Author
Douwe Beijaard
Other affiliations: Wageningen University and Research Centre, Leiden University, University of Groningen
Bio: Douwe Beijaard is an academic researcher from Eindhoven University of Technology. The author has contributed to research in topics: Teacher education & Professional development. The author has an hindex of 37, co-authored 145 publications receiving 8811 citations. Previous affiliations of Douwe Beijaard include Wageningen University and Research Centre & Leiden University.
Papers published on a yearly basis
Papers
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TL;DR: A 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 that were focused on the identification of characteristics of teachers professional identity, and (3) studies where professional identity was (re)presented by teachers' stories.
2,355 citations
TL;DR: In this article, the authors investigate experienced secondary school teachers' current and prior perceptions of their professional identity and find that teachers see their professional identities as consisting of a combination of the distinct aspects of expertise.
1,076 citations
TL;DR: In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge, and it is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs and attitudes into account.
Abstract: In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account Teachers' practical knowledge is conceptualized as action-oriented and person-bound As it is constructed by teachers in the context of their work, practical knowledge integrates experiential knowledge, formal knowledge, and personal beliefs To capture this complex type of knowledge, multimethod designs are necessary On the basis of a literature review, it is concluded that long-term professional development programs are needed to achieve lasting changes in teachers' practical knowledge In particular, the following strategies are potentially powerful: (a) learning in networks, (b) peer coaching, (c) collaborative action research, and (d) the use of cases In any case, it is recommended that teachers' practical knowledge be investigated at the start of a reform project, and that changes in this knowledge be monitored throughout the project In that way, the reform project may benefit from teachers' expertise Moreover, this makes it possible to adjust the reform so as to enhance the chances of a successful implementation © 2001 John Wiley & Sons, Inc J Res Sci Teach 38: 137–158, 2001
952 citations
TL;DR: In this article, the authors investigated how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, selfefficacy and change in level of motivation) are related.
Abstract: This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking.
351 citations
TL;DR: This article described multi-method triangulation as a means to enhance the internal validity in qualitative studies on a complex topic such as teachers' practical knowledge, which is viewed as a multi-dimensional concept, requiring multiple instruments for its exploration.
Abstract: This article describes multi-method triangulation as a means to enhance the internal validity in a qualitative study on language teachers' practical knowledge. Teachers' practical knowledge is viewed as a multi-dimensional concept, requiring multiple instruments for its exploration. In the triangulation procedure, data collected with three instruments were analysed and related to each other. Three steps of analysis, preceded by a pre-analysis step, were used to combine these data. The triangulation procedure culminated in a fairly comprehensive understanding of teachers' practical knowledge with respect to the teaching of reading comprehension to 16- to 18-year-old students. It was concluded that multi-method triangulation is a worthwhile procedure to enhance the internal validity in qualitative studies on a complex topic such as teachers' practical knowledge.
275 citations
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Book•
01 Jan 1995
TL;DR: In this article, Nonaka and Takeuchi argue that Japanese firms are successful precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies, and they reveal how Japanese companies translate tacit to explicit knowledge.
Abstract: How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.
7,448 citations
04 Mar 2010
TL;DR: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more.
Abstract: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.
3,188 citations