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Douwe Beijaard
Researcher at Eindhoven University of Technology
Publications - 146
Citations - 9948
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.
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Reconsidering research on teachers' professional identity
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.
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Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective
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.
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Professional development and reform in science education: The role of teachers' practical knowledge
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.
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Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers' professional identity
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.
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Multi-Method Triangulation in a Qualitative Study on Teachers' Practical Knowledge: An Attempt to Increase Internal Validity
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.