Search results for: Akkerman Sanne F.
Page 1/1 5 items
In this article, the authors investigate the extent to which three postgraduate teacher education institutes in the Netherlands pay attention to and aim to stimulate the development of community competence. This question is approached through three curriculum representations, the intended, implemented and attained curriculum. The study guides revealed that all institutes in some way or another stated the importance of developing community competence by their student teachers. However, it appears that community competence is weakly conceptualised in the intended curriculum. Furthermore, in the implemented and attained curricula, teacher educators, student teachers and the materials showed that there was no systematic and explicit policy for stimulating the development of community competence of student teachers.
Updated: Nov. 25, 2015
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Updated: Aug. 04, 2015
In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.
Updated: Sep. 30, 2014
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
This article offers a theoretical confirmation to the multiple, discontinuous and social nature of teacher identity claimed by others. This paper simultaneously nuances this view by emphasizing the unitary, continuous and individual nature of teacher identity. The paper stresses that teacher development takes place in the form of self-dialogues between different parts of self.
Updated: Nov. 17, 2011