A1 Refereed original research article in a scientific journal
Teaching as regulation and dealing with complexity
Authors: Boshuizen HPA
Publisher: SPRINGER
Publication year: 2016
Journal: Instructional Science
Journal name in source: INSTRUCTIONAL SCIENCE
Journal acronym: INSTR SCI
Volume: 44
Issue: 3
First page : 311
Last page: 314
Number of pages: 4
ISSN: 0020-4277
eISSN: 1573-1952
DOI: https://doi.org/10.1007/s11251-016-9377-x
Abstract
At an abstract level, teaching a class can be perceived as one big regulation problem. For an optimal result, teachers must continuously (re)align their goals and sub-goals, and need to get timely and valid information on how they are doing in reaching these goals. This discussion describes the specific difficulties due to the time characteristics of the multiple, simultaneous events happening in classrooms, the lack of information on results, and the validity and usability of the shared knowledge-base. The contribution of the five articles in this special issue is discussed.
At an abstract level, teaching a class can be perceived as one big regulation problem. For an optimal result, teachers must continuously (re)align their goals and sub-goals, and need to get timely and valid information on how they are doing in reaching these goals. This discussion describes the specific difficulties due to the time characteristics of the multiple, simultaneous events happening in classrooms, the lack of information on results, and the validity and usability of the shared knowledge-base. The contribution of the five articles in this special issue is discussed.
UTU Research Portal