Learning to teach in higher education: how to link theory and practice

In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a central role. In particular, modelling by the teacher educator, the observation of video cases, reflection on these with peers and experiencing success in their own practice seemed to be important incentives that encouraged teachers to adopt and eventually implement new pedagogical approaches. On the basis of our data, we think that teachers' conceptions and teaching practice are best developed simultaneously and that the design of induction programmes should support this process.     

Reconciling theory, research, and practice: A models and modelling perspective

This paper addresses one approach to reconciling theory, research, and practice,namely, a multitiered teaching experiment involving a models and modelling approach to learning. The four-tiered teaching experiment explored in this paper involves participants at different levels of development who work interdependently towards the common goal of finding meaning in, and learning from, their respective experiences. The research examined here is concerned with the design and implementation of experiences that maximise learning at each level. These experiences involve the construction and application of models, which are used to describe, make sense of, explain, or predict the behaviour of some complex system. Two classroom studies are presented to illustrate how a theory of models and modelling can guide the development and implementation of a multitiered teaching experiment. A focus on the teachers' construction of models of teaching and learning is presented to illustrate how theory and research can assist the practice of classroom teachers.     

Action research – conceptual distinctions and confronting the theory–practice divide in Lesson and Learning Studies

ABSTRACT

The first part of the paper positions the action research movement in the context of other research and development concepts and describes its rationale and some basic quality criteria. Action research is regarded as an umbrella term defined by two generic characteristics: substantial practitioner control of both the practice situation investigated and the research process. These characteristics leave space for considerable variation of action research approaches, depending on the values the two defining criteria take. Selected approaches are described. In the second part, two far-eastern examples of action research are selected that are rapidly gaining ground in western countries: Lesson and Learning Studies. They appear to have potential to not only provide access to practical, mostly tacit routines but to also contribute to reconverting informed knowledge into practical knowledge. A shared characteristic of Lesson and Learning Studies, the iteration of cycles of action and reflection, could be, among other factors, responsible for this transformation. The possible contribution of this feature to overcome the theory–practice divide is discussed.     

Action Learning Circles: action learning in theory and practice

ABSTRACT

This paper is a commentary on how action learning circles can be effectively used (to offer experiential and emancipatory learning for students. The focus is on the preparation of students for health care education, and its value in the context of professional client‐based teaching and learning. The concept of action learning is described, and its role in promoting learning from practice explored using student and teacher evaluation evidence. An outline of the use of action learning circles in practice and the subsequent learning is analysed using evaluation data to inform our discussion, which gives the perspective of both learner and teacher.     

网络课程中学习支持的研究与实践

网络课程中的学习支持包括两个方面一是内置式支持,二是外围支持.前者内置于学习材料中,为学习过程提供支持;后者是网络教育环境的一部分,从技术层面上提供对网络学习环境的支持.基于"计算机应用基础"网络课程,从学习支持的两个方面进行了设计与实践,取得了不错的教学效果.     

Hey,HPT practitioner! Talk to me

It is important to clearly articulate what the essence of human performance technology (HPT) is about. Too often we are caught in our own jargon and confuse our clients and jeopardize appropriate outcomes. A group of graduate students in an introductory HPT class responded to an assignment to explain to other professionals what human performance practitioners do. Their thoughts, written in their own voices, are reflected here.     

Using research to improve literacy practice and practice to improve literacy research

The disconnection between research and practice is not a new phenomenon, but as researchers and educators look toward the future of deaf education, it seems crucial to look back at the reasons behind this disconnection with the goal of creating a professional milieu in which we use research to improve literacy practice and practice to improve literacy research with deaf students. This article examines the issues underlying the relatively insignificant impact of research on literacy practice from the perspectives of the fields of literacy, special education, and deaf education.     

Brain Research,Learning and Emotions: implications for education research,policy and practice1

Recent advancements in neuroscience heighten its relevance to education. Newly developed imaging technologies enable scientists to peer into the working brain for the first time, providing powerful insights into how we learn. Research reveals that the brain is not a stable and isolated entity, but a dynamic system that is keenly responsive to experience. This work underscores the crucial role of education in shaping the brain's abilities. Brain research provides scientific evidence that emotion is fundamental to learning. Neuroscience also gives insights into how we learn language, literacy and mathematics that can inform the design of the national/state curriculum and teacher training.     

Learning practice and technology: extending the structurational Practice Lens to educational technology research

Scholars in the field of educational technology have been calling for robust use of social theory within learning technology research. In view of that, interest has been noted in applying Giddens’ structuration theory to the understanding of human interaction with technology in learning settings. However, only few such attempts have been published to date with recent reviews indicating the scarcity of structurational accounts from the educational technology field. Addressing this gap and advancing a critical use of the theory in the field, an attempt is made in this paper to lend coherency to structuration-based research into learning technology. Specifically, a critical consideration of the structurational Practice Lens is offered drawing from its application in a case study that explored technology-mediated learning practices in the institutional context of higher education. Conceptual and analytical aspects are addressed with a view to augment the framework, and to extend its relevance and applicability in educational technology research.