Search results for: Beijaard Douwe

Page 2/2 14 items
11
Student Teachers' Perceptions of Their Mentors as Internal Triggers for Learning
Authors: Rajuan Maureen, Beijaard Douwe, Verloop Nico
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Published: 2008
Updated: Mar. 02, 2009
12
The Portfolio as a Tool for Stimulating Reflection by Student Teachers
Authors: Verloop Nico, Beijaard Douwe, Mansvelder-Longayroux Desiree D.
A reflection in the portfolios of student teachers was conducted. 39 learning portfolios were analysed through theory on learning activities. When looking back on their development as teachers, the students discussed individual experiences which had been important to them, as well as making connections between different experiences over a period of time. The student teachers made less use of the portfolios to gain a better understanding of situations and developments that had occurred.
Published: 2007
Updated: Jul. 27, 2008
13
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers
Authors: Verloop Nico, Beijaard Douwe, Rajuan Maureen
The article explores the similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of mentor and protégé relationship. Expectations of technical and practical nature were found among members of both groups, and student teachers held more expectations for personal relationship than the cooperating teachers.
Published: 2007
Updated: Mar. 20, 2008
14
Experienced teachers' informal learning from classroom teaching
Authors: Hoekstra Annemarieke, Beijaard Douwe, Brekelmans Mieke, Korthagen Fred A. J.
A study was conducted to explore how experienced teachers learn informally through classroom teaching activities. Four aspects of activities were studied: behavior, cognition, motivation and emotion. Findings demonstrate that cognitive, affective, motivational and behavioral aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. The authors argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion.
Published: 2007
Updated: Mar. 04, 2008