Search results for author:"Nico Verloop"
Total records matched: 16 Search took: 0.115 secs
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Congruence and friction between learning and teaching
Jan D Vermunt; Nico Verloop
Learning and Instruction Vol. 9, No. 3 (1999) pp. 257–280
Theories of learning and theories of teaching often originate and operate independently from one another. This article attempts to contribute to the integration of the two types of theories. First, the cognitive, affective and regulative activities...
Language: English
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Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs
Anneke Zanting; Nico Verloop; Jan D Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 17, No. 6 pp. 725–740
Student teachers have at their disposal various information sources concerning teaching: their own beliefs, their mentors’ practical knowledge, and ‘theory’. Because practical knowledge often remains implicit, the aim of the present study was to...
Language: English
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Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective
Douwe Beijaard; Nico Verloop; Jan D Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 16, No. 7 pp. 749–764
The purpose of this study was to investigate experienced secondary school teachers’ (N=80) current and prior perceptions of their professional identity. A questionnaire was used to explore the way teachers see (and saw) themselves as subject matter...
Language: English
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Reconsidering research on teachers’ professional identity
Douwe Beijaard; Paulien C. Meijer; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 20, No. 2 pp. 107–128
The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on...
Language: English
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Exploring language teachers’ practical knowledge about teaching reading comprehension
Paulien C. Meijer; Nico Verloop; Douwe Beijaard
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 15, No. 1 pp. 59–84
The focus of this study was language teachers’ practical knowledge with respect to the teaching of reading comprehension to 16 to 18-year-old students. Based on the assumption that teachers are professionals, an attempt was made to define their...
Language: English
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Teacher knowledge and the knowledge base of teaching
Nico Verloop; Jan Van Driel; Paulien Meijer
International Journal of Educational Research Vol. 35, No. 5 pp. 441–461
In this chapter, the knowledge base of teaching is conceived as all profession-related insights, which are potentially relevant to a teacher's activities. From this perspective, it is argued that teacher knowledge, or teacher practical knowledge,...
Language: English
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Negotiated assessment and teacher learning: An in-depth exploration
Christel P.M. Verberg; Dineke E.H. Tigelaar; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 49, No. 1 (July 2015) pp. 138–148
Opportunities for negotiation in formative assessment may benefit teachers' professional development. Detailed analysis of nine assessment dialogues involving pairs of nursing teachers in secondary vocational education showed that the amount of...
Language: English
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Assessing the interpersonal competence of beginning teachers: The quality of the judgement process
Mirjam Nijveldt; Douwe Beijaard; Mieke Brekelmans; Nico Verloop; Theo Wubbels
International Journal of Educational Research Vol. 43, No. 1 pp. 89–102
A procedure to assess the interpersonal competence of teachers was developed and validated. The procedure includes the use of the Questionnaire on Teacher Interaction (QTI), an observation instrument and a self-evaluation instrument. The concepts of ...
Language: English
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The relationships between teachers' general beliefs about teaching and learning and their domain specific curricular beliefs
Jan H. Van Driel; Astrid M.W. Bulte; Nico Verloop
Learning and Instruction Vol. 17, No. 2 (April 2007) pp. 156–171
In this exploratory study the relationships between teachers' general educational beliefs about teaching and learning and their domain specific beliefs about a particular curriculum, that is, the chemistry curriculum for upper secondary education in ...
Language: English
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The portfolio as a tool for stimulating reflection by student teachers
Désirée D. Mansvelder-Longayroux; Douwe Beijaard; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 1 pp. 47–62
This article reports on a research project that studied the nature of reflection in the portfolios of student teachers: 39 learning portfolios were analysed. Current theories on reflection offered little on which to base a system of categories for...
Language: English
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Teacher beliefs and teacher behaviour in portfolio assessment
Marieke F. van der Schaaf; Karel M. Stokking; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 7 (October 2008) pp. 1691–1704
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In...
Language: English
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Student teachers’ collaborative research: Small-scale research projects during teacher education
Marjolein Dobber; Sanne F. Akkerman; Nico Verloop; Jan D. Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 4 (May 2012) pp. 609–617
Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups...
Language: English
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How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application
Carlos A. van Kan; Petra Ponte; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 8 (November 2010) pp. 1553–1562
George Kelly’s repertory grid application seems a promising method for researching the moral significance of teaching from a ‘life world’ perspective. However, we encountered several challenges employing the repertory grid in its standard form for...
Language: English
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Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education
Nelleke A.H. Belo; Jan H. van Driel; Klaas van Veen; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 39, No. 1 (April 2014) pp. 89–101
This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to secondary school teachers in physics (N = 126) in the...
Language: English
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Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning
Jacobiene A. Meirink; Paulien C. Meijer; Nico Verloop; Theo C.M. Bergen
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 1 (January 2009) pp. 89–100
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning ...
Language: English
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Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
Luce Claessens; Jan van Tartwijk; Helena Pennings; Anna van der Want; Nico Verloop; Perry den Brok; Theo Wubbels
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 55, No. 1 (April 2016) pp. 88–99
The quality of teacher–student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher...
Language: English