Search results for: Lunenberg Mieke
Page 1/2 11 items
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
This study examined the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. The findings show that significant differences were found between school-based and university-based teacher educators. While most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills.
Updated: Feb. 23, 2016
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Updated: Nov. 28, 2012
This paper reports on a collective self-study from the authors' multiple and unique experiences of teaching self-study research in the Netherlands and the United States. The collective study resulted in six guidelines for a pedagogy of teaching self-study research.
Updated: Jun. 24, 2012
In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.
Updated: Feb. 20, 2011
In this article, the authors focus on an analysis of critical issues in supporting teacher educators conducting a self-study. The authors have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education.
Updated: Dec. 03, 2010
In this article, the authors discuss what it means to be a professional teacher with practical wisdom. Furthermore, they discuss how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model.
Updated: Jul. 20, 2009
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
In this paper, the authors describe a small in-depth study, in which they attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or nonoccurrence of such congruent teaching. To do so, the authors organized a workshop on the subject. The authors found that a particularly important aspect of congruent teaching, i.e. the teacher educators’ ability to link their own teaching to theory, had improved.
Updated: Feb. 17, 2009
The article examines modeling and its consequences on teachers educators' as far as practices of teachers studies. The article examines literature and multiple case-study on modeling. The study result is that there is a black spot in the body of knowledge on teacher education and the actual practice of many teacher educators/
Updated: Jul. 30, 2008