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Combining Concept Maps and Interviews to Produce Representations of Personal Professional Theories in Higher Vocational Education: Effects of Order and Vocational Domain
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van den Bogaart, Antoine C. M.; Schaap, Harmen; Hummel, Hans G. K.; Kirschner, Paul A. – Instructional Science: An International Journal of the Learning Sciences, 2017
This article presents the use of personal professional theories (PPTs) in Dutch higher vocational education. PPTs are internalised bodies of formal and practical knowledge and convictions that professionals use to direct their behaviour. With the aid of high-quality representations of students' PPTs teachers can access, monitor, and support the…
Descriptors: Concept Mapping, Interviews, Schemata (Cognition), Higher Education
The Impact of Peer Collaboration on Teachers' Practical Knowledge
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Witterholt, Martha; Goedhart, Martin; Suhre, Cor – European Journal of Teacher Education, 2016
Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods such as enquiry-based teaching. In this study, we investigate how teachers design, implement and evaluate new methods for statistics teaching for 7th-graders during a professional development trajectory based on peer collaboration. We monitored…
Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Statistics
Explicating Students' Personal Professional Theories in Vocational Education through Multi-Method Triangulation
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Schaap, H.; de Bruijn, E.; Van der Schaaf, M. F.; Baartman, L. K. J.; Kirschner, P. A. – Scandinavian Journal of Educational Research, 2011
Students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. Students' personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal…
Descriptors: Vocational Education, Competency Based Education, Theories, Concept Mapping
Development of Students' Personal Professional Theories in Senior Secondary Vocational Education
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Schaap, H.; Van der Schaaf, M. F.; de Bruijn, E. – Evaluation & Research in Education, 2011
Students in competence-based senior secondary vocational education are expected to actively construct personal knowledge during school-based learning and workplace learning. This study introduces the construct "personal professional theory" (PPT) to monitor and analyse students' personal knowledge development. It aims to investigate the…
Descriptors: Foreign Countries, Secondary School Students, Competency Based Education, Vocational Education
Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands
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Seezink, Audrey; Poell, Rob F. – Journal of European Industrial Training, 2010
Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…
Descriptors: Video Technology, Feedback (Response), Concept Mapping, Educational Psychology
Building Quality Report Cards for Geriatric Care in The Netherlands: Using Concept Mapping to Identify the Appropriate "Building Blocks" from the Consumer's Perspective
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Groenewoud, A. Stef; van Exel, N. Job A.; Berg, Marc; Huijsman, Robbert – Gerontologist, 2008
Purpose: This article reports on a study to identify "building blocks" for quality report cards for geriatric care. Its aim is to present (a) the results of the study and (b) the innovative step-by-step approach that was developed to arrive at these results. Design and Methods: We used Concept Mapping/Structured Conceptualization to…
Descriptors: Concept Mapping, Focus Groups, Geriatrics, Foreign Countries