Effectiveness of design: training university teachers through integration of theory and practice

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning

Standard

Effectiveness of design: training university teachers through integration of theory and practice. / Rump, Camilla Østerberg; Christiansen, Frederik V; Evans, Robert Harry; Madsen, Lene Møller; Ulriksen, Lars.

2009. Abstract fra ESERA 2009 Conference, Instanbul, Tyrkiet.

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning

Harvard

Rump, CØ, Christiansen, FV, Evans, RH, Madsen, LM & Ulriksen, L 2009, 'Effectiveness of design: training university teachers through integration of theory and practice', ESERA 2009 Conference, Instanbul, Tyrkiet, 31/08/2009 - 04/09/2009.

APA

Rump, C. Ø., Christiansen, F. V., Evans, R. H., Madsen, L. M., & Ulriksen, L. (2009). Effectiveness of design: training university teachers through integration of theory and practice. Abstract fra ESERA 2009 Conference, Instanbul, Tyrkiet.

Vancouver

Rump CØ, Christiansen FV, Evans RH, Madsen LM, Ulriksen L. Effectiveness of design: training university teachers through integration of theory and practice. 2009. Abstract fra ESERA 2009 Conference, Instanbul, Tyrkiet.

Author

Rump, Camilla Østerberg ; Christiansen, Frederik V ; Evans, Robert Harry ; Madsen, Lene Møller ; Ulriksen, Lars. / Effectiveness of design: training university teachers through integration of theory and practice. Abstract fra ESERA 2009 Conference, Instanbul, Tyrkiet.1 s.

Bibtex

@conference{414a1f30fb6c11de825d000ea68e967b,
title = "Effectiveness of design: training university teachers through integration of theory and practice",
abstract = "sustainable improvement in student learning outcomes, such courses must be designed in a way which results in a conceptual change in the participant teachers{\textquoteright} conception of teaching, from a teacher focused to a student focused conception. It has been shown, that on the average, teacher training courses (TTCs) do in fact obtain this result. However, two research questions remain open: What activities could be included in an effective course design? Is it possible to use TTCs as levers in educational change on a larger scale? In this study we analyse six different sets of data obtained from a comprehensive compulsory course, in order to evaluate the effectiveness of the design and identify important elements. The purpose of the course goes beyond conceptual change and aims at providing participants with capabilities to participate in educational development at the programme level. Results point to elements resulting in successful integration of theory and practice, and to some success in initiating educational development. Discussions of how to assess long term effects are anticipated.",
author = "Rump, {Camilla {\O}sterberg} and Christiansen, {Frederik V} and Evans, {Robert Harry} and Madsen, {Lene M{\o}ller} and Lars Ulriksen",
note = "Sider: 406; null ; Conference date: 31-08-2009 Through 04-09-2009",
year = "2009",
language = "English",

}

RIS

TY - ABST

T1 - Effectiveness of design: training university teachers through integration of theory and practice

AU - Rump, Camilla Østerberg

AU - Christiansen, Frederik V

AU - Evans, Robert Harry

AU - Madsen, Lene Møller

AU - Ulriksen, Lars

N1 - Sider: 406

PY - 2009

Y1 - 2009

N2 - sustainable improvement in student learning outcomes, such courses must be designed in a way which results in a conceptual change in the participant teachers’ conception of teaching, from a teacher focused to a student focused conception. It has been shown, that on the average, teacher training courses (TTCs) do in fact obtain this result. However, two research questions remain open: What activities could be included in an effective course design? Is it possible to use TTCs as levers in educational change on a larger scale? In this study we analyse six different sets of data obtained from a comprehensive compulsory course, in order to evaluate the effectiveness of the design and identify important elements. The purpose of the course goes beyond conceptual change and aims at providing participants with capabilities to participate in educational development at the programme level. Results point to elements resulting in successful integration of theory and practice, and to some success in initiating educational development. Discussions of how to assess long term effects are anticipated.

AB - sustainable improvement in student learning outcomes, such courses must be designed in a way which results in a conceptual change in the participant teachers’ conception of teaching, from a teacher focused to a student focused conception. It has been shown, that on the average, teacher training courses (TTCs) do in fact obtain this result. However, two research questions remain open: What activities could be included in an effective course design? Is it possible to use TTCs as levers in educational change on a larger scale? In this study we analyse six different sets of data obtained from a comprehensive compulsory course, in order to evaluate the effectiveness of the design and identify important elements. The purpose of the course goes beyond conceptual change and aims at providing participants with capabilities to participate in educational development at the programme level. Results point to elements resulting in successful integration of theory and practice, and to some success in initiating educational development. Discussions of how to assess long term effects are anticipated.

M3 - Conference abstract for conference

Y2 - 31 August 2009 through 4 September 2009

ER -

ID: 16834751