Zobrazeno 1 - 10
of 167
pro vyhledávání: '"Jos Beishuizen"'
Publikováno v:
Tran, T B, Van Den Berg, E, Ellermeijer, T & Beishuizen, J 2017, ' Learning to teach inquiry with ICT ', Physics Education, vol. 53, no. 1, 015003, pp. 1-7 . https://doi.org/10.1088/1361-6552/aa8a4f
Physics Education, 53(1):015003, 1-7. IOP Publishing Ltd.
Physics Education, 53(1):015003, 1-7. IOP Publishing Ltd.
Research has shown that the objectives for laboratory teaching - just as with other teaching methods - are often not achieved and that many laboratory sessions are ineffective and yet expensive in terms of pupil and teacher time, and facilities. Ther
Publikováno v:
van Lankveld, T A M, Schoonenboom, J I, Volman, M, Croiset, G & Beishuizen, J 2017, ' Developing a teacher identity in the university context : A systematic review of the literature ', Higher Education Research & Development, vol. 36, no. 2, pp. 325-342 . https://doi.org/10.1080/07294360.2016.1208154
Higher Education Research & Development
Higher Education Research & Development, 36(2), 325-342. Taylor and Francis Ltd.
HIGHER EDUCATION RESEARCH & DEVELOPMENT, 36(2), 325-342. Taylor and Francis Ltd.
Higher Education Research and Development, 36(2), 325-342. Taylor and Francis Ltd.
van Lankveld, T, Schoonenboom, J, Volman, M, Croiset, G & Beishuizen, J 2017, ' Developing a teacher identity in the university context: a systematic review of the literature ', HIGHER EDUCATION RESEARCH & DEVELOPMENT, vol. 36, no. 2, pp. 325-342 . https://doi.org/10.1080/07294360.2016.1208154
Higher Education Research & Development
Higher Education Research & Development, 36(2), 325-342. Taylor and Francis Ltd.
HIGHER EDUCATION RESEARCH & DEVELOPMENT, 36(2), 325-342. Taylor and Francis Ltd.
Higher Education Research and Development, 36(2), 325-342. Taylor and Francis Ltd.
van Lankveld, T, Schoonenboom, J, Volman, M, Croiset, G & Beishuizen, J 2017, ' Developing a teacher identity in the university context: a systematic review of the literature ', HIGHER EDUCATION RESEARCH & DEVELOPMENT, vol. 36, no. 2, pp. 325-342 . https://doi.org/10.1080/07294360.2016.1208154
This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studi
Publikováno v:
Cambridge Journal of Education, 47(1), 135-154. Taylor & Francis
Gaikhorst, L, Beishuizen, J, Zijlstra, B J H & Volman, M L L 2017, ' The sustainability of a teacher professional development programme for beginning urban teachers ', Cambridge Journal of Education, vol. 47, no. 1, pp. 135-154 . https://doi.org/10.1080/0305764X.2015.1125449
Cambridge Journal of Education, 47(1), 135-154. Routledge
Gaikhorst, L, Beishuizen, J, Zijlstra, B J H & Volman, M L L 2017, ' The sustainability of a teacher professional development programme for beginning urban teachers ', Cambridge Journal of Education, vol. 47, no. 1, pp. 135-154 . https://doi.org/10.1080/0305764X.2015.1125449
Cambridge Journal of Education, 47(1), 135-154. Routledge
This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quas
Autor:
Rashmi A. Kusurkar, Gerda Croiset, Monique Volman, T.A.M. van Lankveld, Jos Beishuizen, Judith Schoonenboom
Publikováno v:
Advances in Health Sciences Education.
van Lankveld, T A M, Schoonenboom, J I, Kusurkar, R A, Volman, M, Beishuizen, J & Croiset, G 2017, ' Integrating the teaching role into one's identity : A qualitative study of beginning undergraduate medical teachers ', Advances in Health Sciences Education, vol. 22, no. 3, pp. 601 . https://doi.org/10.1007/s10459-016-9694-5
Advances in Health Sciences Education, 22(3), 601-622. Springer Netherlands
Advances in Health Sciences Education
Advances in Health Sciences Education, 22, 601-622. Springer Netherlands
van Lankveld, T, Schoonenboom, J, Kusurkar, R A, Volman, M, Beishuizen, J & Croiset, G 2017, ' Integrating the teaching role into one’s identity : a qualitative study of beginning undergraduate medical teachers ', Advances in Health Sciences Education, vol. 22, pp. 601-622 . https://doi.org/10.1007/s10459-016-9694-5
Advances in Health Sciences Education, 22(3). Springer Netherlands
van Lankveld, T A M, Schoonenboom, J I, Kusurkar, R A, Volman, M, Beishuizen, J & Croiset, G 2017, ' Integrating the teaching role into one's identity : A qualitative study of beginning undergraduate medical teachers ', Advances in Health Sciences Education, vol. 22, no. 3, pp. 601 . https://doi.org/10.1007/s10459-016-9694-5
Advances in Health Sciences Education, 22(3), 601-622. Springer Netherlands
Advances in Health Sciences Education
Advances in Health Sciences Education, 22, 601-622. Springer Netherlands
van Lankveld, T, Schoonenboom, J, Kusurkar, R A, Volman, M, Beishuizen, J & Croiset, G 2017, ' Integrating the teaching role into one’s identity : a qualitative study of beginning undergraduate medical teachers ', Advances in Health Sciences Education, vol. 22, pp. 601-622 . https://doi.org/10.1007/s10459-016-9694-5
Advances in Health Sciences Education, 22(3). Springer Netherlands
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education
Autor:
Jos Beishuizen, Didi M.E. Griffioen, Björn B. de Koning, Annedien G. Pullen, Judith Schoonenboom
Publikováno v:
Studies in Higher Education, 43(11), 2059-2071. Routledge, Taylor & Francis Group
Pullen, A G, Griffioen, D M E, Schoonenboom, J, de Koning, B B & Beishuizen, J J 2018, ' Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks ', Studies in Higher Education, vol. 43, no. 11, pp. 2059-2071 . https://doi.org/10.1080/03075079.2017.1304376
Studies in Higher Education, 43(11), 2059-2071. Routledge
Pullen, A G, Griffioen, D M E, Schoonenboom, J, de Koning, B B & Beishuizen, J J 2018, ' Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks ', Studies in Higher Education, vol. 43, no. 11, pp. 2059-2071 . https://doi.org/10.1080/03075079.2017.1304376
Studies in Higher Education, 43(11), 2059-2071. Routledge
It is often assumed that students with a higher potential for excellence are less motivated to collaborate. So far, the question remains whether this is actually the case. This survey study investigated the influence of business students’ (N = 389)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bf45fbd394746e7d5db795c5c729c647
https://hdl.handle.net/20.500.11884/54b26544-d41a-4fb2-a46d-8bcd4e107e16
https://hdl.handle.net/20.500.11884/54b26544-d41a-4fb2-a46d-8bcd4e107e16
Publikováno v:
Teaching and Teacher Education, 67, 399-409. Elsevier Limited
van Lankveld, T, Schoonenboom, J, Croiset, G, Volman, M & Beishuizen, J 2017, ' The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres ', Teaching and Teacher Education, vol. 67, pp. 399-409 . https://doi.org/10.1016/j.tate.2017.07.011
Teaching and Teacher Education, 67, 399-409. Elsevier
van Lankveld, T A M, Schoonenboom, J I, Croiset, G, Volman, M L L & Beishuizen, J 2017, ' The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres. ', Teaching and Teacher Education, vol. 67, pp. 399 . https://doi.org/10.1016/j.tate.2017.07.011
Teaching and Teacher Education, 67. Elsevier Limited
Teaching and Teacher Education
van Lankveld, T, Schoonenboom, J, Croiset, G, Volman, M & Beishuizen, J 2017, ' The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres ', Teaching and Teacher Education, vol. 67, pp. 399-409 . https://doi.org/10.1016/j.tate.2017.07.011
Teaching and Teacher Education, 67, 399-409. Elsevier
van Lankveld, T A M, Schoonenboom, J I, Croiset, G, Volman, M L L & Beishuizen, J 2017, ' The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres. ', Teaching and Teacher Education, vol. 67, pp. 399 . https://doi.org/10.1016/j.tate.2017.07.011
Teaching and Teacher Education, 67. Elsevier Limited
Teaching and Teacher Education
Many teachers at university medical centres struggle with the poor reputation of teaching compared to research and patient care. Although professional development activities have been shown to strengthen teachers' identification with teaching, the pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::406eb93f07caaadfe6ad8ac6a1d8d0f7
https://research.vumc.nl/en/publications/db7390a7-b79d-4a61-959a-4a4b9bda0c74
https://research.vumc.nl/en/publications/db7390a7-b79d-4a61-959a-4a4b9bda0c74
Publikováno v:
European Journal of Teacher Education, 38(1), 41-57. Routledge
European Journal of Teacher Education, 2015(38):1, 41-57. Routledge
Gaikhorst, L, Beishuizen, J J, Zijlstra, B J H & Volman, M L L 2015, ' Contribution of a professional development programme to the quality and retention of teachers in an urban environment ', European Journal of Teacher Education, vol. 2015, no. 38, 1, pp. 41-57 . https://doi.org/10.1080/02619768.2014.902439
European Journal of Teacher Education, 2015(38):1, 41-57. Routledge
Gaikhorst, L, Beishuizen, J J, Zijlstra, B J H & Volman, M L L 2015, ' Contribution of a professional development programme to the quality and retention of teachers in an urban environment ', European Journal of Teacher Education, vol. 2015, no. 38, 1, pp. 41-57 . https://doi.org/10.1080/02619768.2014.902439
This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixe
Publikováno v:
European Journal of Teacher Education, 40(1), 46-61. Routledge
Gaikhorst, L, Beishuizen, J, Roosenboom, B & Volman, M 2017, ' The challenges of beginning teachers in urban primary schools ', European Journal of Teacher Education, vol. 40, no. 1, pp. 46-61 . https://doi.org/10.1080/02619768.2016.1251900
Gaikhorst, L, Beishuizen, J, Roosenboom, B & Volman, M 2017, ' The challenges of beginning teachers in urban primary schools ', European Journal of Teacher Education, vol. 40, no. 1, pp. 46-61 . https://doi.org/10.1080/02619768.2016.1251900
This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backg
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4285514252fbd6bb4c373fd3a583a141
https://research.vu.nl/en/publications/55200662-7e6f-4c35-b744-8afced3e4524
https://research.vu.nl/en/publications/55200662-7e6f-4c35-b744-8afced3e4524
Autor:
Nico Verloop, Sanne Akkerman, Jan D. Vermunt, I.J.J. Vandyck, Jos Beishuizen, Rick de Graaff, M. Dobber, Albert Pilot
Publikováno v:
European Journal of Teacher Education, 36(3), 346-363. Routledge
Dobber, M, Vandyck, I J J, Akkerman, S F, de Graaff, R, Beishuizen, J J, Pilot, A, Verloop, N & Vermunt, J D 2013, ' The development of community competence in the teacher education curriculum ', European Journal of Teacher Education, vol. 36, no. 3, pp. 346-363 . https://doi.org/10.1080/02619768.2012.718326
Dobber, M, Vandyck, I J J, Akkerman, S F, de Graaff, R, Beishuizen, J J, Pilot, A, Verloop, N & Vermunt, J D 2013, ' The development of community competence in the teacher education curriculum ', European Journal of Teacher Education, vol. 36, no. 3, pp. 346-363 . https://doi.org/10.1080/02619768.2012.718326
Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent
Autor:
Monique Volman, Judith Schoonenboom, Thea van Lankveld, Jos Beishuizen, Gerda Croiset, Rashmi A. Kusurkar
Publikováno v:
BMC Medical Education, 16:109. BioMed Central
van Lankveld, T A M, Schoonenboom, J, Kusurkar, R, Beishuizen, J, Croiset, G & Volman, M 2016, ' Informal teacher communities enhancing the professional development of medical teachers: a qualitative study ', BMC Medical Education, vol. 16, 109 . https://doi.org/10.1186/s12909-016-0632-2
BMC Medical Education
van Lankveld, T A M, Schoonenboom, J I, Kusurkar, R A, Beishuizen, J, Croiset, G & Volman, M 2016, ' Informal teacher communities enhancing the professional development of medical teachers : A qualitative study ', BMC Medical Education, vol. 16, 109 . https://doi.org/10.1186/s12909-016-0632-2
van Lankveld, T A M, Schoonenboom, J, Kusurkar, R, Beishuizen, J, Croiset, G & Volman, M 2016, ' Informal teacher communities enhancing the professional development of medical teachers: a qualitative study ', BMC Medical Education, vol. 16, 109 . https://doi.org/10.1186/s12909-016-0632-2
BMC Medical Education
van Lankveld, T A M, Schoonenboom, J I, Kusurkar, R A, Beishuizen, J, Croiset, G & Volman, M 2016, ' Informal teacher communities enhancing the professional development of medical teachers : A qualitative study ', BMC Medical Education, vol. 16, 109 . https://doi.org/10.1186/s12909-016-0632-2
Background Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher commun