To get to the TIG room in Zoom please follow this link: https://kpdk.zoom.us/j/3777310564?pwd=MlBqOVhkdjQ0WnVBcGQ5TGI4RmdFQT09
ID: 377 731 0564
We have very little time in our TIG this year. I would like all participants to make a short and personal presentation on the map in the following link instead of using too much time in the TIG. (https://padlet.com/kkhe1/3w81h9btlmn0s9sa)
We are very fortunate to have three very interesting presentations. They will make it short and on the point and after that we will have time for discussion.
Below you will find the program and titles and further down you will find the abstracts for presentations.
I am looking very much forward to seeing you all😊
15.00: Welcome and short introduction
15.05: Thomas Wenderborn and Anna Sagafe: E-learning as a tool for sustainable education? Implications from research and practice in Germany
15.25: Petra Vystrčilová: The changes in students’ reflection on the educational process in time
15.45: Sylvia Mommaerts, An Dumoulin en Hannelore Verstappen: SayinG more in your learning?!
16.05: Discussion of presentations
16.30: return to main conference
Authors: Anne Sagafe & Thomas Wendeborn:
Title: E-learning as a tool for sustainable education? Implications from research and practice in Germany
The advanced digitalization in all areas of life implies new demands for schools and teachers in order to prepare students for the life in the digital age as well as to integrate ICT (Information & Communication Technology) efficiently to promote learning processes (Fraillon et al., 2020). Education policy efforts at European level are underlined by the European Commission’s Action Plan for Digital Literacy (2018). It became apparent that despite the large number of support programs that have been implemented to date, the usability of e-learning has fallen far short of expectations (Huber et al. 2020).
As part of a document analysis according to Mayring (2014), 207 of the projects funded by the Federal Ministry of Education and Research between 2000 and 2018 were examined with regard to sustainability and outcomes. An in-depth qualitative analysis of the results of scientific studies, research reports and websites was carried out for the 27 projects whose funding ended in the period from 2013 to 2018.
The analysis of the 27 projects resulted in showing all areas of the university, but none of these referred to teacher education. Research and training of teachers in media education in Germany is neglected in this context. Despite the large number of funded projects related to e-learning, there is still a lack of media pedagogical research on teacher training. These deficits also affect the comprehensive media pedagogical training of teachers. In addition, there is very little project reference to school education. The use and effectiveness of digital media in teaching and learning practice must, however, be pedagogically and didactically established as well as related to the subject matter. In most projects Open Educational Resources are being researched. Although this topic opens up opportunities for sustainable educational provision, this mostly relates to be used in higher education.
European Commission (2018). Communication From The Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions. On the Digital Education Action Plan. Brussels.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2020). Preparing for Life in a Digital World. IEA International Computer and Information Literacy Study 2018 International Report. SpringerOpen.
Huber, S.G., Günther, P.S., Schneider, N., Helm, C., Schwander, M., Schneider, J.A. & Pruitt, J. (2020). COVID-19 – aktuelle Herausforderungen in Schule und Bildung. Erste Befunde des Schul-Barometers in Deutschland, Österreich und der Schweiz [COVID-19 – current challenges in school and education. First results of the school barometer in Germany, Austria and Switzerland] Münster: Waxmann.
Mayring, P. (2014). Qualitative Inhaltsanalyse: Grundlagen, Techiken, Software [Qualitative content analysis: theoretical foundation, basic procedures and software solution]. Klagenfurt. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173
Wheeler, S. (2012). E-learning and digital learning. In N. M. Seel (Hrsg.), Encyclopedia of the Sciences of Learning (S. 1109–1111). Boston, MA: Springe
Authors: Petra Vystrčilová, Veronika Najvarová, Zora Syslová
Title: The changes in students’ reflection on the educational process in time
In our paper/presentation we will present our research among students of Pre-school education of Faculty of Education Masaryk University, Czech Republic. The research focused on changes in student reflection on the educational process in time. Our research is based on Dewey’s view of reflection (1932). We consider reflection as the link between theory and practice, and a way to build perceptual as well as conceptual knowledge. We define reflection in agreement with Korthagen (2011, p.7) as “mental process that lies in the effort to structure or restructure experience, problem or knowledge or insights.”
The aim of our research was to discover what the content is of students’ reflection and whether the use of reflective techniques leads to the improvement of reflective skills. Data collection was conducted in two phases. The first took place at the end of the spring term (2019). We gathered written self-reflections of a week-long pedagogical practice. The second phase of data collection took place six months later, after a three-week-long pedagogical practice. The data were analysed in ATLAS.ti programme. System of analytical categories was adopted from Framework of professional qualities for pre-school teachers (Syslová & Chaloupková, 2015). To analyse the data we conducted descriptive statistical analyses based on absolute frequencies of categories that were identified in students’ self-reflections using the Wilcoxon signed-rank test.
The results showed that students‘ reflections underwent quantitative and qualitative changes. The research indicates that students have different potential to reflect (King & Kitchener, 1994). We conclude that the use of learning videos, student’s own videorecordings and evaluative tools may help students to focus their attention to important aspects of educational processes in kindergarten (van Es & Sherin, 2010).
Dewey, J. (1932). Demokracie a výchova. Praha: Jan Leichter.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment. San Francisco: Jossey-Bass Publishers.
Korthagen, F. A., Kessels, J., Koster, B., Lagerverf, B., & Wubbels, T. (2011). Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno: Paido.
Syslová, Z, & Chaloupková, L. (2015). Rámec profesních kvalit učitele mateřské školy. Výuková videa. Brno: Masarykova univerzita.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
Autors: Sylvia Mommaerts, An Dumoulin en Hannelore Verstappen:
Title: SayinG more in your learning?!
We developed a box with the aim of strengthening teachers’ skills so that students can take their learning more into their own hands and become responsible for their own growth process. The box contains background information, tools, and concrete guidance that teachers can use to engage in self-regulation in their classroom practices.
‘SayinG more in your learning?!’ stands for ‘More Self-regulation and Growth in your learning?!’. Students who are self-regulated learners show determination, dedication, and perseverance to direct their own learning. (Steinberg, 2015) This requires an interplay of different strategies that develop in each learner in a unique way. (EEF, 2018). These self-regulated skills can be helpful in developing sustainable and flexible learning. It requires students to work hard, persevere, … All strategies that are inherent to self-regulated learners. The central research question is “How can we strengthen secondary school teachers to make self-regulation more attainable and discussable so that teachers and students can grow in it?”
- In what way can we support teachers to further develop self-regulation in their students?
- How does the focus on self-regulation affect the role and tasks of a teacher?
We used a mix-method research strategy to answer these questions: source research, interviews with teachers (n=10) and principals (n=5), focus interviews with teachers (n=12), observations in two innovative secondary schools and a Delphi study with researchers, principals and teacher trainers (n=20). As a result we developed a box with the aim of strengthening teachers’ skills so that students can take their learning more into their own hands and become responsible for their own growth. In this box we concretize self-regulation as three interactive strategies: cognitive, metacognitive and affective strategies. For each strategy we worked out six levels of mastery. The box contains background information, tools, and concrete guidance that teachers can use to engage in self-regulation in their classroom practices.
List of references
- Education Endowment Foundation (2018). Metacognition and self-regulated learning. Guidance Report.
- Steinberg, L. (2015). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin