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Download full textGeerts, Walter M.; Steenbeek, Henderien W.; van Geert, Paul L. C. – International Education Studies, 2017
Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse…
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Reflective Teaching
Direct linkvan den Bos, Paul; Brouwer, Joyce – Teaching in Higher Education, 2014
In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a…
Descriptors: Foreign Countries, Theory Practice Relationship, Learning Processes, Beginning Teachers
Korthagen, Fred A. J.; Verkuyl, Hildelien S. – 1987
Reflective teaching has been the basic principle underlying the teacher education program at the Stichting Opleiding Leraren, a teacher's college in Utrecht, The Netherlands. It has been questioned, however, whether reflective teaching is equally suitable for every student. A longitudinal follow-up study was started in which the central research…
Descriptors: Cognitive Style, Foreign Countries, Higher Education, Individual Differences
