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Title: Assessing situated knowledge in secondary teacher training by using video cases
Authors: Geerts, Walter
Van der Werff, Anne
Hummel, Hans
Steenbeek, Henderien
Van Geert, Paul
Keywords: Video cases
teacher training
Issue Date: 2015
Citation: Geerts, W. M., Van der Werff, A., Hummel, H. G. K., Steenbeek, H. W., Van Geert, P. L. C. (2016). Assessing Situated Knowledge in Secondary Teacher Training by Using Video Cases. EAPRIL conference proceedings (pp. 46-58), Belval, Luxembourg, Nov 24-27, 2015.
Abstract: Experienced teachers subconsciously make use of situated knowledge, which is knowledge that is readily available, holistic, contextual and linked to specific situations, in order to solve incidents in everyday teaching. Situated knowledge is important in teaching and should therefore be assessed in teacher training programmes. Situated knowledge can be assessed by using cases and by setting higher learning objectives, on condition that both explicitlty address the situated nature of this knowledge. The main question in this study is: Do teacher trainers use cases that are aimed at acquiring situated knowledge? Emprirical research carried out in eleven secondary teacher-training programmes revealed that only one of these programmes indeed assessed situated knowledge.
Appears in Collections:1. FEEEL Publications, books and conference papers

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