Teaching as regulation and dealing with complexity

Els Boshuizen

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

Fingerprint

regulation
Teaching
classroom
event
lack
teacher
time

Keywords

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

Cite this

Boshuizen, Els. / Teaching as regulation and dealing with complexity. In: Instructional Science. 2016 ; Vol. 44, No. 3. pp. 311-314.
@article{6ba5cd3dde614258be794f7515ab4780,
title = "Teaching as regulation and dealing with complexity",
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.",
keywords = "teacher expertise, regulation, complexity, information on results, professional knowledge base, modes of cognition",
author = "Els Boshuizen",
year = "2016",
month = "5",
day = "30",
doi = "10.1007/s11251-016-9377-x",
language = "English",
volume = "44",
pages = "311--314",
journal = "Instructional Science",
issn = "0020-4277",
publisher = "Springer",
number = "3",

}

Boshuizen, E 2016, 'Teaching as regulation and dealing with complexity', Instructional Science, vol. 44, no. 3, pp. 311-314. https://doi.org/10.1007/s11251-016-9377-x

Teaching as regulation and dealing with complexity. / Boshuizen, Els.

In: Instructional Science, Vol. 44, No. 3, 30.05.2016, p. 311-314.

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

TY - JOUR

T1 - Teaching as regulation and dealing with complexity

AU - Boshuizen, Els

PY - 2016/5/30

Y1 - 2016/5/30

N2 - 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.

AB - 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.

KW - teacher expertise

KW - regulation

KW - complexity

KW - information on results

KW - professional knowledge base

KW - modes of cognition

U2 - 10.1007/s11251-016-9377-x

DO - 10.1007/s11251-016-9377-x

M3 - Article

VL - 44

SP - 311

EP - 314

JO - Instructional Science

JF - Instructional Science

SN - 0020-4277

IS - 3

ER -

Boshuizen E. Teaching as regulation and dealing with complexity. Instructional Science. 2016 May 30;44(3):311-314. https://doi.org/10.1007/s11251-016-9377-x

Access to Document