A phenomenographic investigation of teacher conceptions of student engagement in learning

Harris, Lois Ruth

doi:10.1007/bf03216875

Cited by 152 publications

(121 citation statements)

References 26 publications

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“…En función de las vivencias, cada ser humano concibe y construye en su mente el mundo de forma distinta al resto de personas, y esto incide en la forma en que se comporta e interacciona a lo largo de su vida. Por lo tanto, aquellas concepciones que tenga cada persona determina en gran medida la forma en que actúe y la intencionalidad en dichos actos (Atkinson y Claxton, 2000;Harris, 2008;Murillo, Hidalgo y Flores, 2016;Pozo, 2006). A lo largo de la historia, se han utilizado términos similares como teorías implícitas, suposiciones o creencias razonables para referirse a las concepciones.…”

Section: Una Mirada Hacia Las Concepciones Sobre Evaluaciónunclassified

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

Hidalgo¹,

Murillo²

2017

reice

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La evaluación de los estudiantes es una de las prácticas docentes que más inciden en el aprendizaje y desarrollo de los estudiantes, especialmente porque determina su vida presente y futura. Numerosos estudios han evidenciado la relación entre cómo evalúan los docentes y sus concepciones sobre evaluación. Fruto de su importancia, el estudio de las concepciones de evaluación va adquiriendo fuerza en las últimas décadas. Por ello, el presente estudio busca profundizar en los estudios actuales que se centran en conocer las concepciones sobre evaluación. Para lograr dicho objetivo hemos estructurado el artículo en tres partes. En primer lugar, ahondamos en la definición de las concepciones y su concreción en el ámbito educativo y evaluativo. En segundo lugar, revisamos las investigaciones de concepciones sobre evaluación en cuatro direcciones: a) los tipos de concepciones, b) los factores que inciden en su diversidad, c) la relación entre las concepciones y la práctica evaluativa y d) otras investigaciones sobre concepciones. Por último, cerramos el presente trabajo con unas reflexiones acerca de lo que hemos aprendido de los estudios analizados relacionados con las concepciones sobre evaluación así como la propuesta de futuras líneas de investigación centradas en aquello que aún nos queda por saber de las creencias implícitas sobre la evaluación del aprendizaje de los estudiantes. Descriptores: Evaluación de Estudiantes, Concepciones, Concepciones sobre evaluación, Práctica evaluativaStudents' Assessment is one of the teaching practices which most affect into learning and development of students, especially because it determines their present and future life. Numerous studies have demonstrated the relationship between how teachers assess and their conceptions about teacher' assessment. As a result of its importance, the study of assessment' conceptions has gained strength in recent decades. Therefore, the present study seeks to deepen into the present studies that focus on knowing the conceptions about assessment. To achieve this goal, we have structured the paper into three parts. Firstly, we delve into the definition of conceptions and their concreteness in the educational and evaluative field. Secondly, we review the group of researches on assessment' conceptions in four directions: a) types of conceptions, b) factors that affect this diversity, c) the relationship between conceptions and assessment practice, and d) other studies related to conceptions. Finally, we close the present work with some personal reflections about what we have learned from the studies analyzed related to assessment' conceptions as well as to propose future lines of research centered on what still remains to be known about implicit beliefs of students' learning' assessment.

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Section: Una Mirada Hacia Las Concepciones Sobre Evaluaciónunclassified

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

Hidalgo¹,

Murillo²

2017

reice

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“…As a main objective of education is to organize students in order to be successful learners, students' engagement in the task is noticed as one of the features of the present study. Students' engagement appeared as an educational notion during the 1970's and 1980's (Harris, 2008). Boler (1999) argues that emotions indicate what deserves attention and moral scrutiny to the individual and emotional intelligence plays a critical role in decision making.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

The Relationship between Iranian EFL Teachers’ Critical Thinking Skills, Their EQ and Their Students’ Engagement in the Task

Alvandi

Mehrdad

Karimi

2015

TPLS

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Abstract-This study attempted to investigate the relationship between Iranian EFL teachers' critical thinking skills, their Emotional Quotient (EQ) and their students' engagement in the task. To that end, 20 EFL high school teachers completed "Watson-Glaser Critical Thinking Appraisal" (Form A) and the "Bar-On Emotional Quotient Inventory". Furthermore, 600 male and female learners, the students of the teacher participants at the time, participated in the study by answering the Persian version of "Tinio High School Survey on Student Engagement". The findings of the study indicated that there was a significant relationship between teachers' critical thinking skills and their students' engagement in the task. However, the results did not show any meaningful relationship between teachers' EQ and their students' engagement in the task and also between teachers' critical thinking skills and their EQ, although the results pointed to a high degree of correlation between 'intrapersonal aspects of teachers' EQ' and 'students' behavioral engagement'. Index Terms-critical thinking skills, emotional quotient, engagement in the task

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“…O conceito de engajamento é comumente associado ao relacionamento ativo do indivíduo com a tarefa e com o contexto que a envolve, sendo consenso que ele é necessário para resultados positivos na aprendizagem (HARRIS, 2008;PARSONS e TAYLOR, 2011;DUNLEAVY;MILTON, 2009). No entanto, a literatura sobre o tema demonstra o quanto pode ser problemático definir os limites terminológicos do termo (HARRIS, 2008;ATWEH;BLAND;CARRINGTON;CAVANAGH, 2007) e avaliar os níveis de engajamento discente (PARSONS e TAYLOR, 2011).…”

Section: Engajamento Em Contextos Educacionaisunclassified

“…No entanto, a literatura sobre o tema demonstra o quanto pode ser problemático definir os limites terminológicos do termo (HARRIS, 2008;ATWEH;BLAND;CARRINGTON;CAVANAGH, 2007) e avaliar os níveis de engajamento discente (PARSONS e TAYLOR, 2011).…”

Section: Engajamento Em Contextos Educacionaisunclassified

Engajamento Discente Em Um Ambiente Virtual De Aprendizagem

Viter¹

2015

PDPe

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ResumoEsta pesquisa pretendeu investigar o engajamento discente nas interações em um ambiente virtual de aprendizagem (AVA) de um curso semipresencial, a partir do ponto de vista dos participantes. O referencial teórico foi construído a partir de estudos sobre engajamento em contextos educacionais e um estudo de caso de natureza etnográfica foi desenvolvido no contexto de uma disciplina de graduação destinada ao ensino de inglês para fins específicos. Os dados foram gerados por estudantes e professores do curso em fóruns de discussão on-line, questionário, entrevistas e em um grupo focal on-line. Os resultados identificaram fatores relevantes que favoreceram ou dificultaram o engajamento discente nas interações on-line propostas e as conclusões apontaram implicações e contradições significativas entre as percepções e ações dos participantes. Palavras-chave: Engajamento discente, ambiente virtual de aprendizagem, educação on-line. AbstractThis research aimed to investigate student engagement on interactions in a virtual learning environment (VLE) of a blended learning course from the participants' point of view. The theoretical foundation was built from studies about engagement in educational contexts, and a case study of an ethnographic nature was developed in the context of an undergraduate discipline aimed at teaching English for specific purposes. Data were generated by students and teachers from the course in online discussion forums, questionnaire, interviews and in an online focus group. The results identified relevant factors that hampered or favored the student's engagement in the online interactions proposed and the conclusions pointed significant implications and contradictions between the participants' perceptions and their actions in the virtual learning environment of this blended online course.

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A phenomenographic investigation of teacher conceptions of student engagement in learning

Cited by 152 publications

References 26 publications

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

The Relationship between Iranian EFL Teachers’ Critical Thinking Skills, Their EQ and Their Students’ Engagement in the Task

Engajamento Discente Em Um Ambiente Virtual De Aprendizagem

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