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Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
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Martijn Leenknecht Priscilla Hompus Marieke van der Schaaf 《Assessment & Evaluation in Higher Education》2019,44(7):1069-1078
To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approach as a mediating factor. Results indicated that students use both monitoring and inquiry strategies of feedback seeking, but they preferred monitoring. The association between feedback seeking behaviour and goal orientation was stronger for mastery goals than for performance goals. The preference for monitoring is stronger for students with more performance goal orientation. Deep learning approach was found to be a mediator in the relationship between goal orientation and feedback seeking behaviour. It can be concluded that students with the goal to learn from the activity will use more deep learning strategies and will seek more feedback, both in an active and passive way. This effect is less present for students with performance goals. 相似文献
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Practice-based research and supervising students’ research has become an important task for higher vocational institutes, including the teacher education departments. However, conducting practice-based research is not always common practice for a great number of teacher educators. Therefore, professional development activities are undertaken to support teacher educators in their new role as a researcher. This paper reports on one of those activities: a community of inquiry in which teacher educators conducted a collaborative research on a shared topic derived from their practices, in order to examine teacher educators’ professional development and to identify key characteristics for setting up such a community. All participants reported developments in practice-based research skills and knowledge, and developments regarding supervising students’ research. In addition, they reported on developments in their beliefs regarding research and on the topic under research. They also reported the impact of the community on other parts of their profession. Commitment, time, teacher educators as experienced researchers and completing the research stages are identified as key characteristics. 相似文献
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Martina S. J. van Uum Roald P. Verhoeff Marieke Peeters 《International Journal of Science Education》2016,38(3):450-469
Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry. 相似文献
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Parental Involvement in Children’s Learning: The Case of Cochlear Implantation—Parents as Educators?
Marieke Bruin 《Scandinavian Journal of Educational Research》2018,62(4):601-616
Extensive research emphasises the importance of parental involvement for children’s learning and academic achievement. This paper reports from a Norwegian study researching parents’ experiences on follow-up after their child’s cochlear implantation. Within this context, parental involvement is suggested to be of major importance for the child’s language learning. The study explores the parents’ talk on their involvement in the child’s language after implantation. Data consist of 27 written parental accounts and interviews with 14 of these parents. The analysis shows the parents’ extensive involvement in the child’s language learning. The study brings into conversation how understandings of learning influence parental involvement, leading to implications for the parents and children involved. It addresses a need for debate on how parents can support children’s learning, whilst avoiding parenthood becoming a series of educational tasks. 相似文献
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Goal‐Directed Correlates and Neurobiological Underpinnings of Adolescent Identity: A Multimethod Multisample Longitudinal Approach 
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下载免费PDF全文 Andrik I. Becht Marieke G.N. Bos Stefanie A. Nelemans Sabine Peters Wilma A.M. Vollebergh Susan J.T. Branje Eveline A. Crone 《Child development》2018,89(3):823-836
This multimethod multisample longitudinal study examined how neurological substrates associated with goal directedness and information seeking are related to adolescents’ identity. Self‐reported data on goal‐directedness were collected across three biannual waves in Study 1. Identity was measured one wave later. Study 1 design and measurements were repeated in Study 2 and extended with structural brain data (nucleus accumbens [NAcc] and prefrontal cortex gray matter volume [PFC]), collected across three biannual waves. Study 1 included 497 adolescents (Mage T1 = 13.03 years) and Study 2 included 131 adolescents (Mage T1 = 14.69 years). Using latent growth curve models, goal directedness, NAcc, and PFC volume predicted a stronger identity one wave later. These findings provide crucial new insights in the underlying neurobiological architecture of identity. 相似文献
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Agaath Dekker-Groen Marieke Van der Schaaf Karel Stokking 《Scandinavian Journal of Educational Research》2013,57(2):231-254
In vocational education, students have to develop competences for reflection to self-regulate their development during their career. Students' reflection can be supported by teachers interacting with students and giving them prompts. In this study, 46 videotaped feedback dialogues of 23 teachers and their individual students were analysed. A total of 16 teachers participated in a training programme and 7 teachers formed a control group. The study aimed to investigate teachers' questions and responses and students' reactions, and the effects of the training programme. Analysis showed that, in the post-test, the trained group used a broader repertoire than the control group. The trained group, on average, used more hybrid prompts, deep reasoning questions, and prompt responses, which potentially stimulate students to elaborate and reflect. 相似文献
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Marieke van Geel Adrie J. Visscher Bernard Teunis 《School Effectiveness & School Improvement》2017,28(3):443-462
There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors identified 12 potentially critical factors for the successful implementation of DBDM. Following an intensive DBDM intervention, 16 schools’ characteristics were studied and related to the success of DBDM implementation after participating in an intensive DBDM intervention for 2 subsequent academic years. Strong instructional leadership, maximum exposure to the intervention, standardization of work processes, as well as staff continuity and a strong academic coach appear to be strongly related to implementation success. The remaining school context features and the culture and structure of the schools were not associated with the success of DBDM implementation. 相似文献
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The purpose of this study was to investigate which competencies underlie teachers' entrepreneurial behaviour. Based on the literature and discussions in the field, six competencies (entrepreneurial knowledge, career adaptability, occupational self-efficacy, creative thinking, networking skill, teamwork skill) and entrepreneurial climate were included in the research model. A questionnaire was developed and tested in a pilot study (n = 178). A sample of 255 teachers from five different vocational schools in the Netherlands participated in the main study. The findings supported most expectations; only occupational self-efficacy was not significantly related to entrepreneurial behaviour. This study has theoretical and practical implications. 相似文献