The Variation theory of learning as a guiding principle for planning and evaluating learning
|Date||November 15, 2017|
|Time||12:45 - 14:00|
Mr Wong Ka Lok
Professor Ulla Runesson Kempe
Room 204, Runme Shaw Building, HKU
The relation theory-practice in teacher work and teacher education is widely discussed and has been described as a ‘gap’ (Korthagen, 2008) or as ‘the great disconnect’ (Berliner, 2008). ‘Grand theories’ or epistemologies of education might have an impact on curriculum on a national level (e.g. constructivism), but what roles do these play in teachers’ work to boost student learning? On the one hand it has been advocated that teachers need an explanatory framework that can shed light on how their actions in the classroom affect student learning (Nuthall, 2004); on the other, it has been argued that these can hardly provide direct guidance for practice (Jaworsky, 2006).
In my presentation I will present results from research where the variation theory of learning (Marton & Booth, 1997; Marton & Tsui, 2004; Marton, 2015) has been tried for those purposes and with, as it appears, promising results.
About the speaker:
Professor Ulla Runesson Kempe is Professor of Education and Faculty Dean at Jönköping University, Sweden and visiting professor at Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa. Her research interests are learning and teaching, particularly in mathematics and the teaching profession in general. Over the years she has been responsible for several research projects involving teachers as researchers, funded by the Swedish Research Council. Her PhD was the first one where variation theory of learning was used as an analytical framework and has been engaged with the development of the theory since then. She has been involved in several international research projects studying and comparing classrooms in different countries.
~ All are welcome ~
For enquiry, please contact Faculty of Education at 3917 2395.