Examined the implementation effects of a course on cooperative learning for Dutch student teachers. Data from surveys, pre- and post-course observations, and comparison of treatment of control groups indicated the course was effective in teaching participants to implement cooperative learning. The course positively affected the engagement rates of…

Investigated Dutch teacher educators' views of teaching and learning and how they expressed these views in practice. Interview and observation data indicated that teacher educators did not always "teach as they preached," particularly on aspects that distinguished the profession of teacher educators from the profession of teachers. The…

Investigated how Israeli and Dutch teacher educators conceptualized self-regulated learning (SRL) and what they meant by actively utilizing SRL approaches, both in their own professional development and as a way to involve students in SRL. Teacher interviews indicated that although the two groups differed somewhat in their views of their own…

Examined Dutch and Israeli teacher educators' and student teachers' perceptions of meaning, implementation, and role expectations in self-regulated learning (SRL) within teacher education. Interview data indicated support for the concept of SRL, although conditions for its actual implementation were not always favorable. Student teachers were more…

Researchers in the Netherlands used a repertory grid to examine first- and third-year prospective elementary teachers' thinking regarding good teaching. They discovered four dimensions of cognitions with few between-group differences. Results suggest the grid is suitable for retrieving subjects' cognitions in their own terminology but less…

Describes four teacher education seminar techniques that can stimulate students' reflection on their teaching practice and promote change. Effects of the techniques were examined with regard to 18 student teachers. The techniques helped students reflect on the subjective theories and constructs they used in perceiving students. (SM)

Examined the timing of reflection-on-action on the beliefs of 36 Dutch elementary student teachers using self-directed teaching methods. Data from student teacher questionnaires administered at four different times indicate that reflection after student teaching may be more effective in promoting attitude change than reflection-oriented learning…

Discusses the poor transfer of theory taught and skills learned in college to classroom teaching practice, examining reasons for preconceptions that student teachers bring to teacher education programs. The paper offers several teacher educator interventions to help student teachers build world images with consequences for their teaching. (SM)