Annie Aarup Jensen

Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education

The article introduces a new term in higher education: learner-led approaches in education (LED). This does not represent a single approach or dogma to replace existing dogmas, but a way of approaching learning and education that mirrors the complexity of society as it develops. LED is based on the assumption that all students have their own unique approach to learning and therefore have the potential to design learning processes that are meaningful for them. This removes focus from the teacher and the teaching to the learner and the learning. It builds on the student’s motivation and experienced meaningfulness as a driving force, and hence the term learner led. The methods applied in LED change over time, as different learners and teachers together co-create and design methods and approaches appropriate at that particular time, in that particular context and for that particular student or group of students.

Professional Identity Construction of Non-Native Chinese Language Teachers

The professional identity of language teachers has gained prominence in both the sociocultural landscape of classroom instruction and in teachers’ professional development (Duff & Uchida, 1997; Buzzelli, 2002; Varghese et al. 2005; Tsui, 2007; Clarke, 2008; Miller, 2009; Pavlenko, 2009; Gao, 2012).

Teaching and Learning Culture

The labour market in Romania is faced with many problems such as certain demographic imbalances, legislative instability, a weak correlation between educational supplies with market demands and a rising of informal economy and informal employment. The paper aims to capture the labour market conditions in Romania in terms of informal employment in the current context. Informal employment in Romania cannot be understood without recognizing its diverse nature. There are presented some causes and forms of the informal employment in Romania in order to identify measures to reduce it.

Cultural Influences on Chinese Language Teachers’ Perceptions and Beliefs in a Danish Context

Recently, research focused on teachers’ perceptions and beliefs has gained increasing attention in both general education and language teaching fields. It is believed that teachers’ overall views of teaching and learning will influence their teaching approaches and how they give instructions in class (Pajares, 1992; Ho et al., 2001; Kane et al., 2002), thus influencing students’ learning and achievement (Pajares, 1992).

The Power of Context in Teaching and Learning Culture

Culture is not taught in a vacuum or learned in isolation; an ongoing dialogue and negotiation takes place between teachers, students, subjects, and context. This happens both explicitly and implicitly, and the implicit dialogue and negotiation is especially in focus here. Teaching and learning are influenced by many factors both inside and outside the classroom and, at the same time, also influence the context.

Re-Thinking Curriculum for 21st-Century Learners

Through whom is Denmark going to live in the future? We must live by our children. We do not know what they are going to do. But we know that they are the ones who will drive everything. And the best we can do for them is to prepare them for a future that no one knows what it will look like. Therefore, what is happening in the education system, public and private, is paramount. For this is where the preparation for to the unknown and unpredictable happens.

Students Caught Between Emotional and Academic Arguments

Research has shown that teaching and learning are closely related to emotions, regarding both the positive influence of motivation and driving forces for learning (see e.g. Illeris, 2006) and the results of negative feelings such as anxiety and fear of failure (Pekrun, 2014; Jensen, 2015). However, emotions are considered a personal and private aspect of the learning process and, as such, not something a student in higher education expects to have to address or be explicit about as part of the education.

Dealing with Emotions

This chapter examines, from a student perspective in Higher Education, the emotions and feelings that students may experience in a new educational context. Through a specific case – a master’s programme with a diverse student population – students’ emotions are analysed and interpreted from a socio-cultural perspective and categorised according to Pekrun’ s (2014) four types of academic emotions.

How Does It Feel to Become a Master's Student?: Boundary Crossing and Emotions Related to Understanding a New Educational Context

This chapter examines, from a student perspective in Higher Education, the emotions and feelings that students may experience in a new educational context. Through a specific case – a master’s programme with a diverse student population – students’ emotions are analysed and interpreted from a socio-cultural perspective and categorised according to Pekrun’ s (2014) four types of academic emotions.

How does it Feel to Become a Master’s Student?

This chapter examines, from a student perspective in Higher Education, the emotions and feelings that students may experience in a new educational context. Through a specific case – a master’s programme with a diverse student population – students’ emotions are analysed and interpreted from a socio-cultural perspective and categorised according to Pekrun’ s (2014) four types of academic emotions.