The international classroom is presumably a far more effective learning environment for the acquisition of intercultural competence when students receive adequate training to make the most of their intercultural encounters. This paper provides a summary of the intercultural training taught to first-year students of an international programme in The Hague University of Applied Sciences. The purpose of the paper is to investigate how the students respond to this intercultural training as well as what signs of intercultural awareness they show after completing the course. The findings were obtained via qualitative methods such as semi-structured interviews, observations and student homework assignments. Overall, students evaluate the training positively. Furthermore, students show some awareness of the necessary ingredients for effective intercultural communication in the international classroom as well as of the challenging nature of this communication due to cultural diversity. Finally, this paper provides recommendations from the facilitators on stimulating intercultural learning in the international classroom.
DOCUMENT
This study shows how learner initiatives are taken during classroom discussions where the teacher seeks to make room for subjectification. Using Conversation Analysis, subjectification can be observed when students take the freedom to express themselves as subjects through learner initiatives. Drawing on data from classroom discussions in language and literature lessons in the mother tongue, the authors find that learner initiatives can be observed in three different ways: agreement, request for information, counter-response. A learner initiative in the form of an agreement appears to function mostly as a continuer and prompts the previous speaker to reclaim the turn, while the I-R-F structure remains visible. In contrast, making a request for information or giving a counter-response ensures mostly a breakthrough of the I-R-F-structure and leads to a dialogical participation framework in which multiple students participate. Findings illustrate that by making a request for information or giving a counter-response, students not only act as an independent individual, but also encourage his peers to do so.
DOCUMENT
Docenten van Fontys Hogeschool Bedrijfsmanagement, Educatie en Techniek (BEnT) hebben geëxperimenteerd (Gorissen, 2014) met Flipping the Classroom in relatie tot de taxonomie van Bloom. Bij dit concept worden lage kennisniveaus uit deze taxonomie voor de les aangesproken en in de les worden hogere kennisniveaus aangesproken. Bij het herontwerp van hun lessen zijn docenten ondersteund door workshops, gegeven door Fontys Educatief Centrum (FEC). Het onderzoek geeft inzicht in de ervaringen van docenten als ze Flipping the Classroom toepassen en dient als input voor FEC zodat toekomstige workshops nog beter aansluiten bij behoeften van docenten. De hoofdvraag is: Wat zijn ervaringen van docenten en studenten van een HBO-instelling met het toepassen van de taxonomie van Bloom in relatie tot Flipping the Classroom? Hiervoor zijn drie deelonderzoeken uitgevoerd, te weten een kwalitatieve analyse van de lesvoorbereidingen en individuele interviews met docenten en een kwantitatief onderzoek onder studenten over de door hun gevolgde lessen via dit concept. Resultaten laten zien dat docenten het concept correct toepassen en ze hiervoor activerende werkvormen en ICT tools inzetten. Docenten zijn enthousiast over de toepassing ondanks dat herontwerp tijdrovend is. Studenten kenden het concept vooraf niet maar hérkenden het wel, zowel voorafgaand als in de les. Vanwege de lage respons onder studenten kan alleen een voorzichtige conclusie getrokken worden dat het concept bijdraagt aan betere verwerking van de leerstof en dat het vaker toegepast mag worden. De belangrijkste aanbevelingen zijn gericht op kennisdeling tussen docenten die dit concept (willen gaan) toepassen in het onderwijs en nader onderzoek naar de invloed op de leerprestaties van de studenten.
DOCUMENT
Stargazing Live! aims to capture the imagination of learners with a combination of live and interactive planetarium lessons, real astronomical data, and lessons built around interactive knowledge representations. The lessons were created using a co-creation model and tackle concepts in the pre-university (astro)physics which students find difficult to grasp with traditional interventions. An evaluation study in 9 Dutch classrooms showed that learners are inspired and engaged by the planetarium lessons but are not always able to link the content to the classroom. Pre- and post-tests showed that the accompanying star properties activity significantly increased learners’ understanding of the causal relationships between mass and other properties (such as luminosity, gravity, and temperature) in a main sequence star.
DOCUMENT
The Technical Manual for the digital evaluation tool QualiTePE supports users of the QualiTePE tool in creating, conducting and analysing evaluations to record the quality of teaching in physical education. The information on the General Data Protection Regulation (GDPR) instructs users on how to anonymise the data collection of evaluations and which legal bases apply with regard to the collection of personal data. The technical manual for the digital evaluation tool QualiTePE and the information on the General Data Protection Regulation (GDPR) are available in English, German, French, Italian, Spanish, Dutch, Swedish, Slovenian, Czech and Greek.
DOCUMENT
Many studies have suggested that personal practical knowledge is essential for professional development. Recently, there has been growing recognition of the importance of teacher educators’ personal practical knowledge of ‘language’ for student learning development. However, the need for teacher educators to first understand their own language-oriented development in content-based classroom interaction has not received as much emphasis. The current intervention study investigates how eleven experienced teacher educators understand their language-oriented development through the control of task difficulty, small-group instruction and directed response questioning. Data were examined by conducting content and constant comparison analyses. The results showed that the intervention affected the educators’ language-oriented development, which in turn affected their awareness and decisions made to improve their methods of initiation and response during classroom interaction. The results call for more concrete ways to expend teacher educators’ practical knowledge of language to further develop and enhance their language-oriented teaching performance in content-based classroom interaction.
DOCUMENT
Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons.
LINK
The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and interviews with four experienced teachers. For the analysis we used Eraut’s distinction into three types of learning which differ in the degree of consciousness that is involved. We found several activities that represented each of these types of learning. The findings demonstrate how cognitive, affective, motivational and behavioural aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. Hence, we argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion. The findings suggest that fruitful development of the quality of teaching requires more attention for the relation between teachers’ cognition, emotion, motivation and behaviour, and for promoting teachers’ awareness of their implicit beliefs and behavioural tendencies.
DOCUMENT
In this study data-feedback in a cyclic model of data-driven teaching was used to enhance the teaching behavior of students registered in a master course for teachers.
DOCUMENT
The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback.
DOCUMENT
