Search results for: Bergen Theo C. M.
Page 2/2 14 items
In this paper, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. Furthermore, a typology of six reflection possibilities is produced. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers.
Updated: Feb. 18, 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
The article explores the skills needed by mentor teachers in order to succeed as advisors and instructors. The study identified seven supervisory skills within 60 mentoring dialogues. After training, however, a shift was observed regarding the frequencies and duration of each supervisory skill. The training positively affected the use of skills and the stimulation of reflection in student teachers.
Updated: Apr. 08, 2008
Reciprocal peer coaching provides teachers with experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. This article studies the learning process of teachers who took part in reciprocal peer coaching using the Model of Teacher Professional Growth as an analytical tool and describes the underlying principles of the model.
Updated: Mar. 04, 2008