Search results for: Zwart Rosanne

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Self-Study Research and the Development of Teacher Educators’ Professional Identities
Authors: Lunenberg Mieke, Korthagen Fred A. J., Zwart Rosanne
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Published: 2011
Updated: Nov. 28, 2012
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The Importance of Being Aware: Developing Professional Identities in Educators and Researchers
Authors: Geursen Janneke, De Heer Ari, Korthagen Fred A. J., Lunenberg Mieke, Zwart Rosanne
In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.
Published: 2010
Updated: Feb. 20, 2011
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Critical Issues in Supporting Self-Study
Authors: Lunenberg Mieke, Zwart Rosanne, Korthagen Fred A. J.
In this article, the authors focus on an analysis of critical issues in supporting teacher educators conducting a self-study. The authors have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education.
Published: 2010
Updated: Dec. 03, 2010
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Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
Authors: Zwart Rosanne, Wubbels Theo, Bergen Theo C. M., Bolhuis Sanneke
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.
Published: 2009
Updated: Sep. 21, 2009