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Search Results for 'Belgium'
25 items found 1 / 3
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1   |   From section Beginning Teachers
Student and Novice Teachers’ Stories about Collaborative Learning Implementation
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Publication Year: 2014    |    Updated in ITEC: July 9, 2017
2   |   From section Professional Development
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Publication Year: 2016    |    Updated in ITEC: June 25, 2017
3   |   From section Teacher Education Programs
Teacher Training Programs for Gifted Education with Focus on Sustainability
This article presents information about the current state of teacher education for gifted pupils in Austria, Belgium, Finland and Slovakia with the focus on sustainability. These countries were chosen because of very different perceptions of the gifted education and teacher training. The review of the issues of teacher training for gifted pupils reveals that despite the great attention provided to the education of gifted pupils, the education of teachers of gifted learners has been neglected.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
4   |   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
5   |   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
6   |   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
7   |   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
8   |   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
9   |   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
10   |   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
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