Search results for: Koster Bob
Page 1/1 6 items
This article explores in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, the results highlight the different ways in which activities in teacher education programmes can be designed, the different motivations students have to engage in them repetitively, and different ways in which feedback can be organised, within contextual constraints posed by all professional environments.
Updated: Jun. 30, 2016
This study focuses on the learning outcomes and professional development goals formulated by teacher educators who took part a professional development programme while putting together their registration portfolio. Findings were compared with those of a study on the first cohort in 2002, without the support of a professional development programme. The authors conclude that research shows that important aspects of the professional development of teacher educators are a clear frame of reference, attention for the important roles of teacher of teachers and teacher–researcher, inquiry-driven learning in a diverse community of teacher educators, interaction with practice, and inquiry into one’s own practice.
Updated: Apr. 13, 2016
In this article, the authors draw on two purposefully selected case studies of student teachers to explore the implications of this alternative understanding of the nature and consequences of resistance. This cross-case analysis focuses on the causes and manifestations of friction over time. The findings indicate that resistance itself, and its causes, should be understood as interactive in multiple ways. The two participants identified different causes for the friction they experienced at different moments in time. Moreover, almost each time they identified a certain cause, they added that it might work differently for other students or that they could also see how it would work, but just not under the given circumstances.
Updated: Sep. 08, 2015
In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.
Updated: Sep. 30, 2014
In this article, the authors interviewed twelve expert teacher educators to explore their understanding of the concepts of meaning-oriented learning and deliberate practice. These concepts may be expected to promote student teachers’ continuous professional development. The authors were also interested to explore the pedagogies which stimulate these experts in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning.
Updated: Jul. 30, 2012
Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of A Project for The Professional Development of Teacher Educators
This paper reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In the research, the authors used 25 completed portfolio’s made by teacher educators participating in the standards-based procedure of (self-)assessment and professional development.
Updated: Feb. 18, 2009