Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers

Boer, Eveline de; Janssen, Fred; Driel, Jan van

doi:10.1007/s10972-016-9461-8

Cited by 12 publications

(11 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Herewith, in experience of higher education institutions activity the problem of creation of research and methodological support of educators' activity in terms of optimal conditions supply for their professional and creative self-actualization is not much attention given to. Available researches cover the issues of lecturers' readiness for implementation of system of students' professional preparation in processes of education and upbringing (De Boer, Janssen, & van Driel, 2016;Caprara, Barbaranelli, Steca, & Malone, 2006;Han, Yin, & Wang, 2015;Klassen et al, 2009).…”

Section: Problem Statementmentioning

confidence: 99%

Research And Methodological Support Of Professional Activity Quality Of A Lecturer

Abramovskih¹

2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

In modern educational environment of Russia, the special attention is given to the problem of individual's self-actualization including the sphere of professional activity. In modern social and economic conditions this problem is at the top urgency as the society demands self-motivated people and independent specialists able to develop their personality and improve their activity. The article shows the challenging character of solution of the considered problem in terms of organization of research and methodological support of lecturers to create conditions for their successful professional and creative self-actualization. The aim of the article is to demonstrate possibilities of conditions creation in a modern higher education institution for professional and creative self-actualization of lecturers via the technology of research and methodological support of quality of lecturers' professional activity in terms of methodological work organization in a higher education institution. The authors, based on their own management activity experience in terms of department and faculty development, identified components of the considered technology. Creation of appropriate professional and creative educational environment at the department and the faculty via methodological work organization contributes to lecturers' successful performance of professional functions, to social and professional orientation development, to readiness for quick knowledge renovation, to skills and abilities enlargement and to the ability of solving problems of own professional and personality self-actualization.

show abstract

Section: Problem Statementmentioning

confidence: 99%

Research And Methodological Support Of Professional Activity Quality Of A Lecturer

Abramovskih¹

2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…Many scientists in different periods have been discussed foreign language teacher's training (Arıkan, 2010;Baryshnikov, 2018;De Boer et al, 2016;Borg, 2006;Brosh, 1996;Brown, 1978;Bukharkina, 2008;Claessens et al, 2015;Coenders & Terlouw, 2015;Isaev, 2004;Kim, 2010;Luft et al, 2011;Mohammadi & Moradi, 2017;Moiseenko, 2017;Okeke & Mtyuda, 2017;Passov, 1993;Passov, 2010;Passov, 2017;Polat & Buharkina, 2007;Shatilov et al, 1985;Rogova, 1991;Umerenkov, 2016;Visser et al, 2010;Wichadee, 2010;Yazykova, 1977).…”

Section: Theoretical Background and Literature Reviewmentioning

confidence: 99%

Contemporary Foreign Language Teacher’s Training

Moiseenko¹,

Акиншина²,

Zimovets³

et al. 2019

IJHE

View full text Add to dashboard Cite

The article deals with contemporary foreign language teacher’s training. Based on experience it is analyzed foreign language teacher’s training system in Russia and noted specific tendencies in teacher’s training and his/her personal qualities. The authors consider innovative approaches directed to contemporary teacher of the 21-st century who is a central facilitator of a foreign language educational process. It is emphasized that methodology level development nowadays should have professionally oriented innovative nature and be aimed at the formation of a competence modeling pedagogical activity system and structure. The research that has been implemented in the pedagogical Institute of Belgorod State National Research University at the faculty of foreign languages has been focused on learning techniques development for formation of methodological thinking and teacher’s personal qualities. Special supplementary materials in «Methods of First Foreign Language Teaching» lessons (in both lectures and practical studies) were used for students going to get Bachelor’s degree in Education. Due to the research there were established the most effective learning techniques for development of teacher’s methodological thinking and his/her personal qualities formation (communication skills, empathy, creativity, reflexivity etc.).

show abstract

“…This traditional type of teaching, however, has often been criticised by educational designers because it does not meet the criteria for effective teaching (see Janssen & Van Berkel, 2015, for an extensive elaboration). Based on research on effective teaching, we summarised the main criteria for teaching effectiveness (Boer, Janssen, & Driel, 2016;Janssen & Van Berkel, 2015) (Table 1). Students only learn effectively when given the opportunity, want to learn, are able to learn, and when there is a certain sense of mutual trust.…”

Section: Exploring P Ractical Possibilities With the ' B U I Ld I Nmentioning

confidence: 99%

Participatory educational design: How to improve mutual learning and the quality and usability of the design?

Janssen

Könings

Merriënboer

2017

Euro J of Education

Self Cite

View full text Add to dashboard Cite

Many educational change proposals, designed to improve student learning, fail to be implemented in classrooms, which is a threat to the impact of educational policy on educational practice. This has led to a call for participatory educational design in which different stakeholders are involved in the generation and consideration of alternative learning environments, including physical spaces that better support learning. The development of tools to effectively engage nonprofessional designers in design activities is still in its early stages. In this article, we present two tools that can improve mutual learning of those involved in the design process and the quality and usability of both learning environments and supportive physical spaces: the laddering tool and the building block tool. Both are based on a new conception of teaching as bounded rational design in which a teaching practice is seen as a design to attain multiple goals simultaneously in a complex classroom context with limited available resources. By presenting a case from biology teaching, we illustrate how educational design processes between teachers unfold when they use these two tools. We argue and demonstrate that these tools are important for facilitating effective use of diverse contributions from different stakeholders, and also when involving students and architects in a participatory design process.

show abstract

Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers

Cited by 12 publications

References 27 publications

Research And Methodological Support Of Professional Activity Quality Of A Lecturer

Research And Methodological Support Of Professional Activity Quality Of A Lecturer

Contemporary Foreign Language Teacher’s Training

Participatory educational design: How to improve mutual learning and the quality and usability of the design?

Contact Info

Product

Resources

About