Search results for: Van Driel Jan
Page 1/1 5 items
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
Updated: Dec. 29, 2015
Pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter. Hence, professional development programs should focus on the development of PCK. The article implies that professional development programs should be closely aligned to teachers’ professional practice.
Updated: Oct. 22, 2013
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
Teaching Together and Learning Together – Primary Science Student Teachers’ and Their Mentors’ Joint Teaching and Learning in the Primary Classroom
This article examines what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7–9. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.
Updated: Dec. 03, 2010
In the context of educational innovation, it is important to examine how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors examined the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands.The storyline method was used to elicit the teachers’ perceptions of their learning from experiences at work. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education.
Updated: Mar. 26, 2009