Transforming new curriculum objectives into classroom instruction with the aid of learning studies

Abstract

Purpose – The purpose of this paper is to report a case study that qualitatively describes and analyses teachers’ discussions when planning and evaluating lessons under supervision, and what is described is the focus on their reasoning, the activities decided upon and how they decided to assess the pupils’ learning outcomes when transforming formal curriculum objectives for English as a foreign language (EFL) into classroom instruction. The effect of this transformation, expressed in different ways of designing lessons, is evaluated by assessing the pupils’ learning outcomes. Design/methodology/approach – The content analysis is based on variation theory. An iteratively designed method, the learning study, is used and data from five teacher meetings in this iterative process is analysed. Findings – The analysis shows that the areas the teachers focus on initially are: implementation (activities); content; and pupils’ knowledge, prioritised in this order, even if they partly seem to be intertwined and handled as a whole, with the three different areas being put in the foreground or background during the learning-study process. In the later part of the process, the perspective has changed to a focus on: pupils’ knowledge; content; and implementation (activities). Originality/value – The findings in this paper suggest to teachers a way to implement a formal curriculum in a local context. The authors also argue for the importance of collective work in this process.

Learning as a Merged Phenomenon of the Learner and the Content to Be Learned

“…The analysis was based on seven recorded meetings with the participating teachers (n = 7) (Selin & Holmqvist Olander, 2015), three video-recorded lessons in three different classes and three tests taken by each of the participating 29 learners (aged 13 -15 years) in school years 7 -9. In total, 87 tests were analysed in three steps: 1) after each activity; 2) in total as a group, and 3) based on the three levels of action.…”

“…The analysis in this article is based on an example from school, namely learning to communicate on a foreign language. Parts of the data set (the meetings) have previously been used to analyze what actions the teachers' have planned for when transforming new curriculum goals into teaching (Selin & Holmqvist Olander, 2015), while the data in this study has been used to unveil trajectories of teachers' theoretical awareness of a non-dualistic approach teaching and learning. Shawer (2010) describes how communicative language teaching enhances learning, but calls for further research to examine the quality of teacher training and professional development, in addition to teaching styles.…”

Öğretmenlerin Mesleki Gelişimi ve Etkili Öğretim İçin Güncel Bir Model: Öğrenme İmecesi

“…Yurtdışında öğrenme imecesine yönelik araştırmalarda öncelikli olarak öğrenci öğrenmelerine odaklanıldığı (ör. Ahlstrand, 2018;Driver ve diğerleri, 2015;Holmqvist & Lindgren, 2009;Holmqvist Olander & Sandberg, 2013;Holmqvist Olander & Bergentoft, 2014;Lövström ve diğerleri, 2021;Nersäter, 2020;Runesson ve diğerleri, 2018), öğretmenlerin hedeflenen öğrenme ve buna yönelik kritik özellikleri ortaya koymada nasıl bir anlayış geliştirdiğinin incelendiği görülmektedir (Björk, 2019;Kullberg ve diğerleri, 2016;Martensson & Hansson, 2018;Selin & Holmqvist Olander, 2015). Ayrıca öğretmen adaylarının öğrenme imecesinde kazandığı deneyimler üzerine araştırmalar da mevcuttur (ör.…”

“…Ders imecesi uyarlamalarından biri olan öğrenme imecesi alan yazınına bakıldığında ise İsveç'te (Ahlstrand, 2018;Björk, 2019;Björkholm, 2015;Holmqvist Olander & Bergentoft, 2014;Johansson & Thorsten, 2017;Kilbrink ve diğerleri, 2022;Kullberg ve diğerleri, 2016;Lelinge, 2023;Lövström ve diğerleri, 2021;Magnusson ve diğerleri, 2021;Martensson & Hansson, 2018;Nersäter, 2020;Olteanu, 2017;Runesson ve diğerleri, 2018;Selin & Holmqvist Olander, 2015;Selin, 2014;Thorsten, 2015;Vikström ve diğerleri, 2013) çok sayıda araştırma yapıldığı görülmüştür. Ayrıca diğer ülkelerden Hong Kong'ta (Lai & Lo-Fu, 2013), Birleşik Krallık'ta (Demirel Ucan & Wright, 2019;Driver ve diğerleri, 2015;Durden, 2018), İspanya'da (Soto ve diğerleri, 2015), Avusturya'da (Ott, 2017), Tanzanya'da (Msonde & Msonde, 2017a), Brunei'de (Wood, 2013;Wood ve diğerleri, 2015), Kanada'da (Tan, 2018;Tan & Caleon, 2016) çalışmalar yapılmıştır.…”

Viewpoints about Educational Language Policies: Multilingualism in Sweden and Switzerland

“…As the localised nature and therefore socioculturally embedded context of policies plays a critical role in the shaping of the policy on the ground (Braun, Ball, Maguire & Hoskins, 2011), and because teaching is seen as "a complex interactive process of communication, interpretation and joint meaning making where teacher judgment and decisionmaking are crucial" (Priestley et al, 2015, p. 4) this thesis not only focuses on teachers' individual, but also shared policymaking within an enactment framework. The applied understanding of policy enactment draws from the conceptualisation of teachers' sense-making of policy as social action (Scollon & Scollon, 2004) within different scales moving in nonlinearly directions. This goes beyond a more traditional macromeso-micro distinction of top-down and bottom-up practices and resonates well with seeing "the full spectrum of connections" (Hult, 2019b, p. 137).…”