Search results for: Netherlands
Page 9/10 92 items
Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook.
Updated: Jan. 07, 2009
This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation.
Updated: Jan. 07, 2009
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as an important aspect. The authors investigate the link between the nature of students’ feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students’ products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback.
Updated: Dec. 07, 2008
The development of the professional identity of two teacher educators in the context of Dutch teacher education
The article examines the question of development of professional identity of fice teacher educator from three generations. It explores the three youngest teacher educators on the topic of how these educators develop from teacher to teacher educators. The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally.
Updated: Sep. 11, 2008
Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands
The Dutch have been studying competencies of teachers at secondary and higher education. The article describes the Dutch standards. Findings are that Dutch educators sharing the content in a professional dialogue with peer assessors or by asking teacher educators to write about authentic situations in which different competencies are integrated and related to one another. The development of the Dutch standard by the teacher educators themselves contributed to powerful feelings of ownership.
Updated: Sep. 11, 2008
This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dissatisfaction /satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning.
Updated: Jun. 26, 2008
Virtual environments are able to extend the space of interaction beyond the classroom. In order to analyze how distributed cognition functions in such an extended space, we suggest focusing on the architecture of intersubjectivity. The Euroland project—a virtual land created and populated by seven classrooms supported by a team of researchers—was analyzed with the aim of tracking down the process and the structure of intersubjectivity.
Updated: Apr. 12, 2008
The aim of the study was to describe students' and teacher educators' practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools.
Updated: Apr. 01, 2008
The article shows how the Netherlands has partly accommodated itself to greater cultural diversity through compulsory reforms like intercultural education and citizenship education and through its long-established structure of public funding for pedagogically and religiously diverse schools. It also shows the double standards applied to Christian and Islamic schools in the media and public debate.
Updated: Mar. 23, 2008
Teachers' Experiences and Perceptions of Primary EFL in Norway and the Netherlands: A Comparative Study
In this article, the authors compare the primary teaching of English in Norway and the Netherlands, utilizing surveys. Among the issues considered were: starting age, hours of instruction, teacher competence, teacher priorities, the use of the target language for instruction, and materials used. The study placed special emphasis on the transition from primary to secondary level.
Updated: Jan. 22, 2008