Ä. Leijen - Academia.edu (original) (raw)

Papers by Ä. Leijen

Research paper thumbnail of Relationship between doctoral students’ proceeding in studies and coping with occupational and family responsibilities

Participation in doctoral studies has increased in recent years in many countries. The growing nu... more Participation in doctoral studies has increased in recent years in many countries. The growing number of students and their different expectations of PhD studies challenge traditional ways of arranging study programs. In the current study, we focus on how PhD students in Estonia succeed in combining their studies with other major responsibilities. Specifically, we aimed (a) to gather information on the relationship between study progress and occupational and family responsibilities among PhD students; and (b) to investigate the types of meanings and coping strategies that doctoral students attribute to combining academic and non-academic domains of practice. A survey (N = 140) was conducted among PhD students to provide information on the first question, and a small-scale qualitative study (N = 18) was used to answer the second. The results suggest that many students in PhD programs have slower study progress and that this exists in the context of occupational responsibilities, indicating that the current study arrangements in Estonia might not be best suited for supporting the studies of these students. Based on these results, we provide some suggestions for enhancing study arrangements for doctoral studies.

Research paper thumbnail of Pedagogical context of practical dance classes in higher education: A case of Dutch choreography and technique teachers

Dance and the Child International, 2006

The aim of the study was to identify, which features of the pedagogical context in practical danc... more The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the ...

Research paper thumbnail of The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

International Journal of Information and Education Technology, 2016

Research paper thumbnail of Haridusteaduse valdkonna doktoriõppe uuringu vahearuanne

Research paper thumbnail of Pedagogies of Developing Teacher Identity

Research on student teacher learning has identified development of a professional identity as an ... more Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers' professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers' and beginning teachers' professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have "key incidents" in student teachers' development as focus point. Second, we report on the "subject-autobiography," in which student teachers describe and develop how their identity is

Research paper thumbnail of Improving Students’ Inquiry Skills through Reflection and Self-Regulation Scaffolds

Research paper thumbnail of Educational Research Review

Research paper thumbnail of Pedagogy before technology: what should an ICT intervention facilitate in practical dance classes?

Teaching in Higher Education, 2008

The aim of the study was to identify the features of the pedagogical context in choreography and ... more The aim of the study was to identify the features of the pedagogical context in choreography and dance technique classes which could be viewed as the basis for developing a suitable web-based ICT application to support teaching and learning in practical dance classes. The sample consisted of teachers from four dance academies in the Netherlands. Data about the pedagogy was gathered using a questionnaire and an interview. The results showed that there are similar patterns in applying reflection in terms of content, methods and frequency ...

Research paper thumbnail of Difficulties teachers report about students’ reflection: lessons learned from dance education

Teaching in Higher Education, 2009

Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging acti... more Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging activity for students in tertiary dance education according to teachers. The aim of the current study was to further explore the challenges encountered in the pedagogical practice of reflection. Data on the difficulties of reflection were collected from 14 dance teachers using semi-structured interviews. The results revealed four categories of difficulty: general difficulties, difficulties describing an experience, difficulties evaluating an experience and difficulties relating to multiple perspectives. The reflection difficulties described in this study correspond to the reflection difficulties reported in other domains of higher education, and illuminate how reflection activities could be facilitated more effectively.

Research paper thumbnail of How to determine the quality of students’ reflections?

Studies in Higher Education, 2012

Research paper thumbnail of Streaming video to enhance students' reflection in dance education

Computers & Education, 2009

This paper presents an evaluation case study that describes the experiences of 15 students and 2 ... more This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students' daily reflection activities in a composition course and a ballet course. To support dance students' reflection processes streaming video was applied as follows: video editing and viewing for facilitating students in describing their practice; writing online self-assessments about the experiences captured on video to support students in evaluating their practice; online peer-feedback activities concerning the recorded practice for facilitating students in learning from multiple perspectives. In the composition course eight students reflected on their choreographic work, which was performed by their peer students. In the ballet course seven students reflected on themselves practicing the ballet technique. Data about the streaming video facilitation were collected after the completion of the reflection assignments using semi-structured interviews. The results revealed that students in both courses considered steaming video as effective for carrying out selfevaluations. The usefulness of video and online peer-feedback for other reflection processes differed among the courses in students' view. The teachers considered streaming video generally useful for all the reflection processes of their students; however they also indicated some shortcomings. address: a.leijen@uu.nl (Ä. Leijen). 1 The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory, and Kant. In the tradition of pragmatism, reflection allows one to become conscious of and thoughtful about one's actions, as opposed to using trial and error to deal with confusing and problematic situations. The process of reflection in this tradition follows sequential phases (e.g. . The critical social theory perspective on reflection emphasises the critical position of individuals and groups in relation to the actual situation. Reflection involves questioning existing assumptions, values, and perspectives which underlie people's actions, decisions and judgments. The purpose of questioning is to liberate people from their habitual ways of thinking and acting (e.g. Brookfield, 1987;. Reflection in Kantian perspective means both to compare and hold together one's conceptions and experiences. ''They [students] have to learn to make connections between their state-of-art knowledge and the domains of reality in which they are operating" (Procee, 2006, pp. 247-248). These connections can occur in two ways, driven by pre-given concepts -determinative judgment -and driven by experiences -reflective judgment. Determinative judgement implies that a person stipulates and applies a set of rules or concepts in a particular practice. Reflective judgement is carried out when existing concepts or principles are limited and need to be developed based on a particular practice .

Research paper thumbnail of Pedagogical context of practical dance classes in higher education: A case of Dutch choreography and technique teachers

Dance and the Child International, 2006

The aim of the study was to identify, which features of the pedagogical context in practical danc... more The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the ...

Research paper thumbnail of Relationship between doctoral students’ proceeding in studies and coping with occupational and family responsibilities

Participation in doctoral studies has increased in recent years in many countries. The growing nu... more Participation in doctoral studies has increased in recent years in many countries. The growing number of students and their different expectations of PhD studies challenge traditional ways of arranging study programs. In the current study, we focus on how PhD students in Estonia succeed in combining their studies with other major responsibilities. Specifically, we aimed (a) to gather information on the relationship between study progress and occupational and family responsibilities among PhD students; and (b) to investigate the types of meanings and coping strategies that doctoral students attribute to combining academic and non-academic domains of practice. A survey (N = 140) was conducted among PhD students to provide information on the first question, and a small-scale qualitative study (N = 18) was used to answer the second. The results suggest that many students in PhD programs have slower study progress and that this exists in the context of occupational responsibilities, indicating that the current study arrangements in Estonia might not be best suited for supporting the studies of these students. Based on these results, we provide some suggestions for enhancing study arrangements for doctoral studies.

Research paper thumbnail of Pedagogical context of practical dance classes in higher education: A case of Dutch choreography and technique teachers

Dance and the Child International, 2006

The aim of the study was to identify, which features of the pedagogical context in practical danc... more The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the ...

Research paper thumbnail of The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

International Journal of Information and Education Technology, 2016

Research paper thumbnail of Haridusteaduse valdkonna doktoriõppe uuringu vahearuanne

Research paper thumbnail of Pedagogies of Developing Teacher Identity

Research on student teacher learning has identified development of a professional identity as an ... more Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers' professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers' and beginning teachers' professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have "key incidents" in student teachers' development as focus point. Second, we report on the "subject-autobiography," in which student teachers describe and develop how their identity is

Research paper thumbnail of Improving Students’ Inquiry Skills through Reflection and Self-Regulation Scaffolds

Research paper thumbnail of Educational Research Review

Research paper thumbnail of Pedagogy before technology: what should an ICT intervention facilitate in practical dance classes?

Teaching in Higher Education, 2008

The aim of the study was to identify the features of the pedagogical context in choreography and ... more The aim of the study was to identify the features of the pedagogical context in choreography and dance technique classes which could be viewed as the basis for developing a suitable web-based ICT application to support teaching and learning in practical dance classes. The sample consisted of teachers from four dance academies in the Netherlands. Data about the pedagogy was gathered using a questionnaire and an interview. The results showed that there are similar patterns in applying reflection in terms of content, methods and frequency ...

Research paper thumbnail of Difficulties teachers report about students’ reflection: lessons learned from dance education

Teaching in Higher Education, 2009

Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging acti... more Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging activity for students in tertiary dance education according to teachers. The aim of the current study was to further explore the challenges encountered in the pedagogical practice of reflection. Data on the difficulties of reflection were collected from 14 dance teachers using semi-structured interviews. The results revealed four categories of difficulty: general difficulties, difficulties describing an experience, difficulties evaluating an experience and difficulties relating to multiple perspectives. The reflection difficulties described in this study correspond to the reflection difficulties reported in other domains of higher education, and illuminate how reflection activities could be facilitated more effectively.

Research paper thumbnail of How to determine the quality of students’ reflections?

Studies in Higher Education, 2012

Research paper thumbnail of Streaming video to enhance students' reflection in dance education

Computers & Education, 2009

This paper presents an evaluation case study that describes the experiences of 15 students and 2 ... more This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students' daily reflection activities in a composition course and a ballet course. To support dance students' reflection processes streaming video was applied as follows: video editing and viewing for facilitating students in describing their practice; writing online self-assessments about the experiences captured on video to support students in evaluating their practice; online peer-feedback activities concerning the recorded practice for facilitating students in learning from multiple perspectives. In the composition course eight students reflected on their choreographic work, which was performed by their peer students. In the ballet course seven students reflected on themselves practicing the ballet technique. Data about the streaming video facilitation were collected after the completion of the reflection assignments using semi-structured interviews. The results revealed that students in both courses considered steaming video as effective for carrying out selfevaluations. The usefulness of video and online peer-feedback for other reflection processes differed among the courses in students' view. The teachers considered streaming video generally useful for all the reflection processes of their students; however they also indicated some shortcomings. address: a.leijen@uu.nl (Ä. Leijen). 1 The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory, and Kant. In the tradition of pragmatism, reflection allows one to become conscious of and thoughtful about one's actions, as opposed to using trial and error to deal with confusing and problematic situations. The process of reflection in this tradition follows sequential phases (e.g. . The critical social theory perspective on reflection emphasises the critical position of individuals and groups in relation to the actual situation. Reflection involves questioning existing assumptions, values, and perspectives which underlie people's actions, decisions and judgments. The purpose of questioning is to liberate people from their habitual ways of thinking and acting (e.g. Brookfield, 1987;. Reflection in Kantian perspective means both to compare and hold together one's conceptions and experiences. ''They [students] have to learn to make connections between their state-of-art knowledge and the domains of reality in which they are operating" (Procee, 2006, pp. 247-248). These connections can occur in two ways, driven by pre-given concepts -determinative judgment -and driven by experiences -reflective judgment. Determinative judgement implies that a person stipulates and applies a set of rules or concepts in a particular practice. Reflective judgement is carried out when existing concepts or principles are limited and need to be developed based on a particular practice .

Research paper thumbnail of Pedagogical context of practical dance classes in higher education: A case of Dutch choreography and technique teachers

Dance and the Child International, 2006

The aim of the study was to identify, which features of the pedagogical context in practical danc... more The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the ...