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Edited by Celia Popovic

In Learning from Academic Conferences, the editor combines research findings and practical advice aimed at ensuring organizers, attendees and administrators get the most from academic conferences. Contributors from the UK and Canada have pooled their experience and research findings to produce a guide in three parts. Starting with a focus on participants, moving onto presenters and finally addressing organizers, the authors provide comprehensive advice. Conferences are expensive in terms of time and resources; this book will ensure that investment is put to best effect.

Dilemmas and Decisions

A Critical Addition to the Curriculum

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Patrick F. Miller

In Dilemmas and Decisions the author argues that dilemmas, medical, political and personal are clearly universal, requiring decisions with a painful choice. Nevertheless, we are witnessing an increasing tendency amongst opinion leaders, from management consultants to religious fundamentalists, to inform us that dilemmas either do not really exist or are merely problems awaiting the “right” solution (which they happen to possess).

Such moral certainty is dangerously mistaken, breeding extremism and undermining democratic values. Education can become a kind of preparation for Multiple Choice Question-type exams or TV quizzes, with facts recalled under pressure of time and problems needing fast solutions.

Problems, however, are different from dilemmas; they have solutions and disappear as soon as these are found. Dilemmas leave you with an aftertaste and a sense of regret about the rejected alternative.

Hanna Ezer

Kenneth D. Gariepy, Brenda L. Spencer and Jean-Claude Couture

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Cynthia A. Lassonde

Accountability in First Nations Education

Kwāyāsk Etōtamihk (Doing it Right)

Shelley Willier

Hanna Ezer

Alleviating Teacher Alienation

Sustainable, Distributed Leadership and Capacity for Putting Accountability into Perspective

Heather Kennedy-Plant

Approaches to Accountability

Possibilities for an Alternative Framework

Darren Krasowski

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Audrey Collin and Wendy Patton

Frank Achtenhagen, Fritz K. Oser and Ursula Renold

Beyond Developmentalism

Interfacing professional learning and teachers’ conceptions of sociocultural theory

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Susan Edwards

Hanna Ezer

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Sandra Grace, Joy Higgs and Debbie Horsfall

Changing Fields

The Growth of a Subversive Educator

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Leslie D. Hall

Climbing Down Class from the “Top of My Life”

A Nuanced Black Male Revisiting His Pre-School

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Sherick A. Hughes

Co/Autoethnography

Investigating Teachers in Relation

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Monica Taylor and Lesley Coia

Collective Wisdom

Team-Based Approaches to Self-Study in Teacher Education

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Ronnie Davey and Vince Ham

Communicating Arts-Based Inquiry

There are no flesh tones in black or white

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Lisa Armitage and Janette Welsby

Matthias Baer, Günter Dörr, Urban Fraefel, Mirjam Kocher, Oliver Küster, Susanna Larcher, Peter Müller, Waltraud Sempert and Corinne Wyss

The article presents aims, methods and first results of a project involving three educational universities in Switzerland and Germany. Our focus of interest is the longitudinal analysis of teaching competences from the beginning up to the end of teacher training. We test the teaching competences of a sample of student teachers at the beginning of the training and trace the development of their competences over the three-year period of their study. Methodologically, our study is based on Oser’s professional standards, as well as on the four dimensions ‘subject knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’, which have been framed as crucial competences for teachers. A combination of the following different instruments was used to investigate how teaching competences develop during teacher training: (1) questionnaires for teacher students and expert teachers, (2) vignettes, (3) a so-called «video test», and (4) video analyses of school lessons. According to this goal, the relationship between students’ subjective ratings of their competences and standardized data from observations and tests are compared to investigate the relationship between subjective rating data from students and standardized data from observations and tests. Our study aims at the development of complex teacher knowledge in order to foster the acquisition of professional teacher competences in pre-service teacher training.

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Jarmo Houtsonen and Gun-Britt Wärvik

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Joy Higgs, Debbie Horsfall and Sandra Grace

Creating Space for Professional Learning

A case study of hospital play specialists

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Judy Walker

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Len Cairns and John Stephenson

Capable Workplace Learning is about Capable people, Capable Organisations and an underlying belief in the applicability of the concept of Capability to Work, Place and Learning.
In this book, Cairns and Stephenson present a case for the development of human Capability, in life, in work, and in the lifespace. They trace the development of the Capability concept arguing that it embraces and goes beyond competence. They draw on over 35 years of experience of direct involvement in enhancing adult Capability through education at all levels.
Capability, they also argue, applies as much to organisations and working practices as it does to the individuals involved and call for synergy between organisational and personal capability. Further, the book presents a case that learning through work, whereby people utilise their work experiences and activities as the opportunity, process, place and content of what they are learning whilst they are “working” has, they suggest, established itself as a creditable way of looking at the knowledge development we all encounter and engage with whilst working.
The authors explore a range of examples of Capable practice in business and higher education and present a number of portraits of individuals whose lifework, personifies the Capability at work concept. In addition, they suggest, governments should go beyond the rather narrow aspiration of raising skills levels, to encouraging more people to experience formulating and solving the problem of their own development.

Educational Accountability

Professional Voices From the Field

Edited by Kenneth D. Gariepy, Brenda L. Spencer and J-C Couture

In an age when responses to accountability regimes in education range from hysteria to cynicism, this volume reframes accountability in narratives of collective, participatory responsibility that leave one feeling inspired and ready to act. The authors, all scholar-practitioners speaking from contexts spanning leadership, policy, literacy, indigenous education, and diversity, explore ways to navigate accountability discourses with wisdom, courage and hope.—Tara Fenwick, PhD, Head, Dept. of Educational Studies, University of British Columbia.
In this collection, the preoccupation of educational institutions with accountability is critically examined by writers who work in the field. They consider the impact of accountability regimes on professional practice and the learning agenda, challenge current policies and call for a rethinking of accountability. The skills and knowledge associated with this work is what we should hold schools accountable to. It is, as you see from reading these contributions, time for change.—Stephen Murgatroyd, PhD, Chief Scout, The Innovation Expedition Inc.
About the Book
From their diverse perspectives, nine educational practitioners discuss current educational accountability policies and how these affect students, educators, learning and teaching in a variety of settings, from K-12 schools to post-secondary institutions and government agencies. The authors combine theory, research and their day-to-day experiences to reflect on the challenges posed by realities such as outcomes-based curricula, high-stakes testing, standardized reporting and management by objectives. By examining current accountability initiatives and their effects in relation to core values of public education such as equity, diversity, democracy and opportunity, this book offers educators a range of insights for thinking about and doing education differently.

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Edited by Jarmo Houtsonen and Gun-Britt Wärvik

The book examines nurses’ professional work and life in the context of the ongoing institutional restructuring of health care systems in seven European counties, England, Finland, Greece, Ireland, Portugal, Spain and Sweden. The main idea has been to discuss professional experience and expertise from below, i.e. from the perspective of the nurses and focuses on how they deal with restructuring measures caused by changes in policy and administration. This is not, however, a book about policy implementation and new managerial ideas. Its goal is to examine the complexities and ambiguities in nurses’ work from different theoretical viewpoints. The book also describes both the unique situations and larger societal patterns in which these complexities and ambiguities are embedded. It is intended to contribute to the discussion of and research on nurses as European welfare state professionals.

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Edited by Susan Edwards and Joce Nuttal

Attention has increasingly turned to the preparation and ongoing education of early childhood educators as governments have become increasingly aware of the importance of early childhood education as a key part of educational provision. This collection of case studies in continuing professional learning, drawn from Australia, New Zealand, and the United Kingdom, raises important questions about the nature and purpose of continuing professional learning in ECE by drawing on theories broadly described as 'post-developmental', including postmodernism, cultural-historical theory, sociocultural theory, narrativity, and critical theory. This book will provide a valuable addition to the libraries of teacher educators, professional developers, researchers, practitioners, and students of early childhood education. Taken as a whole, the chapters provide key insights into the complexities of how adults learn in, and about, early childhood settings, and examines the possibilites offered by reaching beyond traditional developmental views of teaching in ECE.

Self-Study Approaches and the Teacher-Inquirer

Instructional situations Case Analysis, Critical Autobiography, and Action Research

Hanna Ezer

This book examines self-study methodologies and their relevance to professional growth among teachers. The book puts forward the following arguments: Self-study as a research approach involves basic research skills, therefore constituting an important step for non-professional inquirers aspiring to more complex research. Self-study is a powerful tool in support of professional growth among teachers. Self-study comprises a set of approaches, among them instructional situations case analysis, critical autobiography, and action research. The book offers some interesting perspectives on the following issues: - The book focuses on the writer’s experience as a teacher educator who has elicited and motivated self-studies among student teachers and teachers. - The book brings together three related self-study methodologies: instructional situations case analysis, critical autobiography, and action research. - The book offers a new perspective on implementing and analyzing instructional situation cases through the "authentic case of teaching" and the "expected case of teaching, " a perspective developed by the writer and implemented in her classes. - The book provides a fresh view of critical autobiography as a powerful tool teachers can use to examine their own practice and professional development. - The book introduces critical discourse analysis as a useful tool for researchers. This tool enables teacher-inquirers to reveal their’sense of professional self' and their professional identity as it emerges in teaching cases they provide. - Teachers and researchers can easily apply the methodologies described in this book to their own teaching and research arenas.

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Edited by Cynthia A. Lassonde and Sally Galman

Study Research Methodologies for Teacher Educators is a comprehensive text that delineates a range of research methodologies. This edited volume, with many chapters written by self-study scholars who are noted in the field for particular methodological and epistemological perspectives, helps fill the gap in the literature on self-study research methods. It provides readers with an opportunity to examine various methodologies which will not only help them deepen their understanding of research but also, will allow them to select one that best suits their needs. Both new and experienced researchers will find this text valuable. We consider Self-Study Research Methodologies for Teacher Educators a valuable contribution to the field of teacher education.

Teachers' Professional Development

Aims, Modules, Evaluation

Edited by Frank Achtenhagen, Fritz K. Oser and Ursula Renold

Within the central topics of the debate on teachers’ professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher education programs: How to develop towards such expertise—which is equal to evidence convictions—effectively and efficiently. Which role do scientific research and its results play in this context? How can research results be converted into recommendations for teacher actions?
The contributions to this book focus on central problems of the conversion process: In the first part the goal dimension is treated: Maiello & Oser emphasize the relationship of central variables of teacher behaviour as identity, professional satisfaction or self-efficacy to teachers’ professional behaviour; Blömeke, Felbrich & Müller discuss the role of future teachers’ beliefs on the nature of mathematics; Stevenson uses cultural historical activity theory to work out cognitive schemas that can be targeted in vocational teacher education; Gruber tackles the problem of how vocational teachers can be supported to become experts by discussing especially four major possible research strategies.
The second part of this book is dedicated to possible intervention approaches by which the gap of theory and practice shall be bridged. Steiner & Steiner report on critical learning incidents which heavily influence the micro-processes which characterize teachers’ instructional measures; Winther differentiates the trait and state perspective of motivation with regard to their consequences for the learning process; Boekaerts focuses on aspects of collaborative learning; Weber sharpens her deliberations explicitly to a design experiment on the problem of initiating intercultural learning.
The third part of this book is a report of the use and the consequences of Oser’s model of teaching standards. Baer, Dörr, Fraefel, Kocher, Kiester, Larcher, Müller, Sempert & Wyss show results of a large study on the development of teacher competences run in Switzerland and Germany. The study observes the competence development of prospective teachers from the beginning of their teaching training up to the job entry phase. This book is published under the auspices of the Swiss Federal Office for Professional Education and Technology.

Trajectories

The Social and Educational Mobility of Education Scholars From Poor and Working Class Backgrounds

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Edited by Jane A. Van Galen and Van O. Dempsey

Trajectories: The Educational and Social Mobility of Educators from the Poor and Working Class, is a collection of mobility narratives of critical scholars in education from poor and working-class backgrounds.
While Americans have long held deep-seated cultural beliefs in the capacity of schooling to level unequal playing fields, there has been little research on the psycho-social processes of social and educational mobility in the United States. Rising Up employs narrative research methodologies to interrogate the experiences of class border-crossing via success in school.
This volume addresses two discourses within education: First, the experiences of those who have crossed class boundaries contribute to a deeper understanding of how social class functions in the United States. The narratives compiled in this volume explore class within the lives of young people on the margins, as identities, ambition and achievement are constructed and negotiated in school.
More specifically, the volume suggests new directions for policy and practice to counteract classism in schools and in the broader culture. As they write of the constraints that they circumvented to succeed against the odds, these authors complicate notions of opportunity as the inevitable reward for high achievement. As they write of agency and tenacity, they will illuminate cultural strengths that likely were invisible to teachers and peers. As critical scholars of education, the contributors to this volume speak specifically to ways in which teacher education can and should address issues of class.

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Edited by Bill Green

Understanding and researching professional practice is crucial both to enhancing the quality of professional learning and to improving professional education more generally. Yet professional practice remains something that is little known, theoretically and philosophically, despite a longstanding interest in what might be called the meta-field of professional practice, learning and education.
The contributors to this book, drawn from fields such as education, allied health, psychology and business, explore different aspects of practice in the professions, professionalism, and research. This includes engaging with the burgeoning literature on practice theory and philosophy, including the increasingly influential neo-Aristotelian tradition, and taking account of growing interest in practice thinking across contemporary scholarship. It considers issues such as the primacy of practice, the nature of professional judgement, the role of ‘experience’, ethics, context, and the practitioner standpoint. As such, it raises important and timely questions about practice ontologies, epistemologies and methodologies, and also praxis and politics. This is especially needed in a context otherwise increasingly organised by neoliberalism, economic rationality, anxious managerialism, and what some see as a general drive towards de-professionalisation and new nuances and intensities of regulation.

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Edited by Audrey Collin

It has long been lamented that, although several disciplines contribute to career scholarship, they work in isolation from one another, thus denying career theory, research, and practice the benefits that multidisciplinary collaboration would bring. This constitutes a lost opportunity at a time when new understandings and approaches are needed in order to respond effectively to global changes in society and work. This book takes a major step towards remedying this situation by bringing together two key perspectives on career, the vocational psychological and the organisational (interpreted broadly to include organisation behaviour and human resource management).
Written by international experts, the book opens by identifying some of the “tributaries” that flow into the “great delta of careers scholarship”, and noting the need to link what are at present separate “islands” of scholarship. It is structured to allow comparison between the ways in which the two perspectives address career development and career management theory, research and interventions. It concludes by pointing to the possibilities for dialogue, and even collaboration, between these perspectives, and suggesting ways in which these could be brought about.
The book will be essential reading for career scholars because, with its potential to stimulate new thinking and developments in theory and research and also, importantly, in practice (with beneficial spin-offs for policy-makers), this dialogue could open a new phase in career scholarship.
With its overviews of the history, theory, research and practice of both perspectives, the book will also be a valuable resource for students of both perspectives.

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Edited by Joy Higgs, Debbie Horsfall and Sandra Grace

Writing Qualitative Research on Practice brings together key authors in the field of qualitative research to critique current trends and expand discourse about the challenges and practices of writing qualitative research. This book is located in the context of professional practice and the practice world. It scopes and maps the broad horizons of qualitative research on practice and explores writing in major qualitative research traditions. A key issue addressed in writing qualitative research, particularly the narrative forms, is finding a way to write that encapsulates the goals and genre of the research project. Writing is presented as a process and journey and also a way of thinking and creating knowledge. Within research, writing is an essential expression of the research frame of reference and a key element of the research genre. This book explores writing for a range of publications including books, chapters, theses and papers for journals. The practical and accessible style of this book makes it an invaluable resource for postgraduate research students, teachers and supervisors and scholars of qualitative research.

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Helder Rocha Pereira and Constantina Safiliou-Rothschild

Endangered Practices

Writing feminist research

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Kate Bower, Teena Clerke and Alison Lee

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Len Cairns and John Stephenson

Ethical Practice as Relational Work

A New Frontier for Professional Learning?

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Carmen Dalli and Sue Cherrington

Facing the Challenges of Writing

Finding courage and conviction

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Debbie Horsfall

Framing Research Questions and Writing Philosophically

The role of framing research questions

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Franziska Trede and Joy Higgs

From Compton to the Halls of Academia

Reflections on the Schizophrenic Habitus of a Chicano Scholarship Boy

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Juan F. Carrillo

Sigrid Blömeke, Anja Felbrich and Christiane Müller

A person’s beliefs constitute a vital part of one’s professional competences as beliefs are crucial to the perception of situations and as they also influence our choice of actions. How-ever, beliefs are not a well-defined construct. The present paper focuses on beliefs of future teachers about the nature of mathematics. Its aim is to inquire the structure and level of these beliefs. In the first part of the paper models of belief structure known from the literature will be reviewed. The second part presents analyses on the structure of the beliefs which are based on data from 849 students of teacher education institutions in three Federal States of Germany. These data originate from the P-TEDS study which explores and compares mathematics teacher education in Bulgaria, Germany, Mexico, South Korea, Taiwan, and the United States. P-TEDS has been conceptualized as a prepatory study for the “Teacher Education and Development Study: Learning to teach mathematics (TEDS-M)” carried out by the IEA beginning in 2006 in order to develop and pilot instruments for assessment in an international context.

Going Where There Is No Path

The Journey of a Working Class Academic

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Claudia L. Aman

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Stephen Loftus and Franziska Trede

Imagining and Imaging

Creativity in qualitative research

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Narelle Patton, Joy Higgs and Megan Smith

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Bill Green

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Cynthia A. Lassonde

Hanna Ezer

Kenneth D. Gariepy, Brenda L. Spencer and Jean-Claude Couture

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Susan Edwards and Joce Nutall

Susanne Weber

The necessity of intercultural learning is emphasized in lots of contexts. This is especially the case within the field of vocational education and further education. Recent State curricula prescribe a focus on intercultural learning and awareness. Although at a first glance it seems to be intuitively quite clear what is meant, this construct as well as the corresponding terms and objects of this area get vague and hardly tangible. Thus, it does not wonder that concrete measures and concepts for fostering intercultural learning do not follow a theory rather than practical necessities, normative principles or isolated single concepts. But these show only minor effectiveness in intercultural behavior in practice, as diverse studies make overt. Therefore, in this study the concepts of “culture”, “intercultural communication” as well as “interculturality” should be illuminated and discussed – providing hints for modes of effective and efficient teacher behavior but also for corresponding teacher education and training (here in the fields of Business commerce). On the basis of Engeström’s considerations about “activity theory” and “expansive learning” as well as those of Ting-Toomey’s “mindful identity negotiation” approach a theoretical framework for “intercultural learning and development” gets (re-) conceptuallized. By this framework it should be showed how this theoretically reformulated concept of intercultural learning can be implemented into practice and evaluated by following Brown’s suggestions for a “design experiment” to change not only individual perceptions and believes, but also intercultural behavior. As the research and practice field of intercultural learning is that diffuse this study is not be understood as a solution for all intercultural problems. But having the necessity of intercultural learning in mind it is the intention of this study to raise and to continue an intensive (inter-)disciplinary discourse for developing a stringent theoretical model to foster intercultural learning and development as well as to initiate changes in the practical fields.

Hanna Ezer

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Jarmo Houtsonen and Gun-Britt Wärvik

Introduction

Professional learning in early childhood settings

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Susan Edwards and Joce Nuttall

Jagged Edges

A psychosocial exploration by one who “made it”

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Stephanie Jones

Learning First

School Accountability for a Sustainable Society

Pasi Sahlberg

Literacy, Accountability and Inclusive Education

Possibilities for Re-framing Alberta’s Literacy Framework

Kelli Ewasiuk and Brenda L. Spencer

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Douglas T. Hall and Mireia las Heras

Looking Back and Looking Forward

An Historical Overview of the Self-Study School

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Anastasia P. Samaras and Anne R. Freese

Making the Self Problematic

Data Analysis and Interpretation in Self-Study Research

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Allan Feldman

Manoeuvreings

On Either Side of the Violet Tint

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Karen Spector

Esther Winther

This contribution was developed from the project “Aspects of integrated Development of Competence in Vocational and Educational Training” (Ac35/24-1,2), which is aided by the Deutsche Forschungsgemeinschaft (cf. Winther, 2006). This project’s objective is to detect processes essentially involved in learning. They are of cognitive, emotional, and motivational nature. Within the framework of this project, these processes must be analysed and operationalized. Finally, an instructional concept has to be developed – as module for teacher training. This didactical design is applicable for the subject management economics, including accounting systems and system controls for advanced training in the field of business and commerce.

In evaluating the processes of learning, the study paid particular attention to the following: (1) mutual dependence, (2) separated and integrated promotion possibilities, and (3) the significance of success in school. These elements constitute this project’s special achievement.

Gerhard Steiner and Heidi Steiner

Despite many teachers’ knowledgeable use of didactic procedures and a high degree of individual effort in the actual teaching, learning results are poor with a considerable number of students. Some observers ascribe this situation to certain aspects of achievement motivation or to disturbed interactions between teachers and students, but these explanations are not always satisfying. In this chapter we’ll focus on some cognitive aspects of the teaching-learning process: the often-neglected micro-processes underlying the didactic measures the teachers are applying in classrooms.

Over a period of more than two years many critical learning incidents were systematically discussed with teachers of vocational schools and with instructtors from private companies (industrial and commercial) as well as medical institutions (mainly university hospitals). Additionally, many students who were trying hard in dealing with their learning tasks were interviewed. The result is a set of some thirty cases where the teaching-learning process was difficult. Seven of these cases will be presented in this chapter, and several conclusions for teacher education and training will be drawn.