Search results for: Netherlands
Page 10/10 98 items
Towards the Re-Articulation of the Work of Teacher Educators in Higher Education Institutions in England
The article refers to professional standards for teacher educators for teacher that have develop be the Netherlands and the United States. These standards are used to identify the professional expertise of teacher educators, to analyse their professional development needs, and to provide assessment mechanisms for accreditation. This article outlines the Dutch and American initiative' and draws on three models for developing a similar framework with teacher educators in England.
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
The article discusses school linked models for teacher education in England, France, Germany, the Netherlands and Sweden, and what, if any, are the consequences of the models in terms of teacher quality. The authors note a substantial variation between countries in terms of integration between the institution and the school, emphasis on practical learning, embedding of teacher education and duration of teacher education.
Updated: Jan. 16, 2008
The article reviews a synthesis of evaluation studies of alternative teacher certification programs that were introduced in the Netherlands between 2000 and 2005. The evaluation studies examined intake assessment, workplace learning, mentoring, and opportunities to qualify in all basic aspects of teaching. Findings raised concern about the alternative certification programs and offered some recommendations for change.
Updated: Jan. 14, 2008