Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Lisa Gaikhorst"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Social justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape
Externí odkaz:
https://doaj.org/article/d4490e3616cd4b08aea6f88c472ce2ac
Publikováno v:
Professional Development in Education, 48(5), 861-877. Routledge
A culture of inquiry in schools, where teachers work collaboratively andinquiry based, can contribute to the quality of education. It is assumedthat teachers of research-intensive teacher education programmes canplay an important role in creating suc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::74da859670d3a5fbeda8bc606ec3e940
https://doi.org/10.1080/19415257.2020.1747104
https://doi.org/10.1080/19415257.2020.1747104
Publikováno v:
European Journal of Teacher Education. 46:114-133
Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::31cc5dce1989464fb302a35fc68e289d
https://doi.org/10.1080/02619768.2021.1892071
https://doi.org/10.1080/02619768.2021.1892071
Publikováno v:
European Journal of Teacher Education, 43(4), 352-367. Routledge
This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed thr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db0ca671cb4255aa4fd72f45ee89b456
https://doi.org/10.1080/02619768.2019.1693994
https://doi.org/10.1080/02619768.2019.1693994
Publikováno v:
Professional Development in Education, 46(1), 21-34. Routledge
In the Netherlands, academically oriented programmes for primary teacher education have recently been established. The aim of this study is to provide insight in the extent to which graduates from these academically oriented programmes are involved i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::96a63ed711ada1d461f086e7e03c9c5b
https://doi.org/10.1080/19415257.2018.1550103
https://doi.org/10.1080/19415257.2018.1550103
Publikováno v:
Learning, Culture and Social Interaction. 38:100680
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f9dc7bdd81dd144ea8bd4d3c8caf1875
https://doi.org/10.1016/j.lcsi.2022.100680
https://doi.org/10.1016/j.lcsi.2022.100680
Publikováno v:
European Journal of Teacher Education, Vol. 43, no. 3, p. 301-317 (2020)
European Journal of Teacher Education, 43(3), 301-317. Routledge
European Journal of Teacher Education, 43(3), 301-317. Routledge
Teacher educators wonder how to prepare student teachers for urban teaching. Beginning teachers in urban environments experience multiple challenges, such as responding appropriately to language differences and cultural diversity. This study aims to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ad3d6cc5fe28e843a523c04169c1cbe3
https://doi.org/10.1080/02619768.2019.1695772
https://doi.org/10.1080/02619768.2019.1695772
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
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1383d6445d2810ae2f97bc23d3cd512e
https://doi.org/10.1080/0305764X.2015.1125449
https://doi.org/10.1080/0305764X.2015.1125449
Publikováno v:
Teaching and Teacher Education, 84, 74-82. Elsevier
This study investigated the involvement in inquiry-based working of graduates of research-intensive (academic) and practically oriented (regular) Dutch teacher education programmes. Differences between graduates from both types of programmes were ass
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::44bb79abfeca6866933ea1c9d2b02348
https://dare.uva.nl/personal/pure/en/publications/the-involvement-in-inquirybased-working-of-teachers-of-researchintensive-versus-practically-oriented-teacher-education-programmes(1116ecd5-c3d7-41e6-b109-0a53665f2a9b).html
https://dare.uva.nl/personal/pure/en/publications/the-involvement-in-inquirybased-working-of-teachers-of-researchintensive-versus-practically-oriented-teacher-education-programmes(1116ecd5-c3d7-41e6-b109-0a53665f2a9b).html
Publikováno v:
European Journal of Education, 54, 605-620
European Journal of Education, 54(4), 605-620. Wiley-Blackwell
European Journal of Education, 54, 4, pp. 605-620
European Journal of Education, 54(4), 605-620. Wiley-Blackwell
European Journal of Education, 54, 4, pp. 605-620
Research has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to b
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ad7b74917db9418c9d1fb4f799a85f8b
http://hdl.handle.net/2066/216070
http://hdl.handle.net/2066/216070