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Direct linkvan den Boom-Muilenburg, Selia Neeske; de Vries, Siebrich; van Veen, Klaas; Poortman, Cindy; Schildkamp, Kim – Educational Research, 2022
Background: The continual improvement of teaching and learning is vital for schools in order to meet the rapid changes in the world around us. Lesson study is considered a valuable professional development approach in that regard. It is focused on teachers collaboratively studying live classroom lessons. Sustaining lesson study, by making its core…
Descriptors: Leadership Styles, Communities of Practice, Teacher Collaboration, Secondary School Teachers
Goei, Sui Lin; van Joolingen, Wouter R.; Goettsch, Floortje; Khaled, Anne; Coenen, Tom; In 't Veld, Sjors G. J. G.; de Vries, Siebrich; Schipper, Tijmen M. – International Journal for Lesson and Learning Studies, 2022
Purpose: The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS. Design/methodology/approach: A theoretical analysis into the core components and procedures of LS resulted…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
Wolthuis, Fenna; Hubers, Mireille Desirée; van Veen, Klaas; de Vries, Siebrich – Research Papers in Education, 2022
This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school…
Descriptors: Faculty Development, Communities of Practice, Program Termination, Organizational Culture
de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M. – European Journal of Teacher Education, 2015
Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers' long-term professional…
Descriptors: Student Teachers, Foreign Countries, Teacher Effectiveness, Teacher Behavior
de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A. – Teachers and Teaching: Theory and Practice, 2014
Teachers' continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers' participation in CPD, the effects of teachers' beliefs have received limited attention, despite their strong…
Descriptors: Teacher Attitudes, Beliefs, Professional Continuing Education, Faculty Development
de Vries, Siebrich; Jansen, Ellen P. W. A.; van de Grift, Wim J. C. M. – Teaching and Teacher Education: An International Journal of Research and Studies, 2013
This exploratory study investigates the relationship between teachers' continuing professional development (CPD) and their beliefs about learning and teaching, in a Dutch secondary education context. Two hundred sixty teachers participated in a survey focused on teachers' updating, reflective, and collaborative activities, as well as their…
Descriptors: Learning Activities, Educational Quality, Multivariate Analysis, Profiles
de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M. – Journal of Education for Teaching: International Research and Pedagogy, 2014
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs…
Descriptors: Student Teacher Attitudes, Structural Equation Models, Learning Activities, Student Teachers
de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A. – Journal of Educational Administration, 2013
Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…
Descriptors: Teacher Effectiveness, Professional Development, Teacher Attitudes, Structural Equation Models
