79 research outputs found
The Collaborating Teacher as Co-educator in Teacher Education.
In this article a report will be given on a research project of the Teacher Education Department of Leiden University, The Netherlands. The research focuses on the role of the collaborating / cooperating teacher in the one year postgraduate teacher training course which is followed by candidates having their masters in a variety of subjects
The change of science teachers' personal knowledge about teaching models and modelling in the context of science education reform
In order to enhance teachers' professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers' personal knowledge about teaching models and modelling in science within the context of educational reform in the Netherlands. The study followed nine experienced science teachers during the first years of the implementation of a new syllabus, which emphasises models and modelling. Data collection consisted of the repeated administration of a Repertory Grid instrument. From the results, three different types of personal knowledge concerning teaching models and modelling in science were identified, each of which showed significant change over time. Type 1 combined modelling as an activity undertaken by students with the learning of specific model content. In Type 2 the learning of model content was combined with critical reflection on the role and nature of models in science. Finally, in Type 3, the learning of model content involved both students' production and revision of models, and a critical examination of the nature of scientific models in general. Implications for the teachers' professional development are discussed
Professionele ontwikkeling van leraren:een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren
Professionele ontwikkeling van leraren:een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren
Reviewstudie in opdracht van en gesubsidieerd door NWO-PROO (Grant no. 441-080353
Teacher agency within the context of formative teacher assessment:An in-depth analysis
Teachers' agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in control of the learning process and able to pursue their learning objectives, but also whether agency was visible, by looking at decision-making in real time: did teachers take an active role in their own assessment, especially regarding the learning objectives to be pursued, during the assessment meetings? We found that teachers experienced a high level of agency while participating in the assessment procedure, but did not consistently show this during the assessment procedure
The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors
The Change of Science Teachersâ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform
Relating academics' ways of integrating research and teaching to their students' perceptions
Modern and Contemporary Studie
The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups
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