Search results for author:"Jan D Vermunt"
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Congruence and friction between learning and teaching
Jan D Vermunt; Nico Verloop
Learning and Instruction Vol. 9, No. 3 (1999) pp. 257–280
Theories of learning and theories of teaching often originate and operate independently from one another. This article attempts to contribute to the integration of the two types of theories. First, the cognitive, affective and regulative activities...
Language: English
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Tailor-made: Towards a pedagogy for educating second-career teachers
Anke Tigchelaar; Niels Brouwer; Jan D. Vermunt
Educational Research Review Vol. 5, No. 2 (2010) pp. 164–183
Many countries suffer from teacher shortages. One possible solution to this problem is to recruit second-career teachers. These second-career teachers form an intriguing group. They bring an abundance of previous experiences into a new, professional ...
Language: English
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Patterns of development in second-career teachers' conceptions of learning and teaching
Anke Tigchelaar; Jan D. Vermunt; Niels Brouwer
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 8 (November 2012) pp. 1163–1174
This study was aimed at deepening our understanding of second-career teachers' conceptions of teaching and learning. Initial conceptions held by 207 candidates entering an alternative teacher education programme were explored using a semi-structured ...
Language: English
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Individual differences in learning to teach: relating cognition, regulation and affect
Ida E Oosterheert; Jan D Vermunt
Learning and Instruction Vol. 11, No. 2 (2001) pp. 133–156
The purpose of this study was to describe individual differences in learning to teach. Thirty secondary student teachers were interviewed about several components of their learning: mental models of learning to teach, learning activities, regulation ...
Language: English
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Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective
Douwe Beijaard; Nico Verloop; Jan D Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 16, No. 7 pp. 749–764
The purpose of this study was to investigate experienced secondary school teachers’ (N=80) current and prior perceptions of their professional identity. A questionnaire was used to explore the way teachers see (and saw) themselves as subject matter...
Language: English
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Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs
Anneke Zanting; Nico Verloop; Jan D Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 17, No. 6 pp. 725–740
Student teachers have at their disposal various information sources concerning teaching: their own beliefs, their mentors’ practical knowledge, and ‘theory’. Because practical knowledge often remains implicit, the aim of the present study was to...
Language: English
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Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers
Inge Bakkenes; Jan D. Vermunt; Theo Wubbels
Learning and Instruction Vol. 20, No. 6 pp. 533–548
This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs....
Language: English
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Student teachers’ collaborative research: Small-scale research projects during teacher education
Marjolein Dobber; Sanne F. Akkerman; Nico Verloop; Jan D. Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 4 (May 2012) pp. 609–617
Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups...
Language: English
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Powerful learning environments? How university students differ in their response to instructional measures
Yvonne J Vermetten; Jan D Vermunt; Hans G Lodewijks
Learning and Instruction Vol. 12, No. 3 pp. 263–284
This study aimed at measuring the effects of a university educational reform project on student learning, and individual differences in students' responses to similar instructional measures. The reforms mainly failed to influence reported learning...
Language: English
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Exploring student teachers' resistance to teacher education pedagogies
Larike H. Bronkhorst; Bob Koster; Paulien C. Meijer; Nienke Woldman; Jan D. Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 40, No. 1 (May 2014) pp. 73–82
Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can...
Language: English
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Consequential research designs in research on teacher education
Larike H. Bronkhorst; Paulien C. Meijer; Bob Koster; Sanne F. Akkerman; Jan D. Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 33, No. 1 (July 2013) pp. 90–99
Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such...
Language: English
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Fostering meaning-oriented learning and deliberate practice in teacher education
Larike H. Bronkhorst; Paulien C. Meijer; Bob Koster; Jan D. Vermunt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 7 (October 2011) pp. 1120–1130
Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as...
Language: English
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Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions
Maria Vrikki; Paul Warwick; Jan D. Vermunt; Neil Mercer; Nicolette Van Halem
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 61, No. 1 (January 2017) pp. 211–224
This paper contributes to our understanding of teacher learning in the context of Lesson Study (LS), a model of professional development that involves collaborative lesson planning and evaluation. Video-recorded LS discussions of mathematics...
Language: English
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The impact of Lesson Study professional development on the quality of teacher learning
Jan D. Vermunt; Maria Vrikki; Nicolette van Halem; Paul Warwick; Neil Mercer
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 81, No. 1 (May 2019) pp. 61–73
This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one...
Language: English