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Knowledge development of secondary school L1 teachers on concept-context rich education in an action-research setting

This thesis reports on a study that examined the development of L1 teachers’ practical knowledge when they researched and implemented concept-context rich education in an action-research setting.

Tamara Platteel
11 February 2010
Fulltext in Leiden University Repository

Chapters 2 to 5 of this thesis explore several aspects of the knowledge development process by describing how the collaborative action-research partnership developed, what interpretations of concept-context rich L1 education teachers formulated, what teachers described as benefits of concept-context rich education, and how they learned to use this approach to L1 teaching to increase student understanding of and engagement in learning. Eleven L1 teachers developed concept-context rich materials by conducting collaborative action research in three research groups from January 2006 until June 2007. They were accompanied by an action-research facilitator and an academic researcher. By doing action research the L1 teachers developed curriculum materials for secondary L1 education, which allowed them to explore the notions of concept-context rich education in L1 teaching and the teacher as developer as advised by the Royal Netherlands Academy of Arts and Science.

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