Page 141 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 141
With that in mind, teachers must be given the chance and support to ask 141
themselves why change their actions, what to change, how to change, who to
cooperate with and how to evaluate the changes? This can, as also noted by
Ažman (2004), only be done in a school, where such questions are also asked
by other teachers, management and other stakeholders (parents, counselling
service, students), while the wider environment (expert bodies, government)
must support and facilitate this.
Subjective Conceptions
At present, it is impossible to present a unified definition of knowledge or
criteria for its evaluation. Apart from the rapid changes to the content and
needs for various types of knowledge, the evaluation of knowledge is also in-
fluenced by personal views on knowledge itself; learning and teaching; and
on the importance of knowledge evaluation. The views of teachers and stu-
dents regarding learning and teaching are an important factor through which
an understanding of what makes successful learning and teaching, and what
achievement is, can be reflected.
Numerous researchers have studied personal views of knowledge, teach-
ing and learning in the area of education, which is why many naming schemes
appear in this area (see Rutar Leban, 2010). The term subjective conceptions
has been chosen for the purposes of this study since it reflects the most wide
ranged descriptions used.
Marentič Požarnik (2000) defines subjective or personal conceptions as
encompassing individuals’ ideas on a topic. These ideas are often coloured by
emotions and values, are not completely conscious, clear or logical, but can
be of help in one’s attempts to understand the world and find one’s way in it.
Subjective conceptions of learning, knowledge, teaching and the roles of the
teacher and students in these processes are especially important in the area
of education. The subjective theory is, meanwhile, a system of more intercon-
nected and related notions (e.g. about all the mentioned phenomena).
The question arises as to what shapes and changes subjective concep-
tions. In the area of education, the highly topical question is whether it would
be possible to deliberately act in the direction of altering subjective concep-
tions and subjective theories and thus effect a change in, for instance, knowl-
edge evaluation and student achievement.
Polak (2008) defines subjective theories of teachers as partially or com-
pletely implicit, and relatively permanent unions of several subjective notions
from specific areas of pedagogical activities. They are shaped during the acqui-
sition of knowledge, experiences and values within a specific social and edu-
cational context. They appear in the form of personal beliefs, ideas or schemes.
contextualising teaching (in)effectiveness and student (under)achievement
themselves why change their actions, what to change, how to change, who to
cooperate with and how to evaluate the changes? This can, as also noted by
Ažman (2004), only be done in a school, where such questions are also asked
by other teachers, management and other stakeholders (parents, counselling
service, students), while the wider environment (expert bodies, government)
must support and facilitate this.
Subjective Conceptions
At present, it is impossible to present a unified definition of knowledge or
criteria for its evaluation. Apart from the rapid changes to the content and
needs for various types of knowledge, the evaluation of knowledge is also in-
fluenced by personal views on knowledge itself; learning and teaching; and
on the importance of knowledge evaluation. The views of teachers and stu-
dents regarding learning and teaching are an important factor through which
an understanding of what makes successful learning and teaching, and what
achievement is, can be reflected.
Numerous researchers have studied personal views of knowledge, teach-
ing and learning in the area of education, which is why many naming schemes
appear in this area (see Rutar Leban, 2010). The term subjective conceptions
has been chosen for the purposes of this study since it reflects the most wide
ranged descriptions used.
Marentič Požarnik (2000) defines subjective or personal conceptions as
encompassing individuals’ ideas on a topic. These ideas are often coloured by
emotions and values, are not completely conscious, clear or logical, but can
be of help in one’s attempts to understand the world and find one’s way in it.
Subjective conceptions of learning, knowledge, teaching and the roles of the
teacher and students in these processes are especially important in the area
of education. The subjective theory is, meanwhile, a system of more intercon-
nected and related notions (e.g. about all the mentioned phenomena).
The question arises as to what shapes and changes subjective concep-
tions. In the area of education, the highly topical question is whether it would
be possible to deliberately act in the direction of altering subjective concep-
tions and subjective theories and thus effect a change in, for instance, knowl-
edge evaluation and student achievement.
Polak (2008) defines subjective theories of teachers as partially or com-
pletely implicit, and relatively permanent unions of several subjective notions
from specific areas of pedagogical activities. They are shaped during the acqui-
sition of knowledge, experiences and values within a specific social and edu-
cational context. They appear in the form of personal beliefs, ideas or schemes.
contextualising teaching (in)effectiveness and student (under)achievement
