A single meeting of self-regulating pre-service teachers contained an almost complete expansive mini-cycle of learning actions, with all expansive actions except consolidating the new practice¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one two-hour meeting of six pre-service teachers, all expansive learning actions of the cycle were identified except consolidating the new practice. → Rantavuori 2016 q2 i? The most common expansive learning actions were actual-empirical analysis and implementing the new model, each occurring 8 times. → Rantavuori 2016 (2)

Evidence¶

Rantavuori 2016¶

Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research. http://dx.doi.org/10.14786/flr.v4i3.174

q2 · i? · the article prints no effect size for this finding · qualitative · r2

Qualitative analysis of one video-recorded two-hour planning meeting (12 hours of video corpus, six pre-service teachers). The authors report that "we could identify all the learning actions of the expansive cycle except consolidating the new practice", attributing the absence to the single-meeting focus.

"In our data, we could identify all the learning actions of the expansive cycle except consolidating the new practice. The absence of consolidation is an obvious consequence of focusing on a single meeting"

Rantavuori 2016 (2)¶

Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research. http://dx.doi.org/10.14786/flr.v4i3.174

q2 · i? · the article prints no effect size for this finding · qualitative · r2

Frequency analysis of learning actions in the meeting (Table 4, 31 actions over 802 turns). The article reports that actual-empirical analysis and implementing the new model "both occurred 8 times", indicating problem finding and definition played a central role.

"the most common expansive learning actions in the meeting were analyzing, specifically actual-empirical analysis, and implementing the new model; both occurred 8 times"

Discussion¶

Related Claims¶

• A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis beyond a single session — related
• Transitions and disturbances were crucial for the dynamics of expansive learning in the meeting — related
• Expansive learning actions in the meeting followed by and large the theory-predicted order, forming a mini-cycle of two main parts with iterations — related
• Expansive learning moved epistemically from questioning to analysis, modeling and implementation while interactionally moving from coordination to cooperation and communication, but with no mechanical correspondence between specific actions and interaction types — related
• Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded — related
• In the meeting, coordination was the most common type of interaction and communication the rarest, indicating reconceptualizing the script was very challenging — related