Contributions to Innovative Learning and Teaching? Effective Research-Based Pedagogy--A Response to TLRP's Principles from a European Perspective

Autor/inn/en	Dochy, Filip; Berghmans, Inneke; Kyndt, Eva; Baeten, Marlies
Titel	Contributions to Innovative Learning and Teaching? Effective Research-Based Pedagogy--A Response to TLRP's Principles from a European Perspective
Quelle	In: Research Papers in Education, 26 (2011) 3, S.345-356 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Stellungnahme; Informal Education; Prior Learning; Lifelong Learning; Cooperative Learning; Teaching Methods; Educational Innovation; Instructional Effectiveness; Foreign Countries; Experience; Student Attitudes; Student Motivation; Personal Autonomy; Learner Engagement; Student Centered Curriculum; Teamwork; Group Dynamics; Educational Environment + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Vorkenntnisse; Life-long learning; Lebenslanges Lernen; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Unterrichtserfolg; Ausland; Erfahrung; Schülerverhalten; Schulische Motivation; Individuelle Autonomie; Gruppendynamik; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Starting from the contribution on the "ten principles of effective pedagogy" by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. Secondly, taking students' perceptions into account is crucial when providing activities and structures of intellectual, social and emotional support for learning. Thirdly, autonomous motivation and appropriate workload are essential as driving forces for engagement. Fourthly, engagement is a driving force in establishing a lifelong learning habit. Fifthly, student-centred teaching methods should provide direct instructional guidance to safeguard engagement. Sixthly, striving towards cooperative learning environments and team learning requires psychological safety and group interdependence to establish mutually shared cognition in groups. Seventhly, informal learning and learning climate influence retention of learning by professionals; professionals seems to develop "learning patterns", and students should be prepared with this in mind. And finally, those who support the learning of others should learn continuously, supported themselves through practice-based inquiry. These statements are underpinned with recent research in this contribution. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10