Search results for: Netherlands
Page 5/10 93 items
Measuring Teachers’ and Student Teachers’ Perceptions of Practice-Based Research in PDS and Non-PDS Settings
This study investigated the perceptions of experienced teachers and student teachers in Netherlands with respect to different aspects of practice-based research in professional development schools (PDS) and non-PDS settings and to what degree these perceptions differed. The respondents were asked about their perceptions of several distinguished elements associated with the four main concepts of practice-based research: contextual input, personal input, the research process and the learning outcomes. The findings revealed that the Questionnaire on Teacher Research to be a useful, reliable and valid tool for assessing teachers’ and student teachers’ perceptions of their practice-based research efforts in secondary education schools. Furthermore, it appeared that respondents scored, on average, highest with respect to their research motives and the outcomes of practice-based research.
Updated: Feb. 25, 2015
In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.
Updated: Sep. 30, 2014
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Updated: Mar. 19, 2014
Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception
In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.
Updated: Feb. 19, 2014
The purpose of this study is to disclose the types and content of dilemmas teacher educators in Turkey faced with as well as the strategies they used to cope with them. Additionally, the findings were compared with datasets from Israel and The Netherlands in order to make cross-cultural comparisons. The findings indicate that teacher educators are concerned with improving their pedagogy and professionalism in teaching for teaching, with a prime concern for being an initiator of learning. The comparison of the findings reveals that the theory–practice-related dilemmas are among the most prominent across contexts. Furthermore, the comparison's findings reveal that while Israeli and Dutch educators express a preference for the involvement of their students as a strategy to cope with their dilemmas, Turkish educators seem to be coping with them either on their own or by seeking advice from their colleagues.
Updated: Feb. 18, 2014
Three secondary schools in Amsterdam decided to facilitate teachers in their schools to engage in practice research. The overall aim of the pilot programme was to connect the three elements of teaching, development and research to each other and to embed them in the schools’ practice in such a way as to increase their capacity for innovation. The authors conclude that this research shows the importance of teamwork. Furthermore, teacher researchers need to be given a clear position and status within the school. Finally, the school management can also help ensure that the results of the research are actually used within the school by giving the teacher researchers a leading role in team meetings and study days.
Updated: Oct. 23, 2013
This paper focuses on the teaching profession against the background of educationalisation in the Netherlands. This research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission.
Updated: Nov. 27, 2012
SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
This article reports on a case study investigating the learning outcomes of a cross-institutional innovation project based on an integrated approach of SOAP. More specifically, this study aims to investigate the individual and organisational learning outcomes of SOAP-inspired knowledge communities based on partnerships among educational institutes. There were 37 participants in the study who had had different backgrounds and worked within inter- and intra-institutional arrangements. The authors conclude that participants valued the collaboration as well as the inter- and intra-institutional nature of the innovation project, which led to many reported instances of individual and organizational learning.
Updated: Nov. 25, 2012
The current study examines how student teachers perceive their first year of teaching, by examining how they picture their development, their key experiences during that development, and, in case of negative experiences, how they coped with those experiences. This study was carried out at a teacher education institute in the Netherlands. The findings suggest that most of the student teachers in this study perceive their own development as a path with highs and lows, and with transformative moments or periods.
Updated: Nov. 06, 2012
This article explores the potential value of mobile technologies in supporting work-based learning. The authors describe a small exploratory study that they conducted in health care education in which medical students work in hospital practice. The results reveal that co-assistants in both the survey and the pilot are most positive about the potential role of the PDA in searching for clinical information, such as reference books, guidelines or protocols, and rules of thumb. However, most co-assistants do not see the PDA as a valuable tool for communicating with others.
Updated: Oct. 24, 2012