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SUMMARY:Patterns in student learning and teacher learning: how do they rel
 ate? - Jan Vermunt Professor of Education\, University of Cambridge\, Facu
 lty of Education
DTSTART:20121120T163000Z
DTEND:20121120T180000Z
UID:TALK41378@talks.cam.ac.uk
CONTACT:Araceli Hopkins
DESCRIPTION:Too often educational innovations have failed because they did
  not recognize the need for teacher learning. This seminar starts with dis
 cussing a chain of causation from teacher education and professional devel
 opment to student learning outcomes.  Teacher education and professional d
 evelopment programs initiate (student) teachers’ learning processes\, le
 ading to teachers’ learning outcomes. These outcomes may be conceptualis
 ed as new knowledge\, intentions\, practices and motives/emotions. Teacher
 s’ teaching practices initiate students’ learning processes which\, in
  turn\, lead to students’ learning outcomes.\nThe societal demand for ev
 idence that teacher education and professional development initiatives res
 ult in improved student learning outcomes is increasing. There is\, howeve
 r\, almost no research that covers the whole chain of causation sketched a
 bove. One reason may be that the research domains of student learning and 
 teacher learning are organized in separate research communities\, with eac
 h their own professional organizations\, scientific journals\, special int
 erest groups\, etc. Another reason may be that covering the whole chain tr
 anscends the duration of an average research project. \nTraditional bounda
 ries have to be crossed to achieve knowledge advancement about how student
 s’ and teachers’ learning may benefit each other.  In this seminar hig
 hlights of research on both student learning and teacher learning that dep
 arted from a common learning model will be discussed. Implications for fut
 ure research that studies student and teacher learning in a more interconn
 ected way will be derived.\n\nJan Vermunt is an educational psychologist w
 hose research interests have evolved from student learning and teacher lea
 rning as separate domains to include the way teacher learning affects stud
 ent learning and vice versa. Before starting in Cambridge in 2012\, he was
  a professor of Teaching and Teacher Education at Utrecht University\, The
  Netherlands. Previously he worked at several universities in The Netherla
 nds and Belgium\, among which the universities of Amsterdam\, Leiden and M
 aastricht. He did his PhD on student learning and regulation of learning p
 rocesses in higher education. In his Leiden time\, his research interests 
 developed into student teachers’ learning and professional development. 
 As a professor of Educational Development and Research in Maastricht he fo
 cused on the power of teaching-learning methods to influence the quality o
 f student learning.  In Utrecht his research interests broadened to includ
 e experienced teachers’ professional learning in the context of educatio
 nal innovations. \n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, (Rm
  GS5\, Donald McIntyre Building)
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