Search results for: Wubbels Theo
Page 1/1 8 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
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
This article provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology, on discourse, on curriculum, and on interpersonal relationships. This article then presents an analysis of the six approaches across countries and cultures.
Updated: Jul. 30, 2012
The current paper examines the design of a professional development model. The purpose of this model is to improve student achievement. The model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. The combined elements resulted in six aspects which incorporated in a new model which includes presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference.
Updated: Apr. 27, 2011
This paper argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. Finally, the authors suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
Updated: Sep. 05, 2010
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy environment.
Updated: Sep. 21, 2009
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms.
Updated: Apr. 01, 2009
Reciprocal peer coaching provides teachers with experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. This article studies the learning process of teachers who took part in reciprocal peer coaching using the Model of Teacher Professional Growth as an analytical tool and describes the underlying principles of the model.
Updated: Mar. 04, 2008