Anje Ros

TL;DR: In this paper, the authors focused on improving teacher feedback during active learning and concluded that the professional development of teachers can be effective and sustainable, if certain conditions are met, such as teacher cognitions and practices.

TL;DR: In this article, a plea is made for increased attention to the individual questions, needs, and opinions that arise among teachers in response to innovations, as indicators of the subjective realities of teachers and, at times, the expression of ambivalence with regard to the innovation in question.

TL;DR: In this article, a case study of the learning activities of two teachers, the problems they encountered and the way they regulated their learning was conducted to gain insight into characteristics of teacher learning in the context of a successful continuing professional development program (CPD).

TL;DR: Giving feedback during active learning seems to be an important topic for teachers' professional development, and feedback on meta-cognition and social learning is important.

TL;DR: In this paper, the authors investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate development of research knowledge and skills by second-year student teachers of an institute of primary teacher education.