Page 149 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 149
e to directly present the links between the process-oriented treatment of 149
the subject matter taught and student achievement.
In focusing on improving the flexibility and resilience of those whose
achievement is below their own expectations and the expectations of their en-
vironment, it is therefore necessary to also note the encouraging process-ori-
ented activities, connected to the education process. In doing so it is worth-
while centring on providing two-way information and bringing all participants
face-to-face, as direct confrontation of various models and active reflections
can lead all participants to new discoveries and, consequently, changes in their
behaviour.
Conclusion
In conclusion it needs to be stressed again that the author’s research stemmed
from the understanding of teachers’ conceptions as a personal and implicit
construct, which is formed within individuals’ personal history as an accumu-
lated collection of all their experiences and discoveries and which functions
like a compass in their lives. This is also shown in qualitatively different ways
of individuals’ understanding, interpreting and activities. Implicit conceptions
are important in defining students’ outcomes and their improvements as well
as bolstering resilience, because studies show that conceptions are linked with
a surface approach to learning and transmission teaching on the one hand
and with an in-depth approach and activating teaching strategies on the oth-
er hand. Of course the importance of other circumstances and explanations,
those that impact on the de facto quality of learning and teaching, also has to
be stressed. As a guideline, conceptions can therefore be pointed to that en-
courage independent learning and, in consequence, process-oriented teach-
ing (Bolhuis and Voeten, 2004) or, further down the line, follow an interpre-
tative paradigm, which at the same time forces us to consider the context of
each individual (Gettinger and Stoiber, 2009). Through the process of profes-
sional development of teachers within the context of reducing the share of
students with low learning outcomes, it is necessary to keep stressing the
need to advance the entire process of teaching and learning as well as all the
phases of the teaching process (including planning, examination, assessment,
evaluation…) of each teacher for himself/herself.
This means that much effort will have to be invested in raising the aware-
ness of teachers (as holders of knowledge) of their conceptions about teach-
ing. Professional development will also have to be facilitated, so a more unified
understanding of actions during teaching and understanding of expectations
by teachers and students is achieved. Unifying the understanding of concep-
tions and actions will also allow for greater motivation, which is only possi-
contextualising teaching (in)effectiveness and student (under)achievement
the subject matter taught and student achievement.
In focusing on improving the flexibility and resilience of those whose
achievement is below their own expectations and the expectations of their en-
vironment, it is therefore necessary to also note the encouraging process-ori-
ented activities, connected to the education process. In doing so it is worth-
while centring on providing two-way information and bringing all participants
face-to-face, as direct confrontation of various models and active reflections
can lead all participants to new discoveries and, consequently, changes in their
behaviour.
Conclusion
In conclusion it needs to be stressed again that the author’s research stemmed
from the understanding of teachers’ conceptions as a personal and implicit
construct, which is formed within individuals’ personal history as an accumu-
lated collection of all their experiences and discoveries and which functions
like a compass in their lives. This is also shown in qualitatively different ways
of individuals’ understanding, interpreting and activities. Implicit conceptions
are important in defining students’ outcomes and their improvements as well
as bolstering resilience, because studies show that conceptions are linked with
a surface approach to learning and transmission teaching on the one hand
and with an in-depth approach and activating teaching strategies on the oth-
er hand. Of course the importance of other circumstances and explanations,
those that impact on the de facto quality of learning and teaching, also has to
be stressed. As a guideline, conceptions can therefore be pointed to that en-
courage independent learning and, in consequence, process-oriented teach-
ing (Bolhuis and Voeten, 2004) or, further down the line, follow an interpre-
tative paradigm, which at the same time forces us to consider the context of
each individual (Gettinger and Stoiber, 2009). Through the process of profes-
sional development of teachers within the context of reducing the share of
students with low learning outcomes, it is necessary to keep stressing the
need to advance the entire process of teaching and learning as well as all the
phases of the teaching process (including planning, examination, assessment,
evaluation…) of each teacher for himself/herself.
This means that much effort will have to be invested in raising the aware-
ness of teachers (as holders of knowledge) of their conceptions about teach-
ing. Professional development will also have to be facilitated, so a more unified
understanding of actions during teaching and understanding of expectations
by teachers and students is achieved. Unifying the understanding of concep-
tions and actions will also allow for greater motivation, which is only possi-
contextualising teaching (in)effectiveness and student (under)achievement
