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91.
Annemarieke Hoekstra Mieke Brekelmans Douwe Beijaard Fred Korthagen 《Teaching and Teacher Education》2009
In this study on 32 teachers' learning in an informal learning environment, we 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. Changes in conceptions appeared to correlate with the activities obtaining new ideas, experimenting with new methods, and reflecting on why certain teaching methods seem to be effective and others not. Only one teacher became more ASL-oriented in both behavior and conceptions. The apparent variation in teachers' informal learning should lead to differentiated support for teacher learning in the workplace. 相似文献
92.
This study focuses on an under-researched area, namely the fulfilment of basic psychological needs of student teachers during their first teaching experiences. Based on the Self-determination Theory of Ryan and Deci [(2002). Overview of self-determination theory: An organismic dialectical perspective. In E.L. Deci, R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester: The University of Rochester Press] and the work of Epstein [(1998a). Cognitive-experiential self-theory: A dual-process personality theory with implications for diagnosis and psychotherapy. In R.F. Bornstein, J.M. Masling (Eds.), Empirical perspectives on the psychoanalytic unconscious (pp. 99–140). Washington, DC: APA; (1998b). Constructive thinking: The key to emotional intelligence. Westport: Praeger], it could be demonstrated that need fulfilment has a strong influence on student teachers’ teaching experiences, especially in a non-rational way, for instance through feelings and images. Thwarting of the needs appears to be correlated with images showing fight, flight, and freeze tendencies, whereas need fulfilment concurs with flow tendencies. The fulfilment of the need for competence, relatedness, and autonomy in student teachers is considerably less than in experienced teachers. We discuss the consequences for research in this field, and recommendations for teacher education. 相似文献
93.
The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in SEE were classified as poor readers. On average, the GEE poor readers were better readers than those in SEE, but the findings do not point to substantial differences in reading processes between the two reader groups. Hypotheses about the nature of the referral process that may cause this surprisingly strong relation between poor reading ability and SEE placement are advanced. 相似文献
94.
Ysenbaert Joke Van Houtte Mieke Van Avermaet Piet 《Educational Assessment, Evaluation and Accountability》2020,32(2):107-126
Educational Assessment, Evaluation and Accountability - There is no question that teachers nowadays are challenged to adapt their teaching practices to the needs that arise from increasing... 相似文献