Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

Bakkenes, Inge; Vermunt, Jan D.; Wubbels, Theo

doi:10.1016/j.learninstruc.2009.09.001

Cited by 392 publications

(351 citation statements)

References 39 publications

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“…The content of each transcription was summarised and the observed characteristics of the teachers' learning processes were noted. These summaries were interpreted in terms of problematic aspects of learning and the regulation activities as described in the introduction (Bakkenes et al, 2010;Endedijk et al, 2012;Zimmerman, 2006). These interpretations were explicated and approved by two fellow researchers.…”

Section: Resultsmentioning

confidence: 99%

“…As all learning activities can occur individually as well as collaboratively, Bakkenes et al (2010) have refined this classification. Furthermore, these authors add covert or mental activities.…”

Section: Learning Activitiesmentioning

confidence: 99%

“…Clear learning goals for the teachers' professional development are often lacking. Although learning activities that begin as unplanned and non-deliberate activities can still involve active regulation activities, albeit in a retrospective way, evidence has been found that organised learning environments do elicit better learning activities and outcomes than informal learning (Bakkenes et al, 2010;Hoekstra & Korthagen, 2011). The CPD programme that formed the context of the teacher learning examined in the present study was one such organised learning context: well-defined learning goals were set in each phase of the programme, several specific learning activities were organised, and the trainer provided the participating teachers with extensive feedback.…”

Section: Regulation Of Learningmentioning

confidence: 99%

“…All meetings were highly interactive; active participation of the teachers was required. As was explained in Section 1.1, the learning activities that will be distinguished are: getting ideas from others, experimenting, and considering one's practice (Bakkenes et al, 2010). Problematic aspects of learning that can occur during these three activities are experiencing friction, struggling not to revert to old ways and avoiding learning (Bakkenes et al, 2010).…”

Section: Professional Development Programmementioning

confidence: 99%

“…Several learning activities that teachers can undertake at their workplace have been described, including problematic aspects of teacher learning that can play a role in teacher learning (Bakkenes, Vermunt, & Wubbels, 2010). In a recent study, Endedijk, Vermunt, Verloop, and Brekelmans (2012) describe self-regulation activities that teachers use to direct their learning activities.…”

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: Resultsmentioning

confidence: 99%

Section: Learning Activitiesmentioning

confidence: 99%

Section: Regulation Of Learningmentioning

confidence: 99%

Section: Professional Development Programmementioning

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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Individual, co‐operative and collaborative data use: A conceptual and empirical exploration

Gasse

Vanlommel

Vanhoof

et al. 2017

British Educational Res J

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In recent decades, the belief has originated that data use contributes to more thought-out decisions in schools. The literature has suggested that fruitful data use is often the result of interactions among team members. However, up until now, most of the available research on data use has used 'collaboration' as an umbrella concept to describe very different types of interaction, without specifying the nature of collaboration or the degree of interdependency that takes place in interactions. Therefore, the current study investigates and describes Flemish teachers' individual, co-operative and collaborative data use. In doing so, the level of interdependency of teachers' interactive activities (storytelling, helping, sharing, joint work) is taken into account. The results of a qualitative study with semi-structured interviews show that teachers' data use is predominantly of an individual nature and that felt interdependencies among teachers are few. The study enhances knowledge and opens the conceptual debate about teachers' interactions in the context of data use.

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Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.

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Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

Cited by 392 publications

References 39 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

Individual, co‐operative and collaborative data use: A conceptual and empirical exploration

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

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