Search results for: Netherlands
Page 4/10 98 items
This study focuses on the learning outcomes and professional development goals formulated by teacher educators who took part a professional development programme while putting together their registration portfolio. Findings were compared with those of a study on the first cohort in 2002, without the support of a professional development programme. The authors conclude that research shows that important aspects of the professional development of teacher educators are a clear frame of reference, attention for the important roles of teacher of teachers and teacher–researcher, inquiry-driven learning in a diverse community of teacher educators, interaction with practice, and inquiry into one’s own practice.
Updated: Apr. 13, 2016
This study examined the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. The findings show that significant differences were found between school-based and university-based teacher educators. While most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills.
Updated: Feb. 23, 2016
This study investigated the development of second-year student teachers’ research knowledge and changes in their beliefs and attitude towards research during an introductory research course at an institute for primary teacher education. Remarkably the student teachers’ initial beliefs towards research were already quite positive. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude.
Updated: Feb. 21, 2016
The present paper reports on the results of a research project in which 18 teacher educators in three countries—Australia, The Netherlands, and United Kingdom—were interviewed about their experiences of working in the so-called “third space” between schools and universities, particularly in relation to the practicum, or field supervision. This research examined how university-based teacher educators manage the challenges inherent in working with mentor/cooperating teachers after having been or when still practicing as teachers in schools.
Updated: Jan. 27, 2016
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
Updated: Dec. 29, 2015
Responding to Teacher Shortages: Relationships among Mobility Experiences, Attitudes, and Intentions of Dutch Teachers
This study examines how the experience with mobility and the attitude towards mobility of Dutch secondary school teachers shape their intentions to be mobile. The findings reveal that attitudes towards mobility were linked to past experience with mobility and there is a strong relationship between the attitude towards mobility and the intention to be mobile.
Updated: Dec. 07, 2015
The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Updated: Dec. 07, 2015
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
In this article, the authors draw on two purposefully selected case studies of student teachers to explore the implications of this alternative understanding of the nature and consequences of resistance. This cross-case analysis focuses on the causes and manifestations of friction over time. The findings indicate that resistance itself, and its causes, should be understood as interactive in multiple ways. The two participants identified different causes for the friction they experienced at different moments in time. Moreover, almost each time they identified a certain cause, they added that it might work differently for other students or that they could also see how it would work, but just not under the given circumstances.
Updated: Sep. 08, 2015
This study investigated how to educate student teachers to develop a focus on student learning during teacher education. The designed learning environment characterized by the use of authentic contexts, authentic tasks and reflective dialogues. The study indicates that it is possible to change student teachers’ conceptions in a relative short period of time, even though there were substantial differences between student teachers. More specifically, six student teachers developed more constructivist and less transmissive conceptions as a result of the designed learning environment. The other four student teachers showed the same change in the drawings, and also developed more or maintained constructivist conceptions as shown in the metaphors, but maintained or showed less constructivist conceptions in the questionnaires.
Updated: Aug. 31, 2015