Marlies Baeten
Katholieke Universiteit Leuven
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Featured researches published by Marlies Baeten.
Educational Studies | 2012
Marlies Baeten; Filip Dochy; Katrien Struyven
A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students’ perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students’ motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lecture-based setting scored significantly higher than students in a completely case-based setting.
Research Papers in Education | 2011
Filip Dochy; Inneke Berghmans; Eva Kyndt; Marlies Baeten
Starting from the contribution on the ‘ten principles of effective pedagogy’ by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. Secondly, taking students’ perceptions into account is crucial when providing activities and structures of intellectual, social and emotional support for learning. Thirdly, autonomous motivation and appropriate workload are essential as driving forces for engagement. Fourthly, engagement is a driving force in establishing a lifelong learning habit. Fifthly, student-centred teaching methods should provide direct instructional guidance to safeguard engagement. Sixthly, striving towards cooperative learning environments and team learning requires psychological safety and group interdependence to establish mutually shared cognition in groups. Seventhly, informal learning and learning climate influence retention of learning by professionals; professionals seems to develop ‘learning patterns’, and students should be prepared with this in mind. And finally, those who support the learning of others should learn continuously, supported themselves through practice-based inquiry. These statements are underpinned with recent research in this contribution.
Journal of Teacher Education | 2018
Mathea Simons; Marlies Baeten; Claudio Vanhees
During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
Educational Research Review | 2010
Marlies Baeten; Eva Kyndt; Katrien Struyven; Filip Dochy
Instructional Science | 2008
Marlies Baeten; Filip Dochy; Katrien Struyven
British Journal of Educational Psychology | 2013
Marlies Baeten; Filip Dochy; Katrien Struyven
Studies in Educational Evaluation | 2013
Marlies Baeten; Katrien Struyven; Filip Dochy
European Journal of Psychology of Education | 2013
Marlies Baeten; Filip Dochy; Katrien Struyven
Studies in Educational Evaluation | 2009
Filip Dochy; Eva Kyndt; Marlies Baeten; Sofie Pottier; Marlies Veestraeten
Archive | 2009
Marlies Baeten; Katrien Struyven; Filip Dochy