Promoting teachers' learning and knowledge building in a socio-technical system

Tammets, Kairit; Pata, Kai; Laanpere, Mart

doi:10.19173/irrodl.v14i3.1478

Cited by 16 publications

(5 citation statements)

References 28 publications

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“…Li, Tang & Shi, 2015) or social networks such Elgg (e.g. Tammets, Pata & Laanpere, 2013), but they make up a minority. Teachers also work with Wikipedia (e.g.…”

Section: Relieve │13mentioning

confidence: 99%

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Braojos

Montejo-Gámez

Vilches

et al. 2020

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La Construcción de Conocimiento (CC) es un marco teórico que promueve la indagación colectiva para resolver problemas del conocimiento relevantes en una comunidad educativa. Hay un número cada vez mayor de autores que buscan los beneficios de este enfoque, por lo que se necesita una visión general de las tendencias de la investigación. El objetivo de este estudio es proporcionar el estado del arte relacionado con la producción de investigación sobre la pedagogía de la Construcción de Conocimiento, incluidas las tendencias y temas relevantes. En este estudio se aplicó un diseño explicativo secuencial que combina los enfoques cuantitativos (análisis cienciométrico) y cualitativos (revisión sistemática). La muestra se seleccionó de las producciones más recientes publicadas en revistas indexadas en la base de datos Web of Science. El análisis cienciométrico muestra una dinámica de publicación típica de un campo de investigación emergente. En la fase cualitativa, el análisis revela las tendencias de investigación sobre la creación de conocimiento, así como los beneficios de ponerlo en práctica en una amplia gama de contextos, exponiendo que la tecnología es un componente relevante del aprendizaje basado en la pedagogía. Estos beneficios se refieren principalmente a la profundidad de pensamiento de los individuos y las habilidades de colaboración dentro de entornos de aprendizaje sostenidos por computadora.

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“…Li, Tang & Shi, 2015) or social networks such Elgg (e.g. Tammets, Pata & Laanpere, 2013), but they make up a minority. Teachers also work with Wikipedia (e.g.…”

Section: Relieve │13mentioning

confidence: 99%

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Braojos

Montejo-Gámez

Vilches

et al. 2020

RELIEVE

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“…reflecting on their professional practice and analyzing the performance of other teachers; providing and receiving feedback from others; engaging in informal discussions on educational issues; commenting on opinions expressed by other professionals, etc. (Tammets, Pata & Laanpere, 2013). It means that informal learning is more flexible than formal learning and can be adapted to a wider range of teachers' professional development needs (Eraut, 2004).…”

Section: Benefits Of Teachers' Informal Learning At the Workplacementioning

confidence: 99%

Informal Learning for Teachers’ Professional Development at School: Opportunities and Challenges

Kaulēns¹

2019

Innovations, Technologies and Research in Education, 2019

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Professional environment has changed dramatically during recent decades: it has become more dynamic, more complex and less structured. These changes are also applied to schools where teachers are required to work more with students and are given new responsibilities relating to management of the school. Also, the role of teachers in the classroom and the requirements for assessing teachers' professional performance have changed significantly. Formal learning carried out in a structured, purpose-led process usually does not meet the real needs of teachers' professional development, does not improve teachers' professional performance in classroom and does not have direct positive influence on students' learning outcomes. The formal learning of teachers is organised outside the real context teachers work in and does not allow them to reflect on their experience. Informal learning is offered as an alternative form of teachers' professional development that includes individual and collective learning activities which are carried inside or outside the school and are based on learning from other professionals, participating in informal conversations or sharing experience without a specific learning goal and process manager. The aim of the literature review is to summarize the theoretical approaches of informal learning, focusing on several aspects of informal learning for teachers' professional development: different ways how informal learning can be implemented inside the school; factors that promote and hinder teachers' professional development through informal learning; the benefits and risks faced by teachers who are improving their professional competence by engaging in informal learning activities.

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“…Bayesian statistics avoids the "naïve empiricism" of traditional frequentist methods, which describes a mere tallying of supportive (i.e. significant) references (Taleb 2007;in Lambdin 2012). The naïve empiricism is a direct consequence of the black and white decision-making introduced by the sole focus on statistical significance, based on "the [false] belief that if a difference or relation is not statistically significant, then it is zero, or at least so small that it can safely be considered to be zero" (Schmidt 1996, 126).…”

Section: The Potential Of Bayesian Statistics For Cumulative Educatio...mentioning

confidence: 99%

Bayesian statistics in educational research: a look at the current state of affairs

König

Schoot

2017

Educational Review

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The ability of a scientific discipline to build cumulative knowledge depends on its predominant method of data analysis. A steady accumulation of knowledge requires approaches which allow researchers to consider results from comparable prior research. Bayesian statistics is especially relevant for establishing a cumulative scientific discipline, because the incorporation of background (or prior) knowledge is fundamentally anchored in its basic principles. The aim of the current systematic review is to provide insights into the current state of methodological affairs in educational research, with a focus on Bayesian statistics and the use of prior information. An analysis of publication histories of the 224 educational journals currently listed in the Thomson Reuters Journal Citation Report 2015 indicates that Bayesian statistics is primarily used to solve methodological problems, rather than used to build cumulative knowledge based on a combination of study results with comparable prior research. The utilisation of Bayesian statistics is motivated by its flexibility: models are estimated which would not be estimable with frequentist approaches, thus expanding the methodological repertoire of educational researchers and producing knowledge which otherwise would not have been available. Lastly, the predominant use of noninformative prior distributions indicates that one of the biggest advantages of Bayesian statistics, namely the combination of study results with comparable prior research, remains underutilised in educational research. Practical implications of these findings for educational research are illustrated and discussed.

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Promoting teachers' learning and knowledge building in a socio-technical system

Cited by 16 publications

References 28 publications

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Informal Learning for Teachers’ Professional Development at School: Opportunities and Challenges

Bayesian statistics in educational research: a look at the current state of affairs

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