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Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
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Educational dialogues and the fostering of pupils' independence: the practices of two teachers 总被引：1，自引：1，他引：0
If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions. 相似文献
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Ditte Lockhorst Wilfried Admiraal Albert Pilot Wim Veen 《Education and Information Technologies》2002,7(4):377-384
In the design of a Telematic Learning Environment (TLE) in which student teachers learn collaboratively, we consider three clusters of design elements as important: the Telematic Work Environment, the guidance of the instructor and the task instruction. We will have a look at the way group and task behaviour, triggered by these design elements influence the collaborative outcomes. Experiments have revealed that the technical environment is not as important as we had expected beforehand. This research shows that the task instruction (pre-imposed structure, role taking and intrinsic motivation for the task) and the group process itself have far more impact on the online collaborative work of the student teachers. 相似文献
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Admiraal Wilfried F. Lockhorst Ditte Wubbels Theo Korthagen Fred A.J. Veen Wim 《Learning Environments Research》1998,1(1):59-74
The use of computer conferencing environments with student teachers and their supervisors was implemented during teaching practice and evaluated for four teacher education programs. Computer conferencing can be contrasted with the more common supervision methods, such as face-to-face conferences between the student teacher and the cooperating teacher, or between a group of student teachers and their supervisor at the teacher education institute. In our evaluation, we focused on participants' opinions of computer conferencing and their participation, activities and educational outcomes. During their field experiences, student teachers used computer conferencing primarily to exchange emotional support when they recognised similar experiences among their peers. It was less used for reflecting on their teaching and exchanging pedagogical content knowledge, including instructional methods and designs, classroom management strategies, general and instructional theories, and aspects of the teaching profession. This finding led to the conclusion that more attention should be paid to the structure of student teachers' learning environment, because more coaching and instruction of student teachers in their systematic and reflective use of computer conferencing leads to more varied and extensive communication 相似文献
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