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Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge.
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van Driel, Jan H.; Beijaard, Douwe; Verloop, Nico – Journal of Research in Science Teaching, 2001
Discusses professional development in the context of the current reforms in science education from the perspective of developing teacher knowledge. Points out the unsuccessful reform movement due to lack of considering teachers' existing knowledge, attitudes, and behaviors. Concludes that long-term professional development programs are needed to…
Descriptors: Curriculum Development, Educational Change, Professional Development, Science Instruction
Teachers' Development of Professional Knowledge through Action Research and the Facilitation of This by Teacher Educators
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Ponte, Petra; Ax, Jan; Beijaard, Douwe; Wubbels, Theo – Teaching & Teacher Education: An International Journal of Research and Studies, 2004
This article describes the design and results of a descriptive and explorative case study into the development of professional knowledge by teachers through action research and the facilitation of this by teacher educators. The theoretical framework of the study links the Anglo-Saxon Action Research tradition and the German "Allgemeine Didaktik."…
Descriptors: Professional Development, Teacher Educators, Case Studies, Action Research
Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment.
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Uhlenbeck, Anne M.; Verloop, Nico; Beijaard, Douwe – Teachers College Record, 2002
Examined the best approach to the development of procedures for assessing beginning teachers, reviewing studies on teacher thinking, development, learning, and knowledge; examining studies on new approaches to teacher evaluation and on issues of validity and reliability; and proposing a framework with 15 implications for the development of…
Descriptors: Beginning Teachers, Elementary Secondary Education, Evaluation Methods, Faculty Development
Reconsidering Research on Teachers' Professional Identity
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Beijaard, Douwe; Meijer, Paulien C.; Verloop, Nico – Teaching & Teacher Education: An International Journal of Research and Studies, 2004
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 the identification of characteristics of teachers' professional identity, and (3) studies in which…
Descriptors: Teacher Characteristics, Professional Development, Context Effect, Self Concept