A closer look at teachers’ individual learning in collaborative settings

Introducing Dialogic Teaching to Science Student Teachers

“…These findings suggest that this program which sought to dialogically share a new communicative approach formed a gestalt forum within which the student teachers could collaboratively share their views. This style of intervention may be particularly relevant if teachers feel insecure about adopting new methods of teaching (Meirink, Meijer, & Verloop, 2007). This program cannot, however, be considered as completely independent from its context, as indicated by the tutor teacher's comments and Paul's references to other external influences on the lesson content and execution.…”

Collaborative teacher learning in different primary school settings

“…Collaborative teacher learning In this study, collaborative teacher learning is defined as undertaking (a series of) learning activities by teachers in collaboration with colleagues, resulting in a change 548 J.J. Doppenberg et al in cognition and/or behaviour at the individual and/or group level (Meirink et al, 2007;Putnam & Borko, 2000;Shuell, 1996). In this study, it is assumed that the learning activities undertaken may be conscious or unconscious, and that these are performed in a social context.…”

“…In this study, it is assumed that the learning activities undertaken may be conscious or unconscious, and that these are performed in a social context. In addition, research has shown that series of activities rather than singular activities result in learning outcomes (Meirink et al, 2007). A learning outcome is defined in this study as a change in teacher cognition (knowledge, beliefs, attitudes and emotion; cf.…”

“…In particular, this is true for the context of primary schools, since most contemporary studies were conducted in secondary schools (e.g. Meirink, Meijer, & Verloop, 2007). A complicating factor in this kind of studies seems further that learning outcomes vary for individual teachers who collaborate with each other and participate in the same activities (Hindin et al, 2007).…”

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

“…In this school, a group of nine teachers participated in the CPD programme. The collective participation of groups of teachers from the same school in a CPD programme seems to be a critical factor for stimulating teachers' professional development, for example by sharing and exchanging experiences (Meirink, Meijer, & Verloop, 2007;Van Veen et al, 2012). The influence which participating in a CPD programme together with colleagues has on teachers' individual learning has not been examined in this study, as we have only focused on the parts of the VIT meetings in which the two selected teachers brought in the video fragments they selected.…”