Exploring teachers’ will to learn

Eekelen, I.M. van; Vermunt, Jan D.; Boshuizen, Henny P. A.

doi:10.1016/j.tate.2005.12.001

Cited by 152 publications

(99 citation statements)

References 32 publications

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“…Kwakman (2003) showed that secondary school teachers preferred sharing views only and that they perceived disagreements as threatening instead of viewing them as opportunities to examine opposite views. Van Eekelen et al (2006) also found that secondary school teachers preferred a predictable, routine approach to work, and therefore tend to avoid risks. According to them, this anxiety caused by change was due to low self-efficacy (Bandura 1997).…”

Section: Learning In Teacher Teamsmentioning

confidence: 92%

“…Imants et al (2013) showed that secondary school teachers' perceptions of their collaborative task regarding educational change strongly influenced their attitudes towards engaging in collaborative learning behaviors. Similarly, research in other domains shows that recognizing task features, such as interdependency and innovativeness, can be expected to support team learning behaviors (Hoegl et al 2003;Van Eekelen et al 2006). Task interdependency means that "one perceives that one is linked with others in a way so that one cannot succeed unless they do (and vice versa) and/or that one must coordinate one's efforts with the efforts of others to complete a task" (Johnson and Johnson 2003, p. 173).…”

Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

“…Therefore, this study builds on studies performed in organizational and educational contexts (e.g., Crow and Pounder 2000). When describing the context, higher education literature takes precedence, although studies conducted in secondary education were also used where the former was lacking, since the setting has similar features (e.g., Kezar 2014), such as the tradition of professionals working solitarily and autonomously (Brouwer et al 2012;Cox 2004;Van Waes et al 2015) and the tendency of teachers to avoid change (Furco and Moely 2012;Van Eekelen et al 2006).…”

Section: Introductionmentioning

confidence: 99%

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Leadership for team learning: the case of university teacher teams

et al. 2017

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Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members' perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.

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Section: Learning In Teacher Teamsmentioning

confidence: 92%

Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Leadership for team learning: the case of university teacher teams

et al. 2017

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“…Van Manen, in his early piece, reflects on the importance of the practical knowledge of the classroom (Van Manen, 1995). More recent articles have focused on teachers' will to learn and practical knowledge (Grushka, McLeod, & Reynolds, 2005;Van Eekelen, Vermunt, & Boshuizen, 2006;Van Manen, 2008). Giles focuses on the lived experience in the teacher-student relationship in his work in teacher preparation programs in New Zealand (Giles, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

An Examination of Longevity of Impact of an International Practicum Experience on Teachers’ Beliefs and Practices Four Years Later

Maynes¹,

Allison²,

Julien-Schultz³

2013

IES

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In March 2009, seventeen preservice teachers and their Faculty of Education supervisors spent three weeks living in rural Kenya and teaching in the schools built and supported by a well-known NGO. The impact of this experience on the preservice teachers was studied nine months after the trip. Now, over four years later, we have conducted a further phenomenological investigation with two of the original participants to examine their perception of the longevity of impact of this experience on their lives, their careers, and the personal and professional choices they make as a result of their Kenyan experience. Purposive sampling was used to illuminate the richness of individual experience and the philosophical synthesis each participant has undertaken to make strong commitments in their current choices and practices. It is evident that long-term impacts can be realized in relation to teachers' curriculum views, world views, and sense of personal empowerment from the experience of international practicum experiences in developing countries. Proposals for action by Faculties of Education are recommended.

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“…Moreover, there is considerable volume of literature on development of teacher knowledge during teacher education. However, there is a gap in the literature on how these complementary aspects are experienced by the teacher students throughout their educational path, and in a variety of contexts provided by teacher education (see e.g., van Eekelen, Vermunt, & Boshuizen, 2006;Edwards & Protheroe, 2003;Heikkilä, Lonka, Nieminen & Niemivirta, 2012;Kremer-Hayon & Tillema, 1999;Tang, 2003;see also Opfer & Pedder, 2011;Putnam & Borko, 2000). Furthermore, there is an insufficient understanding of the problematic aspects in becoming professional teacher perceived by the teacher students (Vermunt & Endedijk, 2011).…”

Section: Introductionmentioning

confidence: 99%

Student Teachers’ Key Learning Experiences – Mapping the Steps for Becoming a Professional Teacher

Ahonen¹,

Pyhältö²,

Pietarinen³

et al. 2015

IJHE

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Teacher education provides the central forum for student teacher learning. Student teachers are advised to learn about teaching and undergo professional transformation during this instruction. However, research on student teacher learning often focuses on a certain time period and on how students should learn instead of analysing what are the actual key learning experiences of student teachers. In this study, 19 student teachers' interviews are used to analyse key learning experiences during primary teacher education in a large city university's MA programme. The results showed that students undergo several experiences during their studies, and that there are similarities with temporal and contextual location of the incidents and perceived learning outcomes. The results imply that teacher studies entail meaningful, positive and powering learning experiences as well as contradictory and negative learning experiences. Especially, in powering and positive learning experiences student teachers valued pedagogical action that simultaneously promoted their professional beliefs, knowledge and practice. The results also suggest that more attention should be paid to promoting student teachers' active learning during education.

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Exploring teachers’ will to learn

Cited by 152 publications

References 32 publications

Leadership for team learning: the case of university teacher teams

Leadership for team learning: the case of university teacher teams

An Examination of Longevity of Impact of an International Practicum Experience on Teachers’ Beliefs and Practices Four Years Later

Student Teachers’ Key Learning Experiences – Mapping the Steps for Becoming a Professional Teacher

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