Research team

Didactica

Expertise

Didactics: - FLE – français langue étrangère - ELE – Español como lengua extranjera Foreign language acquisition, learning and teaching: - reading skills - self efficacy and teacher efficacy - foreign language anxiety

Research Language Integration Projects. 01/08/2020 - 30/04/2021

Abstract

How can schools develop effective pathways for learners who have an insufficient command of the language of instruction? Schools need concrete tools and feasible practical examples that match the needs and context of primary and secondary education in Flanders. In this project, we develop a nuanced, systematic meta-review of the scientific literature, resulting in a scientific report on the one hand and a practice-oriented, paper and digitally accessible guide for the educational field on the other hand. For this practice guide, we work with a selection menu that meets the various contexts. Schools are urged to first fill in the process factors that are important for the effectiveness of the language pathways before determining structural choices. We also present a varied range of inspiring practical examples for nursery, primary and secondary education, each with sufficient detail to build on. We also visit and analyze a number of practical examples that meet the criteria resulting from the meta-review. To guarantee that the presented practical examples fit in well with the Flemish educational context, the preconditions are screened by means of a Delphi study together with actors from the professional field.

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Research team(s)

It takes two to teach! The effects of team teaching models on experiences, learning patterns and learning outcomes in student teachers during field experiences. 01/05/2020 - 30/04/2024

Abstract

Within teacher education, field experiences are crucial in training future teachers. During these internships, student teachers are typically placed individually with a mentor. Since collaboration in schools gains importance (e.g. collegial visitation, co-teaching, learning communities), teacher education institutes show a growing interest in field experiences inspired by collaborative learning. Collaboration between student teachers has several benefits (e.g. enhanced communication skills). Therefore, a paired placement, during which two student teachers share a mentor, is suggested to be a good alternative for an individual placement. During paired placements, opportunities for team teaching, which refers to two or more teachers in some level of collaboration in the planning, delivery, and/or evaluation of a course, arise. Different team teaching models exist (e.g. assistant teaching, equal status model). However, research comparing these models is limited. Therefore, this project investigates how the actors involved in team teaching (student teachers, mentors, teacher educators) experience different team teaching models. Moreover, it examines the effects of these models on student teachers' learning patterns and learning outcomes. In this way, the proposed research contributes to theory development on (dis)advantages of different team teaching models and to a comprehensive understanding of student teachers' learning in paired placements.

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Research team(s)

The effect of multimedia hyperlinks in fiction on reading motivation and immersion in adolescent readers: An empirical study. 01/10/2017 - 30/09/2021

Abstract

Adolescents' reading habits, particularly of literary texts, are the object of scientific and social concern. Due to the omnipresence of short, digital texts they would read fewer literary texts, be less motivated to do so, and consequently underperform. Especially young adolescents are characterized by a drop in reading motivation. However, reading promoters point out the new possibilities of digital literary texts, such as hypermedia fiction. Hypermedia fiction offers the possibility to read literary texts on tablet, enriched with hyperlinks to supportive or comprehensive information. Hypermedia fiction could address a specific reading audience, particularly young, reluctant readers. In view of its recent character, research on hypermedia fiction is rather scarce and consequently the scientific and societal question whether hypermedia fiction can enhance reading motivation and story world immersion has not yet been answered. This project aims to fill that void. The research will be based on two consecutive studies on 12 to 13-year-old pupils and their teachers of Dutch. Five novels from different literary genres will be used as study material. In study 1 pupils (N=30) and teachers (N=30) are invited to mark the instances where they would like to have hyperlinks. This study results in two different data sets: 60 annotated novels, and qualitative data based on focus groups. These data provide insight in the desirability of hyperlinks (a.o. type, frequency) in literary texts and their influence on reading motivation and story world immersion. The annotated novels serve as the basis for study 2, in which the five novels are first converted to hypermedia fiction, and consequently read by 200 pupils in five so-called tablet schools. Each class is divided in three subgroups. One group reads a novel as hypermedia fiction (= experimental group); the other two groups read it on tablet (without hyperlinks) and on paper (= control groups). The experiment is conducted three times, in which each subgroup adopts the role of experimental group once. Data collection will be carried out with preliminary, intermediate and post-measurements; by monitoring click behaviour in the experimental group and focus groups. The research project will be carried out in close interfacultary cooperation between FSW/ASoE and FLW.

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Identification and analysis of practices of effective use and development of teachers' skills in the last years of primary education 01/10/2015 - 31/03/2017

Abstract

This research project will record good practices of teacher deployment - both in and outside class in upper primary education - that aim at capitalizing on staff competencies, reinforcing differentiated instruction and safeguarding successful transition to secondary education. We will provide in-depth descriptions of selected practices, while at the same time shedding light on accompanying conditions and experiences from the viewpoint of school management, teachers as well as students. Data will be collected through case studies and Delphi methodology.

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Newspapers in Education: an inquiry into the project "Kranten in de klas" 05/05/2015 - 04/07/2015

Abstract

This projects evaluates the project 'Kranten in de Klas (KiK)' - Newspapers in the classroom. Schools that participate in the project receive different Flemish newspapers for two weeks. The target group corresponds mostly to high school students between 14 and 18 years of age. KiK contains ready-made and digital material for teachers to use with the newspapers. The research projects evaluates the material and the tools from an educational perspective by doing a critical inquiry into the effects of using them as teaching agents for reading. (This project represents a formal research agreement between UA and on the other hand the client. UA provides the client research results mentioned in the title of the project under the conditions as stipulated in this contract.)

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From Would be to Be it. Research into new forms of training in teacher education. 01/01/2013 - 31/08/2015

Abstract

This project investigates alternative and/or new formats for field experiences. The project started with an inventory of possible formats for field experiences in teacher education. Based on this inventory team teaching was explored in further detail and implemented thanks to pilot projects in two specific teacher training programmes. The project investigates how the actors involved in team teaching (student teachers, mentors, teacher educators and learners in the classroom) experience different team teaching models. Moreover, it examines the effect of the models on student teachers' learning patters and learning outcomes. (This project represents a formal research agreement between UA and on the other ELAnt. UA shall contribute to the project under the conditions as stipulated in the present contract.)

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Read education and E-hype. 01/01/2013 - 31/12/2013

Abstract

This project represents a formal research agreement between UA and on the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract. This project aims at inventorying and analyzing new media for reading and at developing a tool which enables teacher trainers to use these media themselves, to present them to pre-service teachers and to implement them in their classes.

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Development and evaluation of a common lio-traject for the Specific Teacher Training ELAnt. 01/09/2008 - 31/12/2011

Abstract

In this research project the current in-service teacher training programs ('Lio') of the teacher training institutions in Antwerp (Expertisenetwerk Lerarenopleiding Antwerpen, Elant) are studied and evaluated in order to develop a common format for in- service training. The different in-service programs are studied in terms of guidance and assessment of the student-teacher. Preconditions for successful implementation of a similar format are identified.

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