Search results for author:"Paulien C. Meijer"
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Reconsidering research on teachers’ professional identity
Douwe Beijaard; Paulien C. Meijer; Nico Verloop
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 20, No. 2 pp. 107–128
The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on...
Language: English
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A dialogical approach to conceptualizing teacher identity
Sanne F. Akkerman; Paulien C. Meijer
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 308–319
In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent...
Language: English
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Exploring language teachers’ practical knowledge about teaching reading comprehension
Paulien C. Meijer; Nico Verloop; Douwe Beijaard
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 15, No. 1 pp. 59–84
The focus of this study was language teachers’ practical knowledge with respect to the teaching of reading comprehension to 16 to 18-year-old students. Based on the assumption that teachers are professionals, an attempt was made to define their...
Language: English
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Supporting presence in teacher education: The connection between the personal and professional aspects of teaching
Paulien C. Meijer; Fred A.J. Korthagen; Angelo Vasalos
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 2 (February 2009) pp. 297–308
This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the...
Language: English
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Mentor teachers' practical reasoning about intervening during student teachers' lessons
W. Marieke Jaspers; Frans Prins; Paulien C. Meijer; Theo Wubbels
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 75, No. 1 (October 2018) pp. 327–342
In this exploratory study, we analyzed mentor teachers' (MTs') reasoning about whether, when, and how to intervene during student teachers' (STs') lessons. We applied Fenstermacher's theory on practical arguments and found that MTs intervene...
Language: English
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Mentor teachers: Their perceived possibilities and challenges as mentor and teacher
W. Marieke Jaspers; Paulien C. Meijer; Frans Prins; Theo Wubbels
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 44, No. 1 (November 2014) pp. 106–116
This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles....
Language: English
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Domains and predictors of first-year student success: A systematic review
Petrie J.A.C. van der Zanden; Eddie Denessen; Antonius H.N. Cillessen; Paulien C. Meijer
Educational Research Review Vol. 23, No. 1 (February 2018) pp. 57–77
The predictors of first-year student success received much attention in educational practice and theory. However, first-year student success can be defined in various ways. By studying different theoretical research strands, we developed a...
Language: English
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Types and frequencies of feedback interventions in classroom interaction in secondary education
Lia Voerman; Paulien C. Meijer; Fred A.J. Korthagen; Robert Jan Simons
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 8 (November 2012) pp. 1107–1115
Contributing to the growing amount of literature on learning–enhancing feedback, this article attempts to distinguish between progress feedback and discrepancy feedback. Building on relevant literature drawn from psychology, we propose the use of a...
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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Impact of early career teachers' professional identity tensions
Merel M. van der Wal; Helma W. Oolbekkink-Marchand; Harmen Schaap; Paulien C. Meijer
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 80, No. 1 (April 2019) pp. 59–70
This study gains insight into impact of professional identity tensions in terms of affective appraisal and behavioral response. Data consisted of 126 semi-structured reflective journals from early career teachers collected during one school year....
Language: English
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Teacher research in secondary education: Effects on teachers’ professional and school development, and issues of quality
Paulien C. Meijer; Helma W. Oolbekkink; Jacobiene A. Meirink; Ditte Lockhorst
International Journal of Educational Research Vol. 57, No. 1 (2013) pp. 39–50
This article describes an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research institutes, aiming at professional development and...
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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Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice
Lia Voerman; Fred A.J. Korthagen; Paulien C. Meijer; Robert Jan Simons
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 43, No. 1 (October 2014) pp. 91–98
Teacher feedback has mainly been described from the point of view of cognitive psychology. We aim to add to the body of knowledge on teacher feedback by considering the perspective of positive psychology. We describe possible consequences of two...
Language: English
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Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning
Jacobiene A. Meirink; Paulien C. Meijer; Nico Verloop; Theo C.M. Bergen
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 1 (January 2009) pp. 89–100
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning ...
Language: English