Examining student profiles for dealing with wickedness

When addressing problems with wicked tendencies in higher professional education, students experience complexity, uncertainty, and value divergence. Furthermore, they are confronted with disciplinary, organisational, and sector boundaries. Prior research has revealed variability in students’ experiences and boundary-crossing behaviour when...

Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program

Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the...

RoboWise: An investigation into the use of social robotics in primary education for developing technological and social skills in children with an autism spectrum disorder (ASD)

Een onderzoek naar het gebruik van sociale robotica in primair onderwijs ten behoeve van de ontwikkeling van technische en sociale vaardigheden voor leerlingen met een autismespectrumstoornis (ASS) <br/>RoboWise: An investigation into the use of social robotics in primary education for developing technological and social skills in children with...

Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies

Professionals are increasingly involved in attempts to under- stand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisa- tions and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how...

Robowijs en sociaal vaardig worden, hoe doe je dat?: Praktijkboek voor de basisschoolleerkracht