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Cited by 114 publications
(78 citation statements)
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References 22 publications
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“…Within these four patterns, Vermunt distinguished four regulation types: (1) an experienced lack of regulation, (2) mostly external regulation, (3) self-regulation of one's own learning process, and (4) both external and self-regulation. The study of Oosterheert and Vermunt (2001) in a teacher education context showed similar results. They describe five 'orientations to learning to teach', which differentiate between an external, or self-regulated knowledge construction and performance improvement.…”
Section: Student Self-regulated Learningsupporting
confidence: 60%
“…Within these four patterns, Vermunt distinguished four regulation types: (1) an experienced lack of regulation, (2) mostly external regulation, (3) self-regulation of one's own learning process, and (4) both external and self-regulation. The study of Oosterheert and Vermunt (2001) in a teacher education context showed similar results. They describe five 'orientations to learning to teach', which differentiate between an external, or self-regulated knowledge construction and performance improvement.…”
Section: Student Self-regulated Learningsupporting
confidence: 60%
“…From previous research we know that the learning needs of preservice and beginning teachers differ (Oosterheert & Vermunt, 2001), that their professional learning develops at different speeds (Furlong & Maynard, 1995), and that from the pre-service and beginning teacher perspective, mentor teachers do not always succeed in balancing emotional support and task assistance adequately (Butcher, 2002;Hobson, 2002). During mentoring dialogues, mentor teachers would do well to regularly adjust the balance between offering emotional support and task assistance.…”
Section: Impact Of Training On the Use Of Mentoring Skillsmentioning
confidence: 99%
“…However, it is important for teacher-students to analyse their subjective conceptions of their participation in the community, since these observations can help to develop the community and can also inform students' participation in subsequent learning communities (Hargreaves, 1998;Oosterheert & Vermunt, 2001). …”
Section: Negotiating Identities and Subjectivitiesmentioning
confidence: 99%