering bracht Manon Ruijters en Robert-Jan Simons ertoe een basisboek te maken met 50 gezichtsbepalende concepten rond leren en ontwikkelen: 'Canon van het leren'. De ambitieuze auteurs kregen hulp van ruim vijftig auteurs, mensen uit wetenschap en praktijk, zodat er 50 toelichtingen op belangrijke concepten en hun grondleggers ontstonden. Deze auteurs brengen de theorieën niet alleen helder en zonder overbodige poespas over, maar delen hun persoonlijke fascinatie, ervaring en kritische reflecties.
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