Teachers' Understanding of Learning Goals

Charlotte Krog Skott; Marie Falkesgaard Slot; Dorthe Carlsen; Morten Misfeldt

Teachers' Understanding of Learning Goals

Charlotte Krog Skott, Marie Falkesgaard Slot, Dorthe Carlsen, Morten Misfeldt

Abstract

The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.

Originalsprog	Engelsk
Publikationsdato	2015
Status	Udgivet - 2015
Udgivet eksternt	Ja

Citationsformater

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abstract = "The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.",

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N2 - The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.

AB - The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.

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