Search

Your search keyword '"Schouteden, Wendy"' showing total 6 results
Start Over Author "Schouteden, Wendy"
6 results on '"Schouteden, Wendy"'

1. Teachers' General and Contextualised Research Conceptions

Author

Schouteden, Wendy, Verburgh, An, and Elen, Jan

Abstract

The integration of research into teaching is a new and important focus in teaching-intensive institutions in higher education. Given the paucity of empirical insight into the research--teaching relationship in teaching-intensive institutions, teachers' research conceptions are studied as a first step in understanding the research--teaching relationship. In particular, teachers' general conceptions of what attributes constitute research and the contextualised interpretation of these attributes are studied. Participants were 79 teachers from five teaching-intensive institutions. The study illuminated three categories of general research attributes: research steps, qualities of research processes, and qualities of researchers. From the perspective of their teaching context, teachers reinterpreted the attributes and differentiated between the target of research attributes as well as students' required level of mastery of research attributes.

Published
2016
Full Text
View/download PDF

2. Different patterns in teachers’ intentions concerning research integration: A different perspective on critical thinking

Author

Schouteden, Wendy, Verburgh, An, and Elen, Jan

Subjects
teaching practices, non-university sector, research-teaching nexus, conceptions, critical thinking, qualitative research
Abstract

Research conceptions are thought to have a powerful influence on teachers’ practices with respect to integration of research in teaching. However, specific relationships between teachers’ research conceptions and research integration practices have not been fully documented. This paper focuses on teachers’ contextualized research conceptions as a mediator between teachers’ general research conceptions and teaching practices. Contextualized research conceptions are teachers’ interpretations of their general research conceptions, taking into account their teaching context. In particular, the paper focuses on teachers’ contextualized research conceptions of ‘Critical Thinking’ (CT), as this is a prominent attribute of teachers’ general research conceptions. Participants were 79 teachers from five teaching-intensive institutions in higher education. From their teaching context, teachers interpreted CT in four different manners: (1) Critical attitude towards oneself, (2) Critical attitude towards information, (3) Conscious of the perspective of others, and (4) Able to handle uncertainty. This diversity in interpretations of CT highlights the difficulties in finding relationships between teachers’ general research conceptions and research integration practices when a general definition of CT is started from and teachers’ contextualized understanding of CTs are not included Paper part of the invited symposium of the Flemish Forum for Educational Research (VFO): Critical thinking and research integration: A fruitful marriage? Retrieved April 18, 2014, from http://www.aera.net/repository ispartof: pages:1-14 ispartof: Repository pages:1-14 ispartof: Annual Meeting of the American Educational Research Association (AERA) location:Philadelphia, USA date:3 Apr - 7 Apr 2014 status: published

Published
2014

3. Het voorkomen van onderzoeksgerelateerde doelen in hoger onderwijs curricula : The prevalence of research-related goals in Higher Education programmes

Author

Verburgh, An, Schouteden, Wendy, and Elen, Jan

Abstract

see also http://www.ord2008.nl/public/File/Proceedings%20ORD%202008%20def.pdf ispartof: pages:155-156 ispartof: Licht op Leren. Proceedings van de 35ste Onderwijs Research Dagen. pages:155-156 ispartof: Onderwijs Research Dagen location:Eindhoven, Nederland date:18 Jun - 20 Jun 2008 status: published

Published
2008

6. Teachers' general and contextualised research conceptions.

Author

Schouteden, Wendy, Verburgh, An, and Elen, Jan

Subjects
*RESEARCH, *TEACHING, *UNIVERSITIES & colleges, *QUALITATIVE research, *TEACHERS, *ADULTS, *HIGHER education
Abstract

The integration of research into teaching is a new and important focus in teaching-intensive institutions in higher education. Given the paucity of empirical insight into the research–teaching relationship in teaching-intensive institutions, teachers' research conceptions are studied as a first step in understanding the research–teaching relationship. In particular, teachers' general conceptions of what attributes constitute research and the contextualised interpretation of these attributes are studied. Participants were 79 teachers from five teaching-intensive institutions. The study illuminated three categories of general research attributes: research steps, qualities of research processes, and qualities of researchers. From the perspective of their teaching context, teachers reinterpreted the attributes and differentiated between the target of research attributes as well as students' required level of mastery of research attributes. [ABSTRACT FROM PUBLISHER]

Published
2016
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results