DSpace Comunidad:http://hdl.handle.net/10045/205002024-03-28T20:53:57Z2024-03-28T20:53:57ZAdding pedagogical process knowledge to pedagogical content knowledge: teachers' professional learning and theories of practice in science educationSmith, ColinBlake, AllanKelly, FearghalGray, PeterMcKie, Michellehttp://hdl.handle.net/10045/291332016-04-27T12:42:30Z2013-01-01T00:00:00ZTítulo: Adding pedagogical process knowledge to pedagogical content knowledge: teachers' professional learning and theories of practice in science education
Autor/es: Smith, Colin; Blake, Allan; Kelly, Fearghal; Gray, Peter; McKie, Michelle
Resumen: A concept of pedagogical process knowledge (PPK) is introduced to partner pedagogical content knowledge (PCK). This concept arises from observing the learning of teachers engaged in a course supporting them in introducing more inquiry-based methods into their practice. This course aimed to empower teachers through professional learning. PCK alone did not seem adequately to explain the teachers’ learning, which involved them developing new pedagogical processes to support the development of inquiry-based learning processes in their students – hence PPK. Together, PCK and PPK are important constituents of teachers’ theories of practice, although PPK may be often less developed.2013-01-01T00:00:00ZMetacognition: examining the components of a fuzzy conceptScott, Brianna M.Levy, Matthew G.http://hdl.handle.net/10045/291322016-04-27T12:26:59Z2013-01-01T00:00:00ZTítulo: Metacognition: examining the components of a fuzzy concept
Autor/es: Scott, Brianna M.; Levy, Matthew G.
Resumen: Metacognition loosely refers to one’s “thinking about thinking” and is often defined by its accompanying skills (such as monitoring and evaluating). Despite the tendency for researchers to use metacognition as an overarching umbrella term, cognitive and educational theorists argue as to whether metacognition is a single construct or made up of distinct, differentiable factors. Given the lack of clarity in the definition of metacognition and its potential components, the purpose of this investigation is to determine whether a two-factor model, representing knowledge and regulation of metacognition, or five-factor model, representing metacognitive knowledge, planning, monitoring, regulation/control, and evaluation, emerges following both exploratory and confirmatory factor analyses. Participants (N =644) from a select number of classes at a large Midwestern university we selected to complete the Metacognition Questionnaire, a 30 item survey designed to measure five components of metacognition that are rarely measured concurrently. An exploratory factor analysis (EFA) revealed a two-factor model resembling metacognitive knowledge and regulation. This two-factor model had moderately strong internal consistency for both factors (□=.85 and .87, respectively) Further confirmatory factor analyses (CFA) showed that the two-factor model outperformed the five-factor model based on the fit indices. This study confirms that the componential view of metacognition should be based on the same two-factor model that has been used in previous literature. Educational implications of this study are discussed.2013-01-01T00:00:00ZMeeting the challenges of generational change in the teaching profession: towards a European model for intergenerational teacher collaborationLöfgren, KentNiemi, EsaMäkitalo-Siegl, KatiMekota, Anna-MariaOjala, MikkoFischer, FrankKahlert, JoachimCernochova, MiroslavaAchterberg, FritsHaak, ElsPeltonen, AnttiProkysek, MilosHeikkinen, Piahttp://hdl.handle.net/10045/291312016-04-27T12:26:58Z2013-01-01T00:00:00ZTítulo: Meeting the challenges of generational change in the teaching profession: towards a European model for intergenerational teacher collaboration
Autor/es: Löfgren, Kent; Niemi, Esa; Mäkitalo-Siegl, Kati; Mekota, Anna-Maria; Ojala, Mikko; Fischer, Frank; Kahlert, Joachim; Cernochova, Miroslava; Achterberg, Frits; Haak, Els; Peltonen, Antti; Prokysek, Milos; Heikkinen, Pia
Resumen: In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.2013-01-01T00:00:00ZConceptualisation of learning satisfaction experienced by non-traditional learners in SingaporeKhiat, Henryhttp://hdl.handle.net/10045/291302016-04-27T12:42:29Z2013-01-01T00:00:00ZTítulo: Conceptualisation of learning satisfaction experienced by non-traditional learners in Singapore
Autor/es: Khiat, Henry
Resumen: This study uncovered the different factors that make up the learning satisfaction of non-traditional learners in Singapore. Data was collected from a component of the student evaluation exercise in a Singapore university in 2011. A mixed-methods approach was adopted in the analysis. The study stated that non-traditional learners’ learning satisfaction can be generally grouped into four main categories: a) Desirable Learning Deliverables; b) Directed Learning Related Factors; c) Lecturer/Tutor Factors and d) Indirect Learning Related Factors. Another important finding showed that academic factors might play a more determining role in affecting the learning satisfaction of non-traditional learners as compared to social, personal, administration, operation and environmental factors. The data suggested that flexibility in learning plays a very significant role in the conceptualization of learning satisfaction for the non-traditional learners. At the same time, the learning satisfaction of non-traditional learners depends greatly on their lecturer being knowledgeable in the content taught, prompt and helpful in meeting their learning needs and pedagogically sounds to teach them well. In the context of Singapore, from a learning viewpoint, this study has an important implication as understanding the conceptualization of non-traditional learners’ conceptualization of learning satisfaction can help local educators to formulate plans to improve their learning persistence and attrition that can be closely correlated to their learning satisfaction. Knowing that non-traditional learners possibly focused certain academic issues as their conceptualization of learning satisfaction, the case university can focus on addressing them as a starting point to improve learning satisfaction. At the same time, from a research viewpoint, this study can contribute to the existing relevant literature related to learning satisfaction of non-traditional learners.2013-01-01T00:00:00Z