Search results for: Netherlands
Page 6/10 98 items
This paper focuses on the teaching profession against the background of educationalisation in the Netherlands. This research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission.
Updated: Nov. 27, 2012
SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
This article reports on a case study investigating the learning outcomes of a cross-institutional innovation project based on an integrated approach of SOAP. More specifically, this study aims to investigate the individual and organisational learning outcomes of SOAP-inspired knowledge communities based on partnerships among educational institutes. There were 37 participants in the study who had had different backgrounds and worked within inter- and intra-institutional arrangements. The authors conclude that participants valued the collaboration as well as the inter- and intra-institutional nature of the innovation project, which led to many reported instances of individual and organizational learning.
Updated: Nov. 25, 2012
The current study examines how student teachers perceive their first year of teaching, by examining how they picture their development, their key experiences during that development, and, in case of negative experiences, how they coped with those experiences. This study was carried out at a teacher education institute in the Netherlands. The findings suggest that most of the student teachers in this study perceive their own development as a path with highs and lows, and with transformative moments or periods.
Updated: Nov. 06, 2012
This article explores the potential value of mobile technologies in supporting work-based learning. The authors describe a small exploratory study that they conducted in health care education in which medical students work in hospital practice. The results reveal that co-assistants in both the survey and the pilot are most positive about the potential role of the PDA in searching for clinical information, such as reference books, guidelines or protocols, and rules of thumb. However, most co-assistants do not see the PDA as a valuable tool for communicating with others.
Updated: Oct. 24, 2012
In this article, the authors describe the teacher education program of the Leiden University Graduate School of Teaching, which has recently made a shift towards a realistic approach to teacher education, and how classroom management is taught in this program. Evaluation data are presented showing the success of this approach.
Updated: Jul. 30, 2012
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning
This follow-up study explores whether and how supervision makes a difference to teacher learning. The study describes the learning process of Nicole, an experienced teacher who had participated in the initial study. This study took place in the context of a national reform in the higher levels of secondary education in the Netherlands. During the supervisory sessions, Nicole found a way of reflecting on situations. She shifted her perspective from action-oriented reflection by herself to meaning-oriented reflection together with the students. The supervisor also helped Nicole become aware of the thought patterns obstructing her in working toward her ideal.
Updated: Jul. 18, 2012
This paper reports on a collective self-study from the authors' multiple and unique experiences of teaching self-study research in the Netherlands and the United States. The collective study resulted in six guidelines for a pedagogy of teaching self-study research.
Updated: Jun. 24, 2012
The objective of this article was to describe collaboration of the collaborative action research participants in detail and describe what they have learned. The participants were fourteen secondary teachers who came from different regions of the Netherlands, three facilitators and an academic researcher. The findings suggest that participants contributed to the collaboration by investing time and effort (contextual conditions) and by staying open, taking each others’ opinions seriously and learning how to be critical without passing judgment (communicative conditions). The authors argue that successful collaboration that includes the knowledge and questions of the participants offers an open space for authentic learning through dialogue.
Updated: May. 22, 2012
The Relationship between Departments as Professional Communities and Student Achievement in Secondary Schools
This study explores the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. The findings reveal that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.
Updated: Feb. 16, 2012
The current article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted in technical secondary vocational education. The results show that schools meet various fundamental issues in realising this approach. Characteristics like coaching, reflection and authenticity are scarcely found.
Updated: Feb. 07, 2012