IntroductionStudent teachers (henceforth: students) in higher education often experience feelings... more IntroductionStudent teachers (henceforth: students) in higher education often experience feelings of emotional loneliness that negatively impact upon their well-being and motivation to learn. Consequently, the importance of social learning for students has gained increased prominence, with Teacher Learning Groups (TLGs), that is, social configurations in which students, in-service teachers, and teacher educators, sometimes supplemented by researchers and/or experts, collaboratively learn through social interactions, being introduced in teacher training institutes. Ordinarily, TLGs organized their meetings face-to-face; however, due to COVID-19 measures, they had to rapidly transition to blended meetings, which in turn impacted upon students’ basic psychological needs.MethodsIn the present study, a convergent parallel mixed-methods design was utilized. The variables Social Configurations (Practice integration, Long-term orientation and goals; Shared identity and equal relationships) ...
Self-regulated learning (SRL) is crucial to students' learning. SRL is characterized by students ... more Self-regulated learning (SRL) is crucial to students' learning. SRL is characterized by students taking initiative, showing perseverance and adaptively regulating their learning. Teachers play an essential role in promoting and fostering this process. However, several studies have shown that in primary education explicit instruction of SRL strategies barely takes place. Given the relevance of SRL for learning and preparing students for the knowledge society of the 21st century, it is of crucial importance that teachers in primary education learn how they can improve their students' SRL. In the present study, we implemented a professional development program (iSELF) in which primary teachers were trained and coached in promoting and fostering their students' SRL. The extent to which iSELF contributed to teachers' explicit instruction of SRL strategies was evaluated in a quasi-experimental pre-test-post-test design using video-based classroom observations. Thirty teachers from fourteen different primary schools participated in this study and were assigned to either a control (twelve teachers) or an experimental group (eighteen teachers). Results indicate that in both conditions explicit SRL strategy instruction is rare. However, explicit instruction of SRL strategies is significantly higher in the experimental group on the post-test compared to the control group showing that teachers do benefit from learning about explicit SRL instruction.
The effectiveness of alternative education: A study on the differences in cognitive and noncognit... more The effectiveness of alternative education: A study on the differences in cognitive and noncognitive outcomes between Dalton schools and traditional schools in primary education With nearly four hundred schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these alternative schools have scarcely been the subject of research and the research that does exist suffers from methodological limitations or reveals indistinct results. The aim of the present study is to compare the cognitive and non-cognitive outcomes and citizenship competencies of students attending Dalton schools with those of students from traditional schools. We compared the scores of students in kindergarten, grades 3 and 6 on language, reading, mathematics (cognitive outcomes), well-being, cognitive selfesteem, task-motivation (non-cognitive outcomes) and citizenship competencies, based on...
Zelfsturend leren is cruciaal voor het leren van leerlingen. Bij zelfsturing gaat het erom dat le... more Zelfsturend leren is cruciaal voor het leren van leerlingen. Bij zelfsturing gaat het erom dat leerlingen zelfstandig leerstrategieen kunnen inzetten en bijstellen om persoonlijke doelen te bereiken. Juiste begeleiding door de leraar is bijzonder belangrijk voor het slagen van dit proces. Verschillende studies geven echter aan dat zelfsturend leren in het basisonderwijs nauwelijks op gang komt. Vanuit dit knelpunt is een professionaliseringsaanpak voor leerkrachten ontwikkeld. Om de effectiviteit van deze aanpak te bekijken, wordt ingezoomd op het zelfsturend leren van leerlingen en op de wijze waarop leerkrachten instructie geven in zelfsturend leren. Tijdens de ORD bediscussieren we de wijze waarop observaties ingezet worden als onderzoeksmethode om de instructie van zelfsturend leren door leerkrachten vast te kunnen stellen.
In deze studie werden de differentiele effecten onderzocht van drie assessmentprocedures op de pr... more In deze studie werden de differentiele effecten onderzocht van drie assessmentprocedures op de professionele ontwikkeling van docenten: 1) een expertisegebaseerde aanpak; 2) zelfbeoordeling en collegiale feedbacken 3) onderhandelend beoordelen. Deelnemers waren docenten in het MBO (opleiding Verpleegkunde; niveau 3 en 4). De professionalisering richtte zich op begeleiding van studenten bij het reflecteren. Een voor- en nameting vond plaats met videovignetteninterviews en er werden vragenlijsten en diepteinterviews afgenomen. Docenten in de expertisegebaseerde aanpak bleken zich meer te ontwikkelen dan deelnemers aan de aanpak voor zelfbeoordeling en collegiale feedback. De door docenten waargenomen mate van coaching op de school en de intrinsieke motivatie van docenten bleek een positieve invloed te hebben op de professionele ontwikkeling die docenten doormaakten.
In het TechYourfuture project ‘Samen werken aan Bèta Burgerschap’, dat plaats vond in de periode ... more In het TechYourfuture project ‘Samen werken aan Bèta Burgerschap’, dat plaats vond in de periode maart 2015 - maart 2020, gaven de onderzoekers samen met scholen en bedrijven concreet invulling aan burgerschapsonderwijs. De maatschappij en maatschappelijke vraagstukken worden steeds complexer. Politieke, technologische, economische, sociaal-culturele of ecologische aspecten van een vraagstuk zijn met elkaar verweven. Daarnaast spelen ook globale en lokale dimensies een rol. Er zijn alleen hierdoor al meerdere antwoorden mogelijk op een vraagstuk. Gedurende het project hebben basisschoolleerlingen (wereldwijde) maatschappelijk-technologische vraagstukken geanalyseerd, bediscussieerd en daar oplossingen voor bedacht. Leraren hebben in het project geleerd bèta burgerschap activiteiten te ontwikkelen, uit te voeren en te evalueren. In de kern gaat het er in Bèta Burgerschap om dat leerlingen door groepsgewijs vraagstukken op te lossen burgerschapscompetenties ontwikkelen. Het gaat hier ...
Journal of Vocational Education & Training, 2020
Objective: In the past decade, several authors have advocated that formative assessment programme... more Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers' knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers' knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers' knowledge about supporting students' reflection. Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers' responses to video vignette interviews in order to measure their knowledge in a pre-and post-test. Multilevel regression analyses were performed to investigate differences in teachers' knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for. Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school.
This study investigates the knowledge that experienced teachers draw on when fostering students' ... more This study investigates the knowledge that experienced teachers draw on when fostering students' reflections. Reflective skills are crucial for advancing students' learning. In order to promote students' reflection productively, extensive support and scaffolding from teachers is indispensible. However, teachers are in need of more guidance in this area. To inspire pedagogies for teacher training, this study provides insight into the knowledge that teachers employ when they are engaged with promoting their students to reflect. Video vignette interviews were administered to 36 teachers in secondary vocational education for nursing to elicit their knowledge. Interview transcripts were coded using categories for assessing teachers' curricular, pedagogical and instructional knowledge. To investigate relations between the elements of teachers' knowledge, we performed a lag-sequential analysis that enables statistical testing of observed sequences of categorised events. Four salient relations between elements of teacher knowledge emerged: (1) instructional knowledge as instrumental to construing pedagogical knowledge; (2) instructional knowledge contingent on pedagogical knowledge; (3) instructional knowledge and curricular knowledge related to fostering critical reflection; and (4) instructional knowledge and curricular knowledge related to fostering planning. Implications for teacher training are discussed.
Op het moment wordt in toenemende mate belang gehecht aan het idee van evidence-based werken, waa... more Op het moment wordt in toenemende mate belang gehecht aan het idee van evidence-based werken, waarbij praktijktoepassingen van empirisch bewezen principes het uitgangspunt moet vormen voor het handelen van onderwijsprofessionals. De bewijsvoering verkregen uit onderwijsonderzoek waarin gebruik gemaakt wordt van gerandomiseerde experimenteel onderzoek, wordt veelal gepercipieerd als meest doorwrochte vorm van evidence-based werken. Het is echter de vraag in hoeverre de gebruikte onderzoeksmethoden bruikbare kennis oplevert voor de onderwijspraktijk. Doel van deze roundtable is een alternatieve multi-method benadering voor praktijkgericht wetenschappelijk onderzoek te presenteren en kritisch te bezien en kwaliteitscriteria voor praktijkgericht wetenschappelijk onderzoek op te stellen.
De laatste jaren ligt in lerarenopleidingen steeds meer focus op het doen van praktijkonderzoek. ... more De laatste jaren ligt in lerarenopleidingen steeds meer focus op het doen van praktijkonderzoek. Het doen van onderzoek wordt – ook internationaal – gezien als een goede vorm van professionele ontwikkeling door docenten. Het integreren van het doen van onderzoek in de dagelijkse werkpraktijk wordt echter door veel leraren gezien als problematisch. Deze studie brengt op systematische wijze de ervaringen en problemen in kaart van docenten die het doen van onderzoek als vorm van professionalisering binnen hun school willen oppakken. Daarnaast wordt onderzocht welke belemmeringen docenten tijdens het doen van onderzoek ervaren, en welke zaken juist ondersteunend of stimulerend werken. Deze uitkomsten van deze studie zullen bijdragen aan het ontwikkelen van ondersteuning voor het doen van praktijkonderzoek.
Rapid changes in the current knowledge society present new challenges to human competence. Produc... more Rapid changes in the current knowledge society present new challenges to human competence. Productive participation in knowledge-intensive work requires that individuals, their professional communities, and their organizations develop new competencies, advance their knowledge and their understanding as well as produce innovations. This is reflected in developments in professional communities wherein work is increasingly focused on deliberate advancement of knowledge rather than on the mere production of material artefacts (Bereiter, 2002). In parallel with these changes in society, conceptions about learning, knowledge practices, and social organization of learning have to be transformed to facilitate corresponding competencies.
Background: European and national policies on citizenship education stimulate the implementation ... more Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed. Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils' competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education. Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspectpolitical literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participationpresents challenging demands on the curriculum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes
In many contemporary collaborative inquiry learning environments, chat is being used as a means f... more In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat versus face-to-face communication on performance within a collaborative computer-supported modeling task. 44 Students from 11th-grade pre-university education, working in dyads, were observed during modeling. Dyads communicated either face-to-face or through a chat tool. Students' reasoning during modeling was assessed by analyzing verbal protocols. In addition, we assessed the quality of student-built models. Results show that while model quality scores did not differ across both conditions, students communicating through chat compressed their interactions resulting in less time spent on surface reasoning, whereas students who communicated face-to-face spent significantly more time on surface reasoning.
Proceedings of the 9th International Conference of the …, 2010
Abstract: A central interest in developing professionalism resides in the potential for professio... more Abstract: A central interest in developing professionalism resides in the potential for professionals to learn from and with one another in ways that support transformations of their knowledge practices. However, negotiation between multiple perspectives, interests, practices and ...
IntroductionStudent teachers (henceforth: students) in higher education often experience feelings... more IntroductionStudent teachers (henceforth: students) in higher education often experience feelings of emotional loneliness that negatively impact upon their well-being and motivation to learn. Consequently, the importance of social learning for students has gained increased prominence, with Teacher Learning Groups (TLGs), that is, social configurations in which students, in-service teachers, and teacher educators, sometimes supplemented by researchers and/or experts, collaboratively learn through social interactions, being introduced in teacher training institutes. Ordinarily, TLGs organized their meetings face-to-face; however, due to COVID-19 measures, they had to rapidly transition to blended meetings, which in turn impacted upon students’ basic psychological needs.MethodsIn the present study, a convergent parallel mixed-methods design was utilized. The variables Social Configurations (Practice integration, Long-term orientation and goals; Shared identity and equal relationships) ...
Self-regulated learning (SRL) is crucial to students' learning. SRL is characterized by students ... more Self-regulated learning (SRL) is crucial to students' learning. SRL is characterized by students taking initiative, showing perseverance and adaptively regulating their learning. Teachers play an essential role in promoting and fostering this process. However, several studies have shown that in primary education explicit instruction of SRL strategies barely takes place. Given the relevance of SRL for learning and preparing students for the knowledge society of the 21st century, it is of crucial importance that teachers in primary education learn how they can improve their students' SRL. In the present study, we implemented a professional development program (iSELF) in which primary teachers were trained and coached in promoting and fostering their students' SRL. The extent to which iSELF contributed to teachers' explicit instruction of SRL strategies was evaluated in a quasi-experimental pre-test-post-test design using video-based classroom observations. Thirty teachers from fourteen different primary schools participated in this study and were assigned to either a control (twelve teachers) or an experimental group (eighteen teachers). Results indicate that in both conditions explicit SRL strategy instruction is rare. However, explicit instruction of SRL strategies is significantly higher in the experimental group on the post-test compared to the control group showing that teachers do benefit from learning about explicit SRL instruction.
The effectiveness of alternative education: A study on the differences in cognitive and noncognit... more The effectiveness of alternative education: A study on the differences in cognitive and noncognitive outcomes between Dalton schools and traditional schools in primary education With nearly four hundred schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these alternative schools have scarcely been the subject of research and the research that does exist suffers from methodological limitations or reveals indistinct results. The aim of the present study is to compare the cognitive and non-cognitive outcomes and citizenship competencies of students attending Dalton schools with those of students from traditional schools. We compared the scores of students in kindergarten, grades 3 and 6 on language, reading, mathematics (cognitive outcomes), well-being, cognitive selfesteem, task-motivation (non-cognitive outcomes) and citizenship competencies, based on...
Zelfsturend leren is cruciaal voor het leren van leerlingen. Bij zelfsturing gaat het erom dat le... more Zelfsturend leren is cruciaal voor het leren van leerlingen. Bij zelfsturing gaat het erom dat leerlingen zelfstandig leerstrategieen kunnen inzetten en bijstellen om persoonlijke doelen te bereiken. Juiste begeleiding door de leraar is bijzonder belangrijk voor het slagen van dit proces. Verschillende studies geven echter aan dat zelfsturend leren in het basisonderwijs nauwelijks op gang komt. Vanuit dit knelpunt is een professionaliseringsaanpak voor leerkrachten ontwikkeld. Om de effectiviteit van deze aanpak te bekijken, wordt ingezoomd op het zelfsturend leren van leerlingen en op de wijze waarop leerkrachten instructie geven in zelfsturend leren. Tijdens de ORD bediscussieren we de wijze waarop observaties ingezet worden als onderzoeksmethode om de instructie van zelfsturend leren door leerkrachten vast te kunnen stellen.
In deze studie werden de differentiele effecten onderzocht van drie assessmentprocedures op de pr... more In deze studie werden de differentiele effecten onderzocht van drie assessmentprocedures op de professionele ontwikkeling van docenten: 1) een expertisegebaseerde aanpak; 2) zelfbeoordeling en collegiale feedbacken 3) onderhandelend beoordelen. Deelnemers waren docenten in het MBO (opleiding Verpleegkunde; niveau 3 en 4). De professionalisering richtte zich op begeleiding van studenten bij het reflecteren. Een voor- en nameting vond plaats met videovignetteninterviews en er werden vragenlijsten en diepteinterviews afgenomen. Docenten in de expertisegebaseerde aanpak bleken zich meer te ontwikkelen dan deelnemers aan de aanpak voor zelfbeoordeling en collegiale feedback. De door docenten waargenomen mate van coaching op de school en de intrinsieke motivatie van docenten bleek een positieve invloed te hebben op de professionele ontwikkeling die docenten doormaakten.
In het TechYourfuture project ‘Samen werken aan Bèta Burgerschap’, dat plaats vond in de periode ... more In het TechYourfuture project ‘Samen werken aan Bèta Burgerschap’, dat plaats vond in de periode maart 2015 - maart 2020, gaven de onderzoekers samen met scholen en bedrijven concreet invulling aan burgerschapsonderwijs. De maatschappij en maatschappelijke vraagstukken worden steeds complexer. Politieke, technologische, economische, sociaal-culturele of ecologische aspecten van een vraagstuk zijn met elkaar verweven. Daarnaast spelen ook globale en lokale dimensies een rol. Er zijn alleen hierdoor al meerdere antwoorden mogelijk op een vraagstuk. Gedurende het project hebben basisschoolleerlingen (wereldwijde) maatschappelijk-technologische vraagstukken geanalyseerd, bediscussieerd en daar oplossingen voor bedacht. Leraren hebben in het project geleerd bèta burgerschap activiteiten te ontwikkelen, uit te voeren en te evalueren. In de kern gaat het er in Bèta Burgerschap om dat leerlingen door groepsgewijs vraagstukken op te lossen burgerschapscompetenties ontwikkelen. Het gaat hier ...
Journal of Vocational Education & Training, 2020
Objective: In the past decade, several authors have advocated that formative assessment programme... more Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers' knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers' knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers' knowledge about supporting students' reflection. Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers' responses to video vignette interviews in order to measure their knowledge in a pre-and post-test. Multilevel regression analyses were performed to investigate differences in teachers' knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for. Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school.
This study investigates the knowledge that experienced teachers draw on when fostering students' ... more This study investigates the knowledge that experienced teachers draw on when fostering students' reflections. Reflective skills are crucial for advancing students' learning. In order to promote students' reflection productively, extensive support and scaffolding from teachers is indispensible. However, teachers are in need of more guidance in this area. To inspire pedagogies for teacher training, this study provides insight into the knowledge that teachers employ when they are engaged with promoting their students to reflect. Video vignette interviews were administered to 36 teachers in secondary vocational education for nursing to elicit their knowledge. Interview transcripts were coded using categories for assessing teachers' curricular, pedagogical and instructional knowledge. To investigate relations between the elements of teachers' knowledge, we performed a lag-sequential analysis that enables statistical testing of observed sequences of categorised events. Four salient relations between elements of teacher knowledge emerged: (1) instructional knowledge as instrumental to construing pedagogical knowledge; (2) instructional knowledge contingent on pedagogical knowledge; (3) instructional knowledge and curricular knowledge related to fostering critical reflection; and (4) instructional knowledge and curricular knowledge related to fostering planning. Implications for teacher training are discussed.
Op het moment wordt in toenemende mate belang gehecht aan het idee van evidence-based werken, waa... more Op het moment wordt in toenemende mate belang gehecht aan het idee van evidence-based werken, waarbij praktijktoepassingen van empirisch bewezen principes het uitgangspunt moet vormen voor het handelen van onderwijsprofessionals. De bewijsvoering verkregen uit onderwijsonderzoek waarin gebruik gemaakt wordt van gerandomiseerde experimenteel onderzoek, wordt veelal gepercipieerd als meest doorwrochte vorm van evidence-based werken. Het is echter de vraag in hoeverre de gebruikte onderzoeksmethoden bruikbare kennis oplevert voor de onderwijspraktijk. Doel van deze roundtable is een alternatieve multi-method benadering voor praktijkgericht wetenschappelijk onderzoek te presenteren en kritisch te bezien en kwaliteitscriteria voor praktijkgericht wetenschappelijk onderzoek op te stellen.
De laatste jaren ligt in lerarenopleidingen steeds meer focus op het doen van praktijkonderzoek. ... more De laatste jaren ligt in lerarenopleidingen steeds meer focus op het doen van praktijkonderzoek. Het doen van onderzoek wordt – ook internationaal – gezien als een goede vorm van professionele ontwikkeling door docenten. Het integreren van het doen van onderzoek in de dagelijkse werkpraktijk wordt echter door veel leraren gezien als problematisch. Deze studie brengt op systematische wijze de ervaringen en problemen in kaart van docenten die het doen van onderzoek als vorm van professionalisering binnen hun school willen oppakken. Daarnaast wordt onderzocht welke belemmeringen docenten tijdens het doen van onderzoek ervaren, en welke zaken juist ondersteunend of stimulerend werken. Deze uitkomsten van deze studie zullen bijdragen aan het ontwikkelen van ondersteuning voor het doen van praktijkonderzoek.
Rapid changes in the current knowledge society present new challenges to human competence. Produc... more Rapid changes in the current knowledge society present new challenges to human competence. Productive participation in knowledge-intensive work requires that individuals, their professional communities, and their organizations develop new competencies, advance their knowledge and their understanding as well as produce innovations. This is reflected in developments in professional communities wherein work is increasingly focused on deliberate advancement of knowledge rather than on the mere production of material artefacts (Bereiter, 2002). In parallel with these changes in society, conceptions about learning, knowledge practices, and social organization of learning have to be transformed to facilitate corresponding competencies.
Background: European and national policies on citizenship education stimulate the implementation ... more Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed. Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils' competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education. Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspectpolitical literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participationpresents challenging demands on the curriculum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes
In many contemporary collaborative inquiry learning environments, chat is being used as a means f... more In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat versus face-to-face communication on performance within a collaborative computer-supported modeling task. 44 Students from 11th-grade pre-university education, working in dyads, were observed during modeling. Dyads communicated either face-to-face or through a chat tool. Students' reasoning during modeling was assessed by analyzing verbal protocols. In addition, we assessed the quality of student-built models. Results show that while model quality scores did not differ across both conditions, students communicating through chat compressed their interactions resulting in less time spent on surface reasoning, whereas students who communicated face-to-face spent significantly more time on surface reasoning.
Proceedings of the 9th International Conference of the …, 2010
Abstract: A central interest in developing professionalism resides in the potential for professio... more Abstract: A central interest in developing professionalism resides in the potential for professionals to learn from and with one another in ways that support transformations of their knowledge practices. However, negotiation between multiple perspectives, interests, practices and ...
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Papers by Patrick Sins