Journal ArticleDOI
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers
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In this paper, a longitudinal study aimed at increasing our understanding of how teachers learn was conducted within a national innovation programme in secondary education, where 94 teachers reported six learning experiences using digital logs.About:
This article is published in Learning and Instruction.The article was published on 2010-12-01. It has received 400 citations till now. The article focuses on the topics: Experiential learning & Learning environment.read more
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Inconvenient truths about teacher learning: towards professional development 3.0
TL;DR: In this article, a critical analysis of traditional and new approaches to professional development is presented based on recent findings about teacher learning, and empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour.
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Teachers’ Everyday Professional Development Mapping Informal Learning Activities, Antecedents, and Learning Outcomes
TL;DR: This paper analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes, and concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes and how they are influenced by their context.
Journal ArticleDOI
Teachers' Professional Development: A Theoretical Review.
TL;DR: In this paper, a review of studies that focus on the professional development of teachers after they have completed their basic teacher training is presented, with a focus on how they learn to learn and how they apply their knowledge in practice to support pupils' learning.
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Patterns in teacher learning in different phases of the professional career
TL;DR: In this paper, the authors review recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development, and conclude that teachers differ in the learning patterns they adopt, and that these patterns differ with regard to the quality of teacher learning and professional development.
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Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills
TL;DR: In this paper, the authors present a pedagogical framework for the twenty-first-century learning practices in teacher education and provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies.
References
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Book
Discovery of Grounded Theory: Strategies for Qualitative Research
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Journal ArticleDOI
The Discovery of Grounded Theory: Strategies for Qualitative Research.
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Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.
TL;DR: The authors found that younger children are quite limited in their knowledge and cognition about cognitive phenomena, or in their metacognition, and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises.
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Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.
Journal ArticleDOI
Professional Development and Teacher Learning: Mapping the Terrain
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
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