Search results for: Geerdink Gerda
Page 1/1 2 items
Fostering Teacher Educators’ Professional Development in Research and in Supervising Student Teachers’ Research
Teacher educators, who work at institutes for higher vocational education, should now engage in research. Hence, they suppose to become familiar with research knowledge and skills. Furthermore, they have to supervise student teachers in conducting research. This study explored whether and how different professional development activities for teacher educators contribute to the tasks set. The authors found that all activities influenced the participants’ opinions about practice-based research as a concept and about the need to add research as a new task within teacher education. Furthermore, it was found that all the participants claimed to have increased their knowledge about research developed a better understanding of research skills.
Updated: Nov. 01, 2017
Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception
In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.
Updated: Feb. 19, 2014