Search results for: Volman Monique
Page 1/1 8 items
This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme.
Updated: Dec. 30, 2020
Induction of Beginning Teachers in Urban Environments: An Exploration of the Support Structure and Culture for Beginning Teachers at Primary Schools Needed to Improve Retention of Primary School Teachers
The aim of this study was to gain insight into ways to improve the retention of beginning urban teachers. This study investigated the support structure and support culture of 11 urban primary schools. This article focused on characteristics of the support structure and support culture at schools where beginning teachers judged the support they received positively or negatively. The findings revealed that the principals of the schools were willing to invest in the professional development of the teachers. Although there were differences in the support structure of the schools, the main difference between the schools appeared to be their support culture. In conclusion, this study showed that in schools where teachers judged the support practice positively, support was focused on the specific urban challenges that the teachers experienced more than it was in the schools where teachers judged support negatively.
Updated: Jun. 28, 2015
This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation. The study followed three triads: student teacher, mentor, school-based teacher educator. The study also examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions.
Updated: Nov. 28, 2012
The authors developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of three steps: diagnostic strategies, checking the diagnosis and intervention strategies. The authors analyzed the development of four social studies teachers’ scaffolding knowledge, use of scaffolding in practice and reflections on practice.
Updated: Nov. 28, 2012
In this article the authors address the question: 'What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?' To answer the research question, the authors set out to analyze the research literature relating to teacher educators to search for ways in which such sub-identities might be explicitly or implicitly described. Based on the research literature the authors found four sub-identities that are available for teacher educators: schoolteacher, teacher in Higher Education, teacher of teachers (or second order teacher) and researcher.
Updated: Mar. 21, 2010
This paper describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. The authors use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. The results indicate that student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective.
Updated: Feb. 10, 2010
Social Competence as An Educational Goal: The Role of The Ethnic Composition and The Urban Environment of The School
This article concerns the relationship between social–educational goals and the school context. The authors used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal.
Updated: Jan. 21, 2009
The development of the professional identity of two teacher educators in the context of Dutch teacher education
The article examines the question of development of professional identity of fice teacher educator from three generations. It explores the three youngest teacher educators on the topic of how these educators develop from teacher to teacher educators. The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally.
Updated: Sep. 11, 2008