Patterns in teacher learning in different phases of the professional career

Vermunt, Jan D.; Endedijk, Maaike Dorine

doi:10.1016/j.lindif.2010.11.019

Cited by 192 publications

(111 citation statements)

References 51 publications

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“…Although the ability to draw firm conclusions from our study is limited as we only studied the learning of two teachers in depth, our findings support previous research on teacher learning, demonstrating the differences between teachers in a CPD programme that is characterised by a complex interaction between the teacher, the content to be learnt, and his/her environment (Brownell et al, 2014;Vermunt & Endedijk, 2011). Through this complex interaction, teachers learn differently and have different learning needs, which must be taken into account in a CPD programme.…”

Section: Resultssupporting

confidence: 83%

“…With regard to the two dimensions of regulation of learning Vermunt and Endedijk (2011) distinguished, differences between the two teachers were also observed. Lisa regulated her learning actively both prospectively and retrospectively.…”

Section: Similarities and Differences In Teachers' Learning Processesmentioning

confidence: 99%

“…Three different learning patterns are identified: an immediate performance directed pattern, which refers to teachers who are mainly aiming to improve their immediate performance in the classroom, a meaning directed pattern, which refers to teachers who are aiming to understand underlying principles and to extend their knowledge of practice, and an undirected pattern, which refers to teachers who experience problems with learning about teaching or with the implementation of educational innovation, and who sometimes avoid learning (Vermunt & Endedijk, 2011). The problems of teachers who employ an undirected learning pattern may be caused by the same characteristics as those consistently found in patterns of student learning: a lack of regulation, not knowing how to learn appropriately, and uncertainty about their own capabilities (Donche & Van Petegem, 2011).…”

Section: Learning Patternsmentioning

confidence: 99%

“…The learning processes of both teachers can be characterised in terms of the learning patterns as identified by Vermunt and Endedijk (2011): an immediate performance directed pattern, a meaning directed pattern, or an undirected pattern. As the CPD programme focused directly on improving teachers' immediate performance in the classroom by implementing the new knowledge that they built, this aim was reflected in the learning process of both teachers.…”

Section: Similarities and Differences In Teachers' Learning Processesmentioning

confidence: 99%

“…These authors have shown that there is a large variation in these self-regulation activities among teachers. Different teachers may furthermore need different amounts and types of guidance, because of differences in the learning patterns they prefer and adopt (Vermunt & Endedijk, 2011). So, teachers' learning processes within the context of a CPD programme may vary considerably.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Teacher learning in the context of a continuing professional development programme: A case study

Bergh

Ros

Beijaard

2015

Teaching and Teacher Education

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Section: Resultssupporting

confidence: 83%

Section: Similarities and Differences In Teachers' Learning Processesmentioning

confidence: 99%

Section: Learning Patternsmentioning

confidence: 99%

Section: Similarities and Differences In Teachers' Learning Processesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher learning in the context of a continuing professional development programme: A case study

Bergh

Ros

Beijaard

2015

Teaching and Teacher Education

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Drawing on a Sculpted Space of Actions: Educating for Expertise while Avoiding a Cognitive Monster

Keestra¹

2018

Education and Expertise

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Philosophers and scientists have across the ages been amazed about the fact that development and learning often lead to not just a merely incremental and gradual change in the learner but sometimes to a result that is strikingly different from the learner's original situation: amazed, but at times also worried. Aristotle, for example, notes that excellent and virtuous behaviour is considered by thinkers like Plato to require conscious and rational control in all persons and occasions, whereas Aristotle himself observed that sustained practice often leads to a form of habituation which renders such control of an agent unnecessary, yielding in fact a very different situation (cf. Aristotle, 1984: Ethica Eudemia 1216 b 6-10). More recently and from a completely different perspective, a seminal brain imaging study comparing brain activation patterns in novices and experts performing identical tasks showed that increased expertise correlated with drastic changes in functional brain anatomy. Indeed, the differences were so large that the authors concluded that novices seem to perform outright 'different tasks' from those that experts do: the functional anatomy of experts was both more efficient and task-relevant networks were more associated with other, potentially relevant, functional networks (Petersen et al., 1998).Such philosophical and empirical perspectives give some insight into what happens when a novice is transitioning to a stage of expertise. Generally, this implies that increased skill and expertise support better results and a more flexible performance, in part because these allow an agent to withdraw part of her attention and other cognitive resources from the tasks involved, enabling her to devote those resources to supporting, or completely different, tasks. This implication of expertise (which here includes also skill learning, even though the two are not identical in all respects) comes naturally in many cases after many hours of exposure and practising particular behavioural or cognitive tasks. In the case of humans, targeted training and education contribute in specific ways to the development of expertise as well. 1 We are apparently capable of accomplishing drastic changes

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Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors

Ernst

Wittwer

Voss

2023

British Educational Res J

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Although self‐assessing one's knowledge is an integral part of a teacher's professional development, little is known about the accuracy of teacher candidates' self‐assessments. In particular, not much attention has been paid to their self‐assessment accuracy assessed on an individual level. Using measures from research on metacognition, we investigated the accuracy and bias of 513 mathematics teacher candidates who were tested in and self‐assessed their professional knowledge in the three core domains of mathematical content knowledge, pedagogical content knowledge and pedagogical knowledge. In addition, we examined the consistency of self‐assessment accuracy across the three knowledge domains and its relation to personal characteristics such as cognitive ability, personality traits and occupational self‐efficacy. Results showed that in all three domains of professional knowledge, most teacher candidates were either over‐ or underconfident in their knowledge and unaware of their strengths and weaknesses. Cognitive ability reduced the risk of being overconfident, whereas self‐efficacy was predictive of overconfidence. The Big Five personality traits were not systematically connected to self‐assessment accuracy, and variance in self‐assessment accuracy is still to be explained by further research. We address shortcomings of measures that are commonly used in self‐assessment research and advocate for the use of metacognitive methods in future studies that focus on teacher self‐assessments.

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Patterns in teacher learning in different phases of the professional career

Cited by 192 publications

References 51 publications

Teacher learning in the context of a continuing professional development programme: A case study

Teacher learning in the context of a continuing professional development programme: A case study

Drawing on a Sculpted Space of Actions: Educating for Expertise while Avoiding a Cognitive Monster

Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors

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