Teaching as regulation and dealing with complexity

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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 languageEnglish
Pages (from-to)311-314
JournalInstructional Science
Volume44
Issue number3
DOIs
Publication statusPublished - 30 May 2016

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Keywords

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

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