setting
Platteel, T.L.
Citation
Platteel, T. L. (2010, February 11). Knowledge development of secondary school L1 teachers on concept-context rich education in an action-research setting. Retrieved from https://hdl.handle.net/1887/14738
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Knowledge development of secondary school L1 teachers on concept-context rich education
in an action-research setting
Leiden University Graduate School of Teaching
This research was carried out in the context of the Interuniversity Center for Educational Research
Title: Knowledge development of secondary school L1 teachers on concept-context rich education in an action-research setting.
Titel: Kennisontwikkeling van docenten Nederlands over concept-contextrijk onderwijs door actieonderzoek.
Print: Mostert & Van Onderen! Leiden Cover design: Tamara Platteel ISBN 978-94-90383-03-9
© 2009, Tamara Platteel
All rights reserved. No part of this thesis may be reproduced, stored in retrieval systems, or transmitted in any form of by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the author.
Knowledge development of secondary school L1 teachers on concept-context rich education
in an action-research setting
Proefschrift
ter verkrijging van
de graad van Doctor aan de Universiteit Leiden,
op gezag van de Rector Magnificus prof. mr. P.F. van der Heijden, volgens besluit van het College voor Promoties
te verdedigen op donderdag 11 februari 2010 klokke 16.15 uur
door
Tamara Linda Platteel geboren te ’s-Gravenhage
in 1977
Promotiecommissie
Promotores Prof. dr. H. Hulshof Prof. dr. N. Verloop Prof. dr. J.H. van Driel Overige leden
Prof. dr. M. Kooy, University of Toronto, Canada Dr. P.H.M. van de Ven, Radboud Universiteit Nijmegen Dr. ir. F.J.J.M. Janssen, Universiteit Leiden
Dr. K. van Veen, Universiteit Leiden
Voor mijn vader
Chapter 1 General introduction ... 13
1.1 Background of the study ... 13
1.2 Theoretical framework ... 14
1.2.1 Teachers’ practical knowledge development through curriculum development... 14
1.2.2 Practical knowledge ... 15
1.2.3 Concept-context rich education ... 15
1.2.4 Collaborative action research ... 17
1.3 Design of the study ... 19
1.4 Overview of the study ... 21
Chapter 2 L1 teachers in action ... 27
2.1 Introduction ... 28
2.2 Background of the study ... 29
2.2.1 Core concepts and core skills ... 29
2.2.2 Context ... 30
2.2.3 Concept-context rich education ... 31
2.2.4 Transfer ... 32
2.2.5 Deeper understanding and processing of the learning material ... 32
2.2.6 Motivation ... 33
2.2.7 Connection to prior knowledge ... 33
2.2.8 Teacher as developer – action research... 33
2.3 Method ... 34
2.3.1 Data and Instruments ... 34
2.4 Preliminary results ... 35
2.4.1 The process ... 35
2.4.2 Concept-context rich education ... 38
2.4.3 Products ... 39
2.5 Conclusions and Implication ... 42
Chapter 3 Forming a collaborative action-research partnership ... 47
3.1 Introduction ... 48
3.2 Background ... 49
3.3 Theoretical framework ... 49
3.4 Method ... 50
3.4.1 Contextual and communicative conditions ... 51
3.4.2 Process of the study ... 51
3.4.3 Participants ... 52
3.4.4 Data ... 52
3.4.5 Analysis ... 54
3.5 Findings ... 55
3.6 Discussion and conclusions ... 63
Chapter 4 Teachers’ interpretations of the concept-context approach for L1 education ... 71
4.1 Introduction ... 72
4.2 Theoretical background ... 72
4.2.1 Concept-context rich education ... 73
4.2.1.1 Concepts ... 73
4.2.1.2 Concepts in context ... 74
4.2.1.3 Concept-context rich education ... 75
4.3 Method ... 76
4.3.1 Process of the study ... 76
4.3.2 Participants ... 76
4.3.3 Data ... 76
4.3.4 Analysis ... 77
4.4 Findings ... 78
4.4.1 Interpretations of concept-context rich education ... 78
4.4.2 Benefits of concept-context rich education ... 83
4.5 Conclusion and discussion ... 85
5.1 Introduction ... 92
5.2 Theoretical framework ... 93
5.2.1 Practical knowledge ... 93
5.2.2 Changing practical knowledge through dialogue ... 94
5.3 Method ... 95
5.3.1 Context of the study ... 95
5.3.2 Procedures in the study ... 95
5.3.3 Participants ... 96
5.3.4 Data ... 96
5.3.5 Analysis ... 97
5.4 Findings ... 98
5.4.1 Theme A ... 99
5.4.2 Theme B ... 102
5.4.3 Theme C ... 105
5.5 Conclusion and discussion... 108
Chapter 6 General conclusions and discussion ... 115
6.1 Introduction ... 115
6.2 Aims of the study ... 115
6.3 Main conclusions of the four chapters ... 117
6.3.1 Chapter 2: L1 teachers in action ... 117
6.3.2 Chapter 3: Forming a collaborative action-research partnership .. 118
6.3.3 Chapter 4: Teachers’ interpretations of the concept-context approach for L1 education ... 119
6.3.4 Chapter 5: Partners in learning through dialogue ... 121
6.4 General conclusion ... 122
6.5 Limitations and strengths of the study ... 123
6.6 Implications and suggestions for future research ... 126
