Teaching as regulation and dealing with complexity

Els Boshuizen

doi:10.1007/s11251-016-9377-x

Teaching as regulation and dealing with complexity

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

At an abstract level, teaching a class can be perceived as one big regulation problem. For an optimal result, teachers must continuously (re)align their goals and sub- goals, and need to get timely and valid information on how they are doing in reaching these goals. This discussion describes the specific difficulties due to the time characteristics of the multiple, simultaneous events happening in classrooms, the lack of information on results, and the validity and usability of the shared knowledge-base. The contribution of the five articles in this special issue is discussed.

Original language	English
Pages (from-to)	311-314
Journal	Instructional Science
Volume	44
Issue number	3
DOIs	https://doi.org/10.1007/s11251-016-9377-x
Publication status	Published - 30 May 2016

Keywords

teacher expertise
regulation
complexity
information on results
professional knowledge base
modes of cognition

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