Search results for: Van Tartwijk Jan
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Beginning and Experienced Secondary School Teachers' Self- and Student Schema in Positive and Problematic Teacher-Student Relationships
This study explores what cognitions underlie teachers' mental representations of different types of positive and problematic relationships with their students. The findings show that when comparing positive and problematic relationships, accounts of the student schema differ. The teachers viewed their positive relationships with their students as agreeable and their problematic ones, as unagreeable. The authors found differences regarding positive relationships between novices and more experienced teachers.
Updated: Aug. 02, 2018
The purpose of this article is to assess the level of argument and content of student teachers’ reflective writings over the course of two semesters. The results showed that the mean argument levels of students’ reflective essays differed between the two consecutive semesters. The results indicated that it is important to encourage students to focus on the content of the justification, dialogue and transformative learning in their reflective essays.
Updated: Jan. 20, 2015
Beginning and End of the Internship: Student tTachers’ Interpersonal Profiles and the Accuracy of their Self-beliefs
The purpose of this study concerns student teachers’ interpersonal profiles and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. The findings reveal that there were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves.
Updated: Dec. 23, 2014
In this article, the authors describe the teacher education program of the Leiden University Graduate School of Teaching, which has recently made a shift towards a realistic approach to teacher education, and how classroom management is taught in this program. Evaluation data are presented showing the success of this approach.
Updated: Jul. 30, 2012
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms.
Updated: Apr. 01, 2009