Assessing orientations to learning to teach

Oosterheert, Ida; Vermunt, Jan D.; Denessen, Eddie

doi:10.1348/000709902158766

Cited by 43 publications

(40 citation statements)

References 24 publications

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“…More specifically, Danes and Tremplay (1985) found that the learning experience does not conform to either a linear or a spiral sequence. The present study also confirms the findings of Oosterheert et al (2002) concerning student teachers' learning. They found two types of learning activities and regulation: active, intentional learning versus reactive, non-intentional learning.…”

Section: Conclusion and Discussionsupporting

confidence: 91%

Self-regulation in Higher Education Teacher Learning

2005

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Abstract. Various studies have focused on self-regulated student learning. However, little attention has been given to the self-regulation processes in teacher learning. In this study, we focus on the work-related learning processes reported by experienced higher education teachers. The aim of this study was to discover whether teachers actively self-regulate their learning experiences (as their students are expected to do) and to examine how this regulation takes place in the workplace. We tested some generally held assumptions and conceptions regarding teacher learning. Fifteen experienced college teachers, from three different colleges in The Netherlands, participated. Two semi-structured interviews and a (digital) diary study were used as the primary data collection methods. We collected 86 examples of teacher learning episodes. These were analysed using a phenomenographic method. The results show that our teachers' learning experiences are not as self-regulated, planned, reflective, or spiral as some assume. Sometimes, the teachers' learning was planned (self-regulated), but mostly it occurred in a non-linear (both external and self-regulated) or spontaneous (externally regulated) way. We conclude that our teachers do not always self-regulate their learning, but they mostly do self-regulate their teaching practice (with learning as a result).

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Section: Conclusion and Discussionsupporting

confidence: 91%

Self-regulation in Higher Education Teacher Learning

2005

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“…This was consistent with Dutch research by Oosterheert, Vermunt, and Denessen (2002) and Opfer et al (2011). Opfer (2011) proposed that orientations were an "integrated set of attributes, beliefs and practices as well as alignment of oneself and one's ideas to circumstances and contexts" (p. 444).…”

Section: Orientations Towards Learning To Teachsupporting

confidence: 86%

Learning to Teach: What Do Pre-service Teachers Report.

Naylor

2015

AJTE

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“…Students' learning activities during a long-term internship were measured by means of a contextualised version of the Inventory Learning to Teach Process (ILTP, Oosterheert et al 2002 ). Based upon the validated Flemish version of the questionnaire (Donche and Van Petegem 2005 ), 5 out of 10 scales of the ILTP questionnaire were selected and slightly adapted to the specific context of learning during engineering internships.…”

Section: Methodsmentioning

confidence: 99%

“…Former research showed that some student teachers do not refl ect on their own roles after having been faced with bad teaching experiences or lessons that went wrong (Oosterheert et al 2002 ). They were not all intended to take lessons from these experiences for further performance improvement.…”

Section: Learning Activities During Internshipsmentioning

confidence: 99%