Search results for: Brekelmans Mieke
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This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation. The study followed three triads: student teacher, mentor, school-based teacher educator. The study also examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions.
Updated: Nov. 28, 2012
In this study, the authors examined 32 teachers' learning in an informal learning environment. The authors analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities.
Updated: Jun. 08, 2009
A study was conducted to explore how experienced teachers learn informally through classroom teaching activities. Four aspects of activities were studied: behavior, cognition, motivation and emotion. Findings demonstrate that cognitive, affective, motivational and behavioral aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. The authors argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion.
Updated: Mar. 04, 2008