In various types of teacher professional development (TPD) programmes, peer feedback is commonly used as an effective learning activity for teachers, because it can provide valuable learning... Show moreIn various types of teacher professional development (TPD) programmes, peer feedback is commonly used as an effective learning activity for teachers, because it can provide valuable learning resources and triggers participants’ reflection and behaviour change. However, previous studies usually focus on the entire TPD programmes, instead of studying teacher peer feedback specifically. This dissertation set out to provide both an integrated framework for the practices of teacher peer feedback and an in-depth understanding of teacher peer feedback in the Chinese vocational education context. In total, five studies are included in the dissertation. The first study is a literature review that aims at modelling the implementation of peer feedback and providing fundamental information for future studies. The next four empirical studies are conducted in the Chinese VET context, and they separately focus on the effect of a peer feedback-based programme, teachers’ learning mechanisms through peer feedback, participants’ evaluations on feedback, and the characteristics of expert feedback. Show less
Jin, X.; Li, T.; Meirink, J.A.; Want, A. van der; Admiraal, W.F. 2019
Novice–expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert... Show moreNovice–expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-teachers’ support is associated with the improvement of novice-teachers’ teaching. However, insights into how exactly novice teachers learn with the help of expert teachers are lacking. The learning processes of four novice VET teachers were explored in the context of a professional development project. Data were collected by semi-structured interviews with novice teachers and recordings of novice–expert interactions. A learning model was constructed based on the interconnected model of professional growth. The results showed that novice teachers internalised comments from expert teachers by active reflection and practice. Moreover, this study suggests that teachers’ professional development is a complicated long-term process, and that during their development the support from expert teachers is an important external source for novice-teachers. Expert-teachers’ support not only provides feedback and suggestions for alternative teaching methods, but also encourages and maintains novice-teachers’ learning. The results are discussed in relation to the cultural (Chinese) and educational context (VET) Show less
Methylation of the 5'-cap structure of viral RNAs plays important roles in genome replication and evasion of innate recognition of viral RNAs by cellular sensors. It is known that coronavirus nsp14... Show moreMethylation of the 5'-cap structure of viral RNAs plays important roles in genome replication and evasion of innate recognition of viral RNAs by cellular sensors. It is known that coronavirus nsp14 acts as an N7-(guanine)-methyltransferase (MTase) and nsp16 as a 2'-O-MTase, which are involved in the modification of RNA cap structure. However, these enzymatic activities have not been shown for any other nidoviruses beyond coronaviruses in the order Nidovirales. In this study, we identified a 2'-O-methyltransferase encoded by ronivirus that shows common and unique features in comparison with that of coronaviruses. Ronivirus 2'-O-MTase does not need a protein cofactor for MTase activity, whereas coronavirus nsp16 needs the stimulating factor nsp10 for its full activity. The conserved K-D-K-E catalytic tetrad is identified in ronivirus 2'-O-MTase. These results extend our understanding of nidovirus RNA capping and methylation beyond coronaviruses and also strengthen the evolutionary and functional links between roniviruses and coronaviruses. Show less
This dissertation explores the effects of the Treaty of Lisbon (ToL) on the coherence of the external representation of the European Union (EU) in the field of Common Foreign and Security Policy ... Show moreThis dissertation explores the effects of the Treaty of Lisbon (ToL) on the coherence of the external representation of the European Union (EU) in the field of Common Foreign and Security Policy (CFSP) at two main UN bodies, i.e., the UN General Assembly (UNGA) and the Security Council (UNSC). It theorizes EU representation into a principal-agent relationship and assesses the developments of the EU delegation relationship since the adoption of the ToL. In both contexts the EU and its entire membership are considered a collective principal while the actors that play the role of the agent(s) have been different through different historical periods. A mixed approach is adopted to combine both quantitative and qualitative methods to detect the pre- and post-Lisbon coherence variation in EU representation. At the UNGA, EU representation coherence is measured in terms of EU voting cohesion. At the UNSC, some descriptive statistics are first presented to describe and summarize the voting behaviour of the EU member states sitting on the UNSC, based on which the cases of Iraq and Libya are selected for further investigation. Subsequently, the coherence of the EU__s representation during these two conflicts __ both horizontal and vertical __ is examined and compared by looking at the coordination mechanisms and articulation consistency of the EU and its member states. The empirical evidence suggests that EU representation coherence, in general, has increased in parallel with the developments of the CFSP over time. The reformed delegation structure introduced by the ToL, however, has not yet contributed to greater EU representation coherence at the UN. Whereas the ToL offers an opportunity to strengthen agent capabilities and control mechanisms, coherent EU representation appears to be unlikely in the near future, if the remaining agency problems are left unaddressed. Especially it depends on the genuine willingness of EU member states to overcome diverging preferences and support common EU positions. Only until their declaratory commitments lead to real cooperation can the Union truly stand united and speak coherently on foreign affairs. Of equal importance is the demand for closer coordination among different EU institutions for the sake of consistent and complementary representation. Time is still needed for EU representatives, namely the President of the European Council, the Commission President and the refashioned High Representative __ the External Action Service under her authority as well __ to develop into fully-fledged agents with more autonomy and clearer delimitation of representation competences. Show less
