The teacher's role and approaches in a knowledge society

Beck, Steen

doi:10.1080/03057640802482330

Cited by 25 publications

(22 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this perspective, a demagogic and ideological thinking is flourishing where only a specific pedagogical philosophy is allowed (…) The takeover of the upper secondary schools have been prepared since the socialist project collapsed in 1989. (O. Witt Hansen, Gymnasieskolen 2005-2008 It is not an exaggeration to call this a conspiracy theory. Conspiracy theories may be seen as pure paranoia, but they may also be perceived as mythologies built upon realities.…”

Section: The Origins Of the 2005-reform And Teacher Reactionsmentioning

confidence: 91%

“…We will not discuss our results, but aspects in the interaction with teachers (for more details about the research, see Beck 2008;Beck and Frederiksen 2008;Zeuner et al 2006Zeuner et al , 2007Zeuner et al , 2008. The purpose is to reflect on the mechanisms which influence interaction problems, not to clarify whether the researchers or the criticizing teachers are right.…”

Section: The Teacher Role Project: a Case Studymentioning

confidence: 95%

See 1 more Smart Citation

Caught in the crossfire: educational research in context

Frederiksen

Beck

2010

International Journal of Research & Method in Education

Self Cite

View full text Add to dashboard Cite

Educational research is often criticized for its lack of impact on practice and policy. In this paper, we discuss different approaches to the application of educational research and criticize some of the existing positions for missing the point, namely that the context of interaction between researchers and practitioners is closely connected to trustworthiness and dissemination of results. Particularly, we criticize the linear model and focus on the political context of educational research instead. This is exemplified and discussed by presenting a self-reflective case about comprehensive reforms in the Danish secondary school, which illustrates possible problems in research communication with teachers in an era of reform. IntroductionIn this paper, we will investigate the issue of interaction between researchers and practitioners by discussing a theory and presenting a case. The approach is based upon a reflexive consideration of our own research data and experiences. Of course, involvement in the pertinent case may create blind spots, but we have made an effort to create an analytical distance to our own subjective position by focusing on the context which we share with our critics and not on 'right' and 'wrong' in a narrowly normative sense. Input is also included from the public debate on the research into changing teacher roles -mostly from the Danish teachers' union magazine.The structure will be as follows. Firstly, we present the context and give an account of the main positions in the actual debate. The purpose is to discuss dilemmas in the interaction between researchers and users, that is, politicians and practitioners. We will establish a context for our empirical case, not carry out an exhaustive analysis and assessment of this academic and practical debate. In the following section, we describe some attempts at formalizing the dissemination of scientific knowledge and elucidate some of the barriers that may arise depending on the actual field of science. Then, we will explain various relations between researchers and potential users of research, where we will use our own research projects as a case. We will try to explain how the need for 'usable' research may create communication problems between researchers and practitioners of research outputs. Finally, some solutions concerning communication practice, relation to stakeholders and institutional ethics are discussed.

show abstract

Section: The Origins Of the 2005-reform And Teacher Reactionsmentioning

confidence: 91%

Section: The Teacher Role Project: a Case Studymentioning

confidence: 95%

Caught in the crossfire: educational research in context

Frederiksen

Beck

2010

International Journal of Research & Method in Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Uno de los más populares es el modelo de Kolb, en el que el aprendizaje se define como el proceso de creación de conocimiento a través de la transformación de la experiencia, es decir, el conocimiento se dinamiza a partir de una experiencia vivida (Canós y Mauri, 2005). Luego, la persona recopila, almacena, trata y analiza información de la experiencia (contexto e internalización), adquiere conocimientos y habilidades más complejas y contrasta su aprendizaje con nuevas experiencias (Beck, 2008).…”

Section: Introductionunclassified

Influencia del estilo de aprendizaje del docente en el aula

Carreras

Dáros²,

Santandreu-Mascarell³

et al. 2018

Proceedings INNODOCT/18. International Conference on Innovation, Documentation and Education

View full text Add to dashboard Cite

El concepto de estilos de aprendizaje (estilos cognitivos) aparece en la literatura en los años 50 del siglo XIX en el ámbito de la psicología cognitiva, siendo considerados como la expresión de las formas particulares de los individuos de percepción e información. Desde entonces, muchos autores han propuesto algunas definiciones, enfoques y métodos para analizar estos estilos. Entre los modelos cognitivos encontramos el modelo de aprendizaje de Kolb a través de las experiencias, que relaciona los estilos de aprendizaje con sus procesos. Según este autor, el aprendizaje se define como el proceso de creación de conocimiento a través de la transformación de la experiencia. El modelo sigue un proceso, basado en el ciclo experiencial de Lewin, en el cual una experiencia concreta o situación diaria activa el conocimiento de tal manera que la persona comienza a recolectar, almacenar, procesar y analizar información. Luego, el individuo generaliza los conceptos e internaliza y madura los conocimientos y habilidades adquiridos. Finalmente, el aprendizaje se contrasta para demostrar que puede ser útil en situaciones o experiencias nuevas. Kolb define cuatro estilos dominantes de estilos de aprendizaje basados en la forma en que se percibe la información (desde la experiencia directa hasta conceptos abstractos) y se procesa (desde el punto de vista práctico al teórico): divergente, convergente, asimilador o analítico y acomodador. El objetivo de este trabajo es reflexionar sobre la relación que existe entre el estilo de aprendizaje predominante en un docente y la forma en que se diseña la guía docente de las asignaturas que imparte, en particular en lo relativo a la aplicación de distintas metodologías de enseñanza-aprendizaje y/o a los sistemas de evaluación utilizados.

show abstract

“…Therefore, we opted for Zimmerman's model (2000), where he considers SRL as an array of competencies that allows students to control the variables which have an impact on their learning process. What's more, we also considered important to study the teachers' ability to stimulate students to acquire skills that allowed them to transfer knowledge to other contexts, an ability Beck (2008) regarded as central to students' learning process. After carefully analyzing the teaching context, content and practices of this teacher and consequently, having verified that SRL strategies were not being taught explicitly, we proposed this teacher to change her practices so as to promote these skills in her students during reading and writing tasks.…”

Section: Aims and Questions Raisedmentioning

confidence: 99%

Teaching Practices that Foster Self-regulated Learning: a case study

Ferreira

Simão²

2012

EReJ

View full text Add to dashboard Cite

Abstract:The aim of this paper is to present a case study of an elementary school teacher who changed her practices to foster self-regulated learning (SRL) strategies in her students. Specifically, this study describes the process of how she developed her teaching strategies to promote SRL strategies such as self-evaluation, goal-setting and planning, and lastly, rehearsing and memorization. The teacher's classroom practices promoted opportunities to encourage her students to become conscious of their learning process as they used these specific SRL strategies and as they executed reading and writing tasks from the curriculum of English as a Foreign language. The results reflect the importance of developing SRL strategies in students from early years on in the classroom while accomplishing mandatory tasks from the curriculum.

show abstract

The teacher's role and approaches in a knowledge society

Cited by 25 publications

References 7 publications

Caught in the crossfire: educational research in context

Caught in the crossfire: educational research in context

Influencia del estilo de aprendizaje del docente en el aula

Teaching Practices that Foster Self-regulated Learning: a case study

Contact Info

Product

Resources

About