Search results for: Verloop Nico
Page 1/2 17 items
Beginning and Experienced Secondary School Teachers' Self- and Student Schema in Positive and Problematic Teacher-Student Relationships
This study explores what cognitions underlie teachers' mental representations of different types of positive and problematic relationships with their students. The findings show that when comparing positive and problematic relationships, accounts of the student schema differ. The teachers viewed their positive relationships with their students as agreeable and their problematic ones, as unagreeable. The authors found differences regarding positive relationships between novices and more experienced teachers.
Updated: Aug. 02, 2018
The purpose of this study was to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. The findings showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced.
Updated: Sep. 10, 2017
In this article, the authors investigate the extent to which three postgraduate teacher education institutes in the Netherlands pay attention to and aim to stimulate the development of community competence. This question is approached through three curriculum representations, the intended, implemented and attained curriculum. The study guides revealed that all institutes in some way or another stated the importance of developing community competence by their student teachers. However, it appears that community competence is weakly conceptualised in the intended curriculum. Furthermore, in the implemented and attained curricula, teacher educators, student teachers and the materials showed that there was no systematic and explicit policy for stimulating the development of community competence of student teachers.
Updated: Nov. 25, 2015
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Updated: Aug. 04, 2015
Beginning and End of the Internship: Student tTachers’ Interpersonal Profiles and the Accuracy of their Self-beliefs
The purpose of this study concerns student teachers’ interpersonal profiles and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. The findings reveal that there were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves.
Updated: Dec. 23, 2014
In this article, the authors describe the teacher education program of the Leiden University Graduate School of Teaching, which has recently made a shift towards a realistic approach to teacher education, and how classroom management is taught in this program. Evaluation data are presented showing the success of this approach.
Updated: Jul. 30, 2012
The objective of this article was to describe collaboration of the collaborative action research participants in detail and describe what they have learned. The participants were fourteen secondary teachers who came from different regions of the Netherlands, three facilitators and an academic researcher. The findings suggest that participants contributed to the collaboration by investing time and effort (contextual conditions) and by staying open, taking each others’ opinions seriously and learning how to be critical without passing judgment (communicative conditions). The authors argue that successful collaboration that includes the knowledge and questions of the participants offers an open space for authentic learning through dialogue.
Updated: May. 22, 2012
How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application
In this paper, the authors will set out in detail how, on the basis of the standard repertory grid application, they developed a repertory interview method. The method, which developed by the authors, can be used to collect data that could foster a thorough understanding of the inherent moral significance of teachers’ day-to-day classroom interactions.
Updated: Apr. 14, 2011
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.
Updated: Oct. 01, 2009
Developing Biology Lessons Aimed at Teaching for Understanding: A Domain-specific Heuristic for Student Teachers
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching for understanding. The authors explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing lessons according to teaching for understanding. In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according to the criteria.
Updated: Apr. 06, 2009