About this paper

Appears in:
Pages: 6682-6689
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2524

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

TEACHER STUDENTS INVOLVED IN WRITING PARTS OF THEIR OWN TEXTBOOK

A.R. Jenssen

NTNU - Norwegian University of Science and Technology (NORWAY)
This study is about Teacher training students in Physical Education writing parts of their own curriculum.
In writing and literacy research, there is a consensus that one can write oneself to better understanding (Olson 1994, Evensen 2010, Langer 2009).
The 26 texts in this study come from PE in ballgames. The task was to describe some technical skills, and to explain why the proper technique is important.

Method:
I wanted to find out what the texts tell about the students' understanding of content knowledge, and if their texts tell something about the assessments could have been given in a better way. Students were supposed to explain the point/purpose of the technique, what advantage is gained using this technique and when should players use the technique. (I have chosen three texts to answer the research questions.)

Theoretical basis:
Understanding reflects awareness. Writing Scientists would argue that it helps the thought and reflection to write, and that the actual writing creates new insights. Olson (1994) puts it this way: "Writing not only helps us remember what was thought and said but also invite us two see what was thought and said in a new way" (Olson 1994:15).
To gain new understanding and insight is it necessary to do more than find answers/texts and copy them (Otnes, 2009). When Bernstein (1996) and Bezemer & Kress (2008) describe recontextualisation it is primarily about taking a text from one context and apply it in a different textual context, and creating new texts. Recontextualisation also includes whether one is able to use what is acquired in new situations (Lykknes & Smidt 2009).

Analysis and Discussion:
There are different ways to display professional understanding, how to use relevant terminology will often be decisive for the knowledge one manifests and in most cases offer a more precise language. When students respond well on the purpose of the exercise, they have good insight and understanding of why this technique is used.
Most of these texts are copied from the Internet, and it is only when the descriptions of technique/skill contains their own words, errors, misunderstandings, confusions etc. they tell about the students' understanding. Additions to the original text is crucial to find out about the students' understanding.

Text 1 The text describes the technical skill in detail, and when it is best to use it, and which passing technique they recommend for other passes. The group included several of their own formulations and some detailed explanations showing that they have a good knowledge of the technique. They explain terms as "through the ball" and "passing foot" closer. The text explain the advantage of the technique, namely that this touch provides high precision.
Text 2 This group paste directly from the internet, and did not write anything themselves. The text has no errors, but do not answer the whole question. It is likely to think that they did not engage themselves in answering, and maybe lack a bit of knowledge.
Text 3 The text on "triple threat position” in basket origins from two internet sites in English. The students have translated the text from English to Norwegian. By translating the text, the students make it their own, and show that they have profound knowledge about the technique. Students also found their own pictures, which was better than in the assignment. Maybe the next assessment could be without pictures, and may even tell more about the students’ knowledge.
@InProceedings{JENSSEN2017TEA,
author = {Jenssen, A.R.},
title = {TEACHER STUDENTS INVOLVED IN WRITING PARTS OF THEIR OWN TEXTBOOK},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2524},
url = {http://dx.doi.org/10.21125/edulearn.2017.2524},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {6682-6689}}
TY - CONF
AU - A.R. Jenssen
TI - TEACHER STUDENTS INVOLVED IN WRITING PARTS OF THEIR OWN TEXTBOOK
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2524
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 6682
EP - 6689
ER -
A.R. Jenssen (2017) TEACHER STUDENTS INVOLVED IN WRITING PARTS OF THEIR OWN TEXTBOOK, EDULEARN17 Proceedings, pp. 6682-6689.
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