This dissertation investigates memorisation strategies that were employed in the fields of painting and calligraphy in imperial China, with a focus on the Ming (1368-1644) and Qing (1644-1911)... Show moreThis dissertation investigates memorisation strategies that were employed in the fields of painting and calligraphy in imperial China, with a focus on the Ming (1368-1644) and Qing (1644-1911) dynasties. Its core questions are: How do memory aids reflect the society that produced them? What role did they play in the transmission and codification of practical knowledge in the field of arts?With the expansion of the printing industry during the Ming dynasty, knowledge of artistic practices came to be valued not only by craftsmen, but also by editors, publishers and highly educated authors. By analyzing both publication context and practices of remembering recorded in works from the Ming and Qing, this study provides insight into the dynamic changes of social values attributed to crafts. It takes a socio-historical approach to analyse memory aids in textual and visual formats recorded in manuals, including formulae (jue 訣) and charts. It provides six case studies to discuss under which circumstances memory aids were composed and how they were received over time, laying a foundation for understanding how practical skills were taught and how new canons of artistic knowledge were constantly being negotiated. Show less
Novice teachers need mentoring support from experienced teachers as they prepare to become teachers. Such mentoring support needs to be responsive and adaptive to novice teachers’ learning. Mentor... Show moreNovice teachers need mentoring support from experienced teachers as they prepare to become teachers. Such mentoring support needs to be responsive and adaptive to novice teachers’ learning. Mentor teachers therefore require knowledge of novice teacher learning and of mentoring activities to support this learning. These are critical but underdeveloped components in the knowledge base of mentoring. This thesis draws on mentor teachers’ practical knowledge to inform the knowledge base of mentoring, and focuses on the question: What is the content of mentor teachers’ practical knowledge of adaptive response to their mentee teachers’ learning? Through questionnaires and interviews, the study elicited four components of mentor teachers’ practical knowledge of adaptive mentoring: 1) their mentoring conceptions, 2) their knowledge of mentoring activities, 3) their knowledge of novice teacher learning, and 4) their heuristics for responding to specific mentoring situations. Findings show that adaptive mentors focus on novice teacher construction of practical knowledge of teaching, and that confronting novices with problems is a central activity of adaptive mentoring. The study provides representations of shared mentor teacher knowledge of adaptive mentoring and a component model of mentor practical knowledge of adaptive mentoring, useful for developers of mentor training. Show less
Social aspects of the learning environment, also called classroom climate, are important for students__ cognitive and affective learning outcomes. In this thesis the classroom climate is... Show moreSocial aspects of the learning environment, also called classroom climate, are important for students__ cognitive and affective learning outcomes. In this thesis the classroom climate is operationalised by means of two components: the teacher-class relationship and classroom discipline. The teacher-class relationship is described with the dimensions of control and affiliation, and classroom discipline is described with sensitive, directive and aggressive discipline strategies. Practical knowledge is thought to be extremely relevant in classroom situations that call for immediate teacher actions, such as disorderly situations, or students__ misconduct. A merit of this thesis is that it showed that in the context of education, it is worthwhile to perceive discipline strategies as consisting of three (sensitive, directive and aggressive) instead of two (sensitive and coercive) factors. This thesis also showed that there are clear and meaningful relations between discipline strategies and the teacher-class relationship. This connection appeared to be much stronger than the direct connection between student teachers__ practical knowledge and the teacher-class relationship. However, teachers__ practical knowledge was found to be related to the way the student teacher disciplines. Results of this thesis provide insight into which components of practical knowledge are related to student teachers__ discipline strategies. Classroom climate; classroom management; student teachers; interpersonal theory; discipline strategies; practical knowledge; teacher-class relationship Show less
