Het onderzoek in dit proefschrift richt zich op de introductie van onderzoek in het curriculum van een pabo. Het doel was om een aantal theoretisch en empirisch onderbouwde design-principes te genereren die ten grondslag zouden moeten liggen aan een introductiecursus 'onderzoek' gericht op de ontwikkeling van onderzoekskennis en -vaardigheden, positieve opvattingen en en een positieve houding ten aanzien van onderzoek bij tweedejaars pabostudenten. Bij de opzet van het onderzoek is een ontwerpgerichte aanpak gebruikt. Er heeft een literatuurstudie plaatsgevonden met als doel design-principes te formuleren die in theorie een positieve invloed hebben op het leren van studenten over onderzoek. Deze principes zijn als uitgangspunt genomen om de introductiecursus te ontwikkelen. Deze cursus is twee keer uitgevoerd en onderzocht: in een pilotstudie en een tweede studie een (studie)jaar later. De centrale onderzoeksvraag van dit promotieonderzoek luidde als volgt:
Welke design-principes van een introductiecursus in onderzoek in een pabocurriculum dragen bij aan de ontwikkeling van onderzoekskennis en -vaardigheden, positieve opvattingen en een positieve houding ten aanzien van onderzoek, en op welke manier dragen zij daaraan bij? 
Studentvragenlijsten, concept maps en groepsinterviews zijn gebruikt om de bijdrage van de introductiecursus aan de doelen (ontwikkeling van positieve opvattingen/houding, kennis en vaardigheden m.b.t. onderzoek) vast te kunnnen stellen.

Samenvattend kan geconcludeerd worden dat het mogelijk is om in een pabo een introductiecursus 'onderzoek' te ontwikkelen waarin pabostudenten onderzoekskennis en -vaardigheden ontwikkelen, tezamen met positieve opvattingen en een positieve houding ten aanzien van onderzoek. De bevindingen van de studies in dit proefschrift geven aan dat het belangrijk is om onderzoek in het begin van de opleiding te introduceren. Er lijken twee 'karakteristieken' voor het slagen van een dergelijke cursus essentieel te zijn. Ten eerste is het van belang om zoveel mogelijk voorbeelden van onderzoek uit de onderwijspraktijk te gebruiken. Niet alleen voorbeelden van onderzoek door leraren, maar ook voorbeelden van hoe onderzoek en onderzoeksvaardigheden een plek hebben in de dagelijkse praktijk van de leraar (zoals bij het analyseren van leerlinggegevens of het construeren van een goede toets). Ten tweede noemden de studenten de 'onderzoeksmatige' opzet van de bijeenkomsten in de cursus als waardevol. Het stimuleren van het delen van voorkennis en concepties, daarover discussieren en het 'moeten' onderbouwen van meningen en opvattingen droegen niet alleen bij aan de kennisontwikkeling, maar ook aan de ontwikkeling van een kritische houding en inzichten in de waarde en toepassingsmogelijkheden van onderzoek in de onderwijspraktijk. Docenten in lerarenopleidingen die zich bezighouden met onderzoeksactiviteiten zouden volgens de studenten niet alleen experts moeten zijn op het gebied van onderzoek, maar ook in staat moeten zijn om deze expertise door te vertalen naar een 'onderzoeksmatige' leeromgeving tijdens de cursusbijeenkomsten.

/pdf/a-design-based-approach-to-introducing-student-teachers-in-2mdri34j1p.pdf

A design-based approach to introducing student teachers in conducting and using research

In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national borders. Data included personal narratives about learning and documentary analysis of written accounts of the forums’ activities. Following a collaborative self-study approach we utilised an interactive exploration of the data, using coding techniques derived from grounded theory. We conclude that our professional learning can be seen through two inter-related perspectives. The first perspective is the interplay between our own learning and the ways in which we want to support colleagues in their professional development. The second perspective is the reciprocal effect of working in national as well as in transnational contexts. By studying our professional learning pro...

https://tandfonline.com/doi/pdf/10.1080/19415257.2016.1206032

Collaborative teacher educator professional development in Europe: different voices, one goal

The way to download and read online Teaching Secondary Science With Ict. How a simple idea by reading can improve you to be a successful person? Reading is a very simple activity Are you looking to uncover Teaching Secondary Science With Ict Digitalbook Download. Correct here it is possible to locate as well as download Teaching Secondary Science With Ict Book. We've got ebooks for every single topic Teaching Secondary Science With Ict accessible for download cost-free. Search the site also as find Jean Campbell eBook in layout. We also have a fantastic collection of information connected to this Digitalbook for you. As well because the best part is you could assessment as well as download for Teaching Secondary Science With Ict eBook.

Teaching secondary science with ICT

International Evaluation of Research and Doctoral Training at the University of Helsinki 2005-2010: RC-Specific Evaluation of CEA - Centre for Educational Assessment

The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic This is one of the sources of learners’ difficulties in mathematics Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK) The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used The empirical study was conducted in two schools in Lesotho In each school, fifteen learners volunteered participation The investigation was done through classroom teaching by me as the researcher The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively A questionnaire was also administered to all learner participants after the whole teaching period Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences The Assistant Observer was Stellenbosch University http://scholarsunacza

/pdf/investigating-teaching-and-learning-of-grade-9-algebra-2vgyg7de67.pdf

Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho

In this introduction chapter use of Information and Communication Technology (ICT) in science education is analysed from the point of view of learning and interest. Examples of ICT use described here have been developed in the project Eu ISE –Effective use of ICT in Science Education (226382-CP-1-2005-1-SKCOMENIUS-C21). Firstly, students’ interest in science and science learning is analysed in the context of ICT use in science education. Secondly, possible ICT use, examples of best practices, in science education are described. Thirdly, ideas how ICT can be integrated to some basic teaching methods are presented. Finally, a summary where ICT use from the point of view of learning and interest is presented.

Effective use of ICT in Science Education

This article describes a collaborative research journey involving nine teacher educators. Their common purpose was to find a research identity in a university department with a strong commitment to...

What Kind of Research Culture Do Teacher Educators Want, and How Can We Get It?.

Science: Interpreting Excellence

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Effective use of ICT in Science Education

What Kind of Research Culture Do Teacher Educators Want, and How Can We Get It?.

Science: Interpreting Excellence

Sunshine, Shadows and Stone Circles