Search results for: Meirink Jacobiene A.

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Key Experiences in Student Teachers’ Development
Authors: Meijer Paulien C., De Graaf Gitta, Meirink Jacobiene A.
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
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How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities
Authors: Meirink Jacobiene A., Meijer Paulien C., Verloop Nico, Bergen Theo C. M.
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
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Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning
Authors: Meirink Jacobiene A., Meijer Paulien C., Verloop Nico, Bergen Theo C. M.
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
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A closer look at teachers' individual learning in collaborative settings
Authors: Meirink Jacobiene A., Meijer Paulien C., Verloop Nico
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