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Improving teachers’ teaching and learners’ learning
Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Göteborgs Unviersitet.
Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Morris & Hiebert (2011) point out a number of important considerations for improvingteaching; their main focus is on "creating shared instructional products". The collaborative work among teachers, in combination with small assessments of the children’s learning, has been shown to be an excellent means of improving quality in teaching situations. The teachers’ assumptions are closely linked to Hattie’s (2012) arguments for getting teachers to plan lessons or learning activities collaboratively. However, it is not about finding the best activities or lessons, it is about studying what it takes to learn at different ages and in different subject areas. In the same way as researchers are supposed to build their knowledge on the shoulders of other researchers, the development of teaching should build on knowledge of previous praxis and its outcomes. Such iterative processes have been used in other cultures for decades. See e.g. lesson study in Japan (Lewis, Perri and Friedkin, 2009), for example, and learning study in Hong Kong (Lo, 2012). Both Hattie (2011) and the theoretical framework applied in learning study, i.e. variation theory, have been influenced by Bransford’s (2000) suggestions that classrooms must be learner-centered, knowledge-centered, assessment-rich and community-centered. Learning Study implies a way to arrange teaching which means that a specific and well-defined learning object is focused and emphasis is put on how the content is presented to the learners. This enables teachers to take the learners perspective and understand the critical aspects of a learning object. In this paper we argue for how learning study could be used to study and improve teaching and thereby put focus on quality in teaching. Our short examples from previous learning studies demonstrate how teachers’ awareness of children’s thinking and learning can create a learning environment of high quality.

Place, publisher, year, edition, pages
2013.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-11039OAI: oai:DiVA.org:hkr-11039DiVA: diva2:644381
Conference
ISATT:s 16th biennal, Gent, Belgium.
Available from: 2013-08-30 Created: 2013-08-30 Last updated: 2015-12-11Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.isatt2013.ugent.be/

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Tullgren, Charlotte

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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