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Search Results for 'Belgium'
22 items found 1 / 3
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1   |   From section Instruction in Teacher Training
Student Teachers’ Team Teaching: Models, Effects, and Conditions for Implementation
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching. First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Publication Year: 2014    |    Updated in ITEC: March 26, 2017
2   |   From section Teacher Educators
Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy
The purpose of this paper is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. The results suggest that teacher educators who participated in the intervention express a stronger confidence towards conducting research, absorb more research into their own practice, and value the relevance of their role as a ‘researcher’ to improving their role as a ‘teacher educator’.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017
3   |   From section Professional Development
Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction
This article presents a measurement instrument (TERDS) to measure teacher educators’ self-reported researcherly disposition throughout their working lives. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘ valuing research’, (2) ‘being a smart consumer of research’, (3) ‘ being able to conduct research’, and (4) ‘conducting research’. Goodness of fit estimates were calculated, indicating good fit. The authors conclude that by using the instrument to explore differences between several subgroups of teacher educators, this study enhances empirical understanding of a previously ‘undiscovered’ and ‘neglected’ professional group.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017
4   |   From section Theories & Approaches
Preparing Teachers for Family–School Partnerships: A Dutch and Belgian Perspective
This study was conducted to examine whether the teacher training programmes in Belgium (Flanders) and the Netherlands prepare their students for Family–school partnerships (FSP). Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
5   |   From section Teacher Educators
Facilitating Self-study of Teacher Education Practices: Toward A Pedagogy of Teacher Educator Professional Development
The present paper reports on a two-year study of a self-study research group facilitation. The pedagogical rationale of the facilitation consisted of four pedagogical principles that served as the theoretical background for the actual facilitating actions and interventions. This was highlighted by formulating these principles as a series of propositions providing clear guidelines for the authors' interventions. The interpretative analysis served as an analytical refinement of these propositions, resulting in a number of amendments to the original phrasing in terms of conditions for successful facilitation of professional development. The authors conclude that contextualized analyses of cases such as these provide exemplary illustrations of what the enactment of general principles from the literature in particular instances of practice might look like and what factors influence that enactment and the possible outcomes.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
6   |   From section Mentoring & Supervision
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Publication Year: 2012    |    Updated in ITEC: December 6, 2016
7   |   From section Teacher Education Programs
Preparing Teacher Candidates for Family–School Partnerships
In this explorative study, preparation of pre-service teachers for family–school partnerships (FSP) was examined within three teacher education institutions. Findings indicate that preparation for FSP is integrated in other courses. Attention is mainly focused on communication, there is no attention to models of FSP or to address underlying power relationships or barriers and there is no assessment on this topic. In primary programmes, more attention is paid to FSP then in secondary progammes. In addition, secondary respondents articulated fewer positive opinions than primary respondents.
Publication Year: 2014    |    Updated in ITEC: May 29, 2016
8   |   From section Beginning Teachers
Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Publication Year: 2014    |    Updated in ITEC: June 7, 2015
9   |   From section Professional Development
How May Teacher Evaluation Have an Impact on Professional Development? A Multilevel Analysis
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Publication Year: 2013    |    Updated in ITEC: February 15, 2015
10   |   From section Assessment & Evaluation
Using Student Ratings to Measure Quality of Teaching in Six European Countries
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Publication Year: 2014    |    Updated in ITEC: January 20, 2015
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