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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9073
Title: Teaching as regulation and dealing with complexity
Authors: Boshuizen, Els
Keywords: teacher expertise
regulation
complexity
information on results
professional knowledge base
modes of cognition
Issue Date: 2016
Publisher: Springer
Citation: Boshuizen, H. P. A. (2016). Teaching as regulation and dealing with complexity. Instructional Science, 44(3), 311–314. DOI: 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.
Description: commentary on a special issue
URI: http://hdl.handle.net/1820/9073
ISSN: ISSN: 0020-4277 (Print)
Appears in Collections:1. ET: Publications and Preprints

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