Examiners’ perceptions in surgical education: the blind spot in the assessment of OSCEs

Surgical oncolog

Interpersonal adaptation in teacher-student interaction

Teacher-student relationships play a crucial role in the quality of teaching and learning. Daily interpersonal interactions in classrooms are the building blocks of teacher-student relationships. With the aim to add to insights on teaching and learning, we specifically explored interpersonal adaptation in daily interactions. Adaptation, i.e., how people respond to each other's actions and reactions, is a defining characteristic of interactions. We studied 35 classrooms in secondary education. Although the degree and nature of interpersonal adaptation was in general consistent with interpersonal theory, degree of adaptation varied considerably between classrooms. In classrooms with a more preferred teacher-student relationship, behaviour of teachers and the adaptation to the behaviour of their students was more in accordance with professional standards, compared to classrooms with a less preferred relationship. Conceptualizations and results of the present study contribute to theory on teacher-student interaction, as well as the practice of teacher professional development (e.g., video coaching).Teaching and Teacher Learning (ICLON

Tensions experienced by teachers when participating in a professional learning community

Contains fulltext : 199560.pdf (publisher's version ) (Open Access)29 november 201

Teachers' choices for the teaching career and their teacher-student interpersonal relationships in the classroom

This paper reports on the relationships between teachers’ reasons forchoosing a teaching career and their interpersonal behaviour in the classroom. In doing so,it extends international research with the FIT-Choice scale - an instrument that examinesdifferent classes of teachers’ motivations: perceived abilities; intrinsic, personal & socialutility values; and task perceptions (Richardson & Watt, 2006; Watt & Richardson, 2007,2008) – to the context of the Netherlands. It also contributes by linking the framework toresearch on teacher-student interpersonal behaviour in the classroom (Wubbels,Brekelmans, den Brok & van Tartwijk, 2006). Teacher-student interpersonal behaviour isconceptualised here in terms of two major dimensions: control (the degree to which theteacher determines the interaction) and affiliation (the degree to which teachers andstudents are cooperative or oppositional). Prior research suggests that teacher-studentinterpersonal behaviour is strongly linked to other teaching variables, teacher stress orburn-out, but also to student outcomes (Wubbels et al., 2006)

De PLG-begeleider en het begeleiden van een PLG

Teaching and Teacher Learning (ICLON

The development of teacher interpersonal competence throughout the career : professional identity

Aiming at a better understanding of teacher burn out and attrition, the main object of this study is the development of teacher interpersonal expertise , with a special focus on the professional identity development, one of the components of teacher expertise. Two other main components, interpersonal behavior and knowledge, are discussed elsewhere. Drawing upon the concepts of the Dynamic Systems Theory, teacher identity is seen as a system of continuous processes of change and is measured on two interrelated time-scales, micro and macro. The research will focus on the characteristics of the interpersonal component of identity and will explore how this is related by work characteristics and personal variables. The personal as well as the professional identity are object of research. In this longitudinal mixed method study, in-depth interviews and semi-structured questionnaires are conducted and analyzed according to the grounded theory approach, from which identity portraits will be constructed. Analyzing teacher’s narratives this way will enable us to gain insight in the complexity of becoming, being and staying a teacher