Scholars generally agree that teacher professional conversations can play a critical role in teacher learning on the job. However, empirical research on the topic is relatively diffuse, both ...theoretically and methodologically. This paper presents a systematic review of 64 articles about teacher team discourse and interaction. The review offers an overview of the field and analyses of studies’ theoretical perspectives on teacher learning, methodological approaches to analyzing discourse, research and intervention designs, and emergent ideas and findings about generative discourse. We conclude with key questions and emphases for the consolidation and further development of this fragmented and nascent field.
•The growing field of research into teacher collaborative discourse is fragmented.•Studies adopt social theories of learning that are not always aligned with their research designs.•Studies could benefit from the concepts and methods developed for the analysis of classroom discourse.•Three quarters of the studies are single or two-group case studies.•Practices, norms and structures that are likely generative of teacher learning are described.
•Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC).•In response, teacher education needs to address the reciprocity of PDC ...and students' transformative agency.•We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice.•Student teachers respond to challenges by transforming them into opportunities for their professional development.•The SPOC fosters PDC development throught transformative digital agency, conceptualised as a new PDC pillar.
El objetivo de este estudio es saber cómo se hace presente el hedonismo en el aula universitaria. Esta es una investigación educativa con enfoque rizomático que amplía e intensifica la experiencia ...de enseñar y aprender con placer, goce, lúdica. La experiencia educativa revela un plano de composición (hetero)didáctica para una Educación Corporal Hedonista. Entre los placeres que se encuentran en el aula está la curiosidad, el asombro, la sorpresa, lo imprevisto, las variaciones, la fantasía, la novedad y la aventura. Estas son aulas que adquieren como rasgo intensivo la fuerza vital o experiencias de modo vitalista cuyos acontecimientos educativos aumentan la vida, la potencian, la intensifican y la vitalizan.
Abstract. The aim of this study is to know how hedonism is present in university classrooms. It is educational research with a rhizomatic approach that broadens and intensifies the experience of teaching and learning with pleasure, enjoyment, and ludic. Educational experience reveals a plan of (hetero)didactic composition for a Hedonist Corporal Education. Among the pleasures found in the classrooms are curiosity, amazement, surprise, the unexpected, variations, fantasy, novelty, and adventure. These are classrooms that acquire as an intensive feature the vital force or vitalist experiences whose educational events increase life, enhance it, intensify it, and vitalize it.
Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This ...meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs 0.69, 1.02. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.
•A majority of teacher respondents had participated in online professional development.•A majority of respondents found online professional development experiences helpful.•Respondents who were ...required to participate in online PD found it less beneficial than those who chose to participate.
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