In this study of 16 teachers in two primary schools in the Netherlands, researchers built on findings from previous studies to demonstrate that a thoughtfully designed professional development program can be "effective and sustainable, if certain conditions are met" (p. 772) in changing teachers' knowledge, beliefs, perceived problems,…

Research on Self-Determination Theory has shown that teachers' need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers' need-supportive…

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different…

This experimental study concerned the effects of repeated students' evaluations of teaching coupled with collaborative consultation on professors' instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental group. During their course, students evaluated them…

This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…

Adapting support contingently to student needs by first diagnosing their current understanding, that is, scaffolding, is considered a key aspect of excellent teaching. The use of classroom scaffolding is rare, however. We therefore investigated the benefits to teachers of a professional development program that was based upon a model of contingent…

The action research project Sustainable Change in a Critical Learning Community was conducted in the Netherlands (2007-08) to improve quality in early childhood by enhancement of critical reflection at all levels in early childhood organisations: educators individually and collectively, pedagogical leaders and coaches, and (middle) management. The…

Examined the potential and adequacy of the workplace as a site for teacher learning in view of a large-scale secondary education reform in the Netherlands. Teacher surveys and interviews indicated that there were great discrepancies between theory and practice in opportunities for professional learning in the workplace. Rate of participation in…

This paper discusses a study of Dutch secondary education reform, describing the background, noting implications for teacher learning, and arguing that learning supports professional development and derives from performance of activities that help teachers develop professionally. Based on a literature study, a conceptual model was developed in…

Eleven training centers for practical agricultural education in the Netherlands provide practical courses for all levels of students or trainees. A sample of 29 experienced instructors was selected at random from the centers to participate in the research project designed to identify the didactical qualities of the instructors and to develop an…

This article discusses some of the results of the CATCH (Classroom Assessment as a basis for Teacher Change) project. CATCH was meant to develop, apply and scale up a professional development programme designed to change teachers' instruction by helping them change their formative assessment practices. The authors focus on the analysis of three…

This study examined the characteristics of networks of Dutch teacher training colleges and school-counseling services for inservice teacher training. The study involved a 1992 nationwide survey of inservice training counselors at 42 teacher training colleges and 66 school-counseling services. The survey asked about characteristics of the…

This study describes the effects of a program designed to train Dutch primary school teachers in skills needed to coach and act as mentors for beginning teachers. The study investigated whether mentors who participated in the training program would implement the target coaching skills and whether the beginning teachers coached by the mentors would…

Examines the value of action research within the context of the professionalization of teachers in continuing education, describing continuing education based on action research and highlighting a training course on school counseling and guidance for secondary school teachers that allowed educators to explore the relationship between teaching and…

Papers presented on engineering education in Britain and on the continent include: the changing pattern of engineering education (W.E. Buckley); preparation for industry (N. Herbert; developments in craft education: city and guilds courses (J. Cushing); developments in craft education: sub-technician level course (J. Longden); beyond Haslegrave…