International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Meijer Paulien C.
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10 items
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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.
Published: 2014
Updated: Jun. 30, 2016
2
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.
Published: 2014
Updated: Sep. 08, 2015
3
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.
Published: 2013
Updated: Sep. 30, 2014
4
The current study examines how student teachers perceive their first year of teaching, by examining how they picture their development, their key experiences during that development, and, in case of negative experiences, how they coped with those experiences. This study was carried out at a teacher education institute in the Netherlands. The findings suggest that most of the student teachers in this study perceive their own development as a path with highs and lows, and with transformative moments or periods.
Published: 2011
Updated: Nov. 06, 2012
5
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.
Published: 2011
Updated: Jul. 30, 2012
6
This article offers a theoretical confirmation to the multiple, discontinuous and social nature of teacher identity claimed by others. This paper simultaneously nuances this view by emphasizing the unitary, continuous and individual nature of teacher identity. The paper stresses that teacher development takes place in the form of self-dialogues between different parts of self.
Published: 2011
Updated: Nov. 17, 2011
7
In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations.
Published: 2009
Updated: Oct. 01, 2009
8
The current study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. In this paper, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.
Published: 2009
Updated: Mar. 30, 2009
9
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook.
Published: 2009
Updated: Jan. 07, 2009
10
The study examined collaborative learning activities which are presumed to be powerful learning tools for preservice teachers. Learning activities were examined in relation to changes in cognition and/or behavior of six teachers and consisted of interviews and reports. Qualitative analyses of the data showed that the collaborative learning activities resulted mostly in changes in cognition that mat be due to a high number of confirmations of own ideas or teaching methods.
Published: 2007
Updated: Mar. 04, 2008