Abstracts - Earli

conceptualization of the concept of communities of learners at the level of the classroom and theschool, empirical validation of the operationalization of the classroom and the school as acommunity of learners for students and teachers, (phase 2, two years, cyclical approach) and thedevelopment and evaluation of instructional designs fostering communities of learners. In thispaper we focus on phase 2, the designs that were developed in the first year of the two-yeardevelopment process. The research questions that guided the present study concerned: · How werelearning arrangements for classes designed in order to foster communities of learners that optimizestudent learning during the first year of design? · How did the school management stimulate orhamper the development of the classroom as a community of learners during this first year ofdesigning? This paper attends to the design processes and the realised designs in terms of thedistinguished features at both the school and the classroom levels, along with the development thatoccurred between the first and second design in one of the participating schools. A majordevelopment between the first and second designs concerned the degree to which shared andmeaningful learning were promoted for students. The actions of the school management thatschool year clearly stimulated this development, by implementing structures that facilitated andstimulated the shared learning of teachers.The quality of student teachers’ self-regulated learning in a dual learning environmentMaaike Endedijk, Utrecht University, NetherlandsJan Vermunt, Utrecht University, NetherlandsPerry den Brok, Utrecht University, NetherlandsMieke Brekelmans, Utrecht University, NetherlandsNico Verloop, Leiden University, NetherlandsTeacher education is more and more organized in dual learning programmes in which two types oflearning environments are combined: studying at the university and learning from practice inschools. These programmes call upon a high degree of self-regulated learning in student teachers:they have to self-evaluate their competencies, clarify their learning needs, formulate personaldevelopment plans, document their learning progress in a portfolio, reflect on their learning, adjusttheir learning processes, combine knowledge gained from experience and university courses, andso on. Although these programmes require a lot of self-regulation from students, they do notnecessarily develop desirable forms of self-regulation. This study examined the quality of studentteachers’ self-regulated learning in such a complex programme. Twenty-eight students of a postgraduateacademic teacher education programme participated. To measure the quality of selfregulationthree instruments were used. First, student teachers were interviewed about the waythey regulated their learning in their normal studies. Secondly, they were asked to describe sixdifferent learning experiences and corresponding regulation activities on a weekly basis in an openquestion log. Thirdly, the portfolios student teachers had to complete in their programme were alsoused. These data sources were analyzed in a phenomenographic way, followed by homogeneityanalysis. The results indicated that qualitatively different approaches to self-regulated learning toteach could be identified. A limited number of categories of description were developed thatreflected the core of these approaches. These descriptions differed significantly from the accountsof self-regulated learning found in academic student learning contexts. Combining learning fromexperience with learning from university courses turned out to put special demands on the natureand quality of self-regulated learning that students were not used to cope with. Possibilities toimprove the development of student teachers’ self-regulated learning in these complex learningprogrammes will be discussed.– 860 –