Assessing social configurations in teacher learning groups
The ‘Dimensions of Social Learning Questionnaire’
Bibliographic Data
| ID | 21494633 |
|---|---|
| Authors | Emmy Vrieling-Teunter (0000-0003-3479-7831, Open University of the Netherlands, corresponding author), Marjan Vermeulen (0000-0001-8084-7217, Open University of the Netherlands), Lars de Vreugd (0000-0003-3486-0407, University Medical Centre Utrecht) |
| Year | 2023 |
| Volume | 49 |
| Issue | 3 |
| Pages | 521-533 |
| Publication date | 2023-05-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2139595 |
| OpenAlex | W4308343891 |
| Language | EN |
| Citations received | 3 |
| References cited | 24 |
Increasingly, teacher learning groups (TLGs) are being deployed as a way to realise high-quality educational designs. There is a need for monitoring and for insights into the development of TLGs. Therefore, in the present study, the ‘Dimensions of Social Learning Questionnaire’ (DSL-Q) is developed that can be used to map the social configuration of TLGs. This article describes the validation of the questionnaire for student teachers, teacher educators and in-service teachers (n = 488) by means of successive exploratory and confirmatory factor analysis, resulting in an instrument with good psychometric properties. The final version of the questionnaire contains 13 items, divided into three factors: practice integration, long-term orientation and goals, and shared identity and equal relationships. The instrument is suitable for quantitative research to gain more insights into the conditional and the outcome variables of social learning. Future research can incorporate theoretical dimensions regarding the value of the social learning process and its outcomes as well as insights concerning socially shared regulation of learning
Confirmatory factor analysis · Mathematics education · Statistics · Structural equation modeling · Applied Psychology · Innovative Teaching and Learning Methods · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Education and Leadership Studies
Conducting Educational Design Research
Teacher collaboration
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
Why Minimal Guidance During Instruction Does Not Work
Cutoff criteria for fit indexes in covariance structure analysis
A Review of Self-regulated Learning
Sufficient Sample Sizes for Multilevel Modeling
A checklist for testing measurement invariance
Biographical Methods
Design principles to support student learning in teacher learning groups
The Multivariate Social Scientist
Approaches to co-construction of knowledge in teacher learning groups
Teacher learning in the context of teacher collaboration
Choosing a multivariate model
Examining a multidimensional model of student motivation and engagement using a construct validation approach
Comparison of five rules for determining the number of components to retain
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |