Search results for: Pieters Jules M.

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Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching
Authors: Velthuis Chantal, Fisser Petra, Pieters Jules M.
The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Published: 2014
Updated: Dec. 07, 2015
2
Teacher Learning in Collaborative Curriculum Design
Authors: Voogt Joke, Westbroek H., Handelzalts A., Walraven A., McKenney S., Pieters Jules M., De Vries B.
In this article, the authors used the Interconnected Model of Professional Growth to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.
Published: 2011
Updated: Jul. 30, 2012
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Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
Authors: Visser Talitha C., Coenders Fer, Terlouw Cees, Pieters Jules M.
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Published: 2010
Updated: May. 10, 2011
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The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study
Authors: Coenders Fer, Terlouw Cees, Dijkstra Sanne, Pieters Jules M.
In this article, the authors describe professional growth of three Dutch teachers during the development and subsequent class enactment of student learning material for a context-based chemistry curriculum. This network consisted of three experienced chemistry teachers and A male coach employed by the teacher training department from a university was chair of the network. The results show that the development of learning material can be seen as a training program to prepare teachers for an innovation. Furthermore, teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Published: 2010
Updated: Dec. 21, 2010