Search results for: Verloop Nico
Page 2/2 17 items
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
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Updated: Mar. 02, 2009
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. The authors analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire.
Updated: Jan. 21, 2009
Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook.
Updated: Jan. 07, 2009
A reflection in the portfolios of student teachers was conducted. 39 learning portfolios were analysed through theory on learning activities. When looking back on their development as teachers, the students discussed individual experiences which had been important to them, as well as making connections between different experiences over a period of time. The student teachers made less use of the portfolios to gain a better understanding of situations and developments that had occurred.
Updated: Jul. 27, 2008
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers
The article explores the similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of mentor and protégé relationship. Expectations of technical and practical nature were found among members of both groups, and student teachers held more expectations for personal relationship than the cooperating teachers.
Updated: Mar. 20, 2008
The study examined collaborative learning activities which are presumed to be powerful learning tools for preservice teachers. Learning activities were examined in relation to changes in cognition and/or behavior of six teachers and consisted of interviews and reports. Qualitative analyses of the data showed that the collaborative learning activities resulted mostly in changes in cognition that mat be due to a high number of confirmations of own ideas or teaching methods.
Updated: Mar. 04, 2008