Search results for: Netherlands
Page 6/10 92 items
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
Dual Roles – Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum
This article describes a comparative study which conducted in Norway, Israel and The Netherlands to examine the perceptions of mentors and mentees the nature of assessment in practice teaching. The participants were 74 student teachers and 52 mentors from these three countries. The authors found high agreement between mentors and students on a number of issues related to assessment in mentoring both in the nature of teaching as well in the process of mentoring. This study also found that there is a similar level of agreement in the three contexts regarding what to assess and how the assessment is done as there is about the mentoring activity.
Updated: Jan. 31, 2012
This article presents findings from a questionnaire which was developed to explore students’ perceptions of career guidance by teachers during career conversations. Data were collected from 579 students from vocational schools in the Netherlands. Four different guidance profiles of teachers were identified. It was also found that during career conversations, teachers and students hardly talk about career subjects and mostly about school subjects.
Updated: Dec. 19, 2011
Aspects of School–University Research Networks that Play a Role in Developing, Sharing and Using Knowledge Based on Teacher Research
The goal of the present study was to explore and describe which aspects of a school–university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students. The authors combined three perspectives on a network to better understanding of knowledge processes that take place within school–university research networks. A coding system was developed to analyze aspects that play a role in knowledge processes within a school–university research network. Fifteen aspects of a school–university research network were recognized in the processes of developing, sharing and using knowledge based on research by Master’s students
Updated: Nov. 15, 2011
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Updated: May. 10, 2011
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.
Updated: Feb. 20, 2011