Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Airasian, P., Gullickson, A., Hahn, L, & Farland, D. (1995). Teacher self-evaluation: The literature in perspective. Kalamazoo: Center for Research on Educational Accountability and Teacher Evaluation.
Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1, 281–294.
Beijaard, D., & Verloop, N. (1996). Assessing teachers’ practical knowledge. Studies in Educational Evaluation, 22, 275–286.
Beijaard, D., & De Vries, Y. (1997). Building expertise: A process perspective on the development or change of teachers’ beliefs. European Journal of Teacher Education, 20, 243–255.
Beijaard, D., Driel, J. van, & Verloop, N. (1999). Evaluation of story-line methodology in research on teachers’ practical knowledge. Studies in Educational Evaluation, 25, 47–62
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court
Bergen, Th.C.M. (1996). Docenten scholen docenten: Over de professionele ontwikkeling van docenten door middel van peer coaching (Oratie). KU Nijmegen: Benda Drukkers BV.
Brekelmans, M., & Créton, H. (1993). Interpersonal teacher behavior throughout the career. In Th. Wubbels & J. Levy (Eds.), Do You Know What You Look Like? Interpersonal relationships in education (pp.81–102). London: Falmer Press.
Brekelmans, M., & Wubbels, Th. (1994). Interpersonal behavior of teachers in the first decade of their professional careers. Paper presented at the twentieth annual conference of the British Educational Research Association. Oxford
Brophy, J.E., & Good, T.L. (1986). Teacher Behavior and Student Achievement In M.C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 328–375). New York: MacMillan.
Butt, R, Raymond D., McCue, G., & Yamagishi, L. (1992). Collaborative autobiography and the teacher’s voice. In I.F. Goodson (Ed.), Studying teachers’ lives (pp. 51–98). London: Routledge.
Clandinin, D.J. (1986). Classroom practice: Teacher images in action. London and Philadelphia: Falmer Press.
De Vries, Y. (forthcoming). Leraren over hun onderwijs: Een praktijktheoretisch onderzoek naar de onderwijsconcepten van leraren en de ontwikkeling van expertise (Dissertation). Landbouwuniversiteit Wageningen: Leerstoelgroep Agrarische Onderwijskunde.
Dolk, M. (1997).Onmiddellijk onderwijsgedrag: Over denken en handelen van leraren in onmiddellijke onderwijssituaties (Dissertation). Culemborg: Technipress.
Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.
Evans, T.K. (1993). School-based inservice education: Case studies and guidelines for implementation. Culemborg: Phaedon.
Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F.B. Murray (Ed), The teacher educator’s handbook (pp. 63–91). San Francisco: Jossey Bass.
Fessler, R., & Chistensen, J. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Boston: Allyn & Bacon.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207–226.
Galesloot, L.J. (1994). Collegiale netwerken van ervaren docenten en schoolleiders: Een veldonderzoek gecombineerd met een literatuurstudie over beroepsvervolmaking (Dissertation). De Lier: Academisch Boekencentrum.
Galesloot, L.J., Koetsier, C.P., & Wubbels, Th. (1997). Handelingsaspecten bij het wederzijds leren van ervaren docenten. Pedagogische Studiën, 74, 249–260.
Gergen, M.M. (1988). Narrative structure in social explanation. In C. Antaki (Ed.), Analysing social explanation (pp. 94–112). London: Sage.
Huberman, M. (1993). The lives of teachers. New York: Teachers College Press.
Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123–136.
Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129–169.
Kompf, M., Bond W.R., Dworet, D., & Boak, T. (Eds.) (1996). Changing research and practice: Teachers’ professionalism, identities and knowledge. London/Washington: Falmer Press.
Korthagen, F.A.J. (1992). Techniques for stimulating reflection in teacher education seminars. Teaching and Teacher Education, 8, 265–274.
Kwakman, K. (1999). Leren van docenten tijdens de beroepsloopbaan (Dissertation). KU Nijmegen.
Marsh, H.W. (1984). Students evaluations of university teaching: Dimensionality, reliability, validity, potential biases and utility. Journal of Educational Psychology, 76, 707–754.
Miles, M.B., & Huberman, A.M. (1985). Qualitative data analysis: A sourcebook of new methods. London: Sage Publications.
Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct Review of Educational Research, 62, 307–332.
Philips, M., & Glickman, C. (1991). Peer coaching: Developmental approach to enhancing teacher thinking. Journal of Staff Development, 12(2), 20–25.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102–119). New York: Macmillan.
Rosenholtz, S.J., Bassler, O., & Hoover-Dempsey, K. (1986). Organizational Conditions of Teacher Learning. Teaching and Teacher Education 2, 91–104.
Schön, D.A. (1983). The reflective practitioner: How professionals think in action New York: Basic Books.
Sprinthall, N.A, Reiman, A.J., & Thies-Sprinthall, L. (1996). Teacher professional development In J. Sikula (Ed.), Handbook of research on teacher education (pp. 666–703). New York: Macmillan.
Stemberg, R.J., Wagner, RK., Williams, W.M., & Horvath, J.A (1995). Testing common sense. American Psychologist, 50, 912–927.
Thijssen, J.G.L. (1988). Bedrijsopleidingen als werkterrein. Den Haag: Delwel/Roi.
Thijssen, J.G.L. (1996). Leren, leeftijd en loopbaanperspectief (Dissertation). Tilburg: KU Brabant.
Tillema, H.H. (1997). Promoting conceptual change in learning to teach. Asia-Pacific Journal of Teacher Education, 25(1), 7–16.
Ulich, M. (1998). Taking a new look at cultural attitudes in multilingual settings: Stories and storying in teacher education. International Journal of Educational Research, 29, 25–39.
Van den Berg, R., & Vandenberghe, R. (1995). Wegen van betrokkenheid: Reflecties op onderwijsvernieuwing. Tilburg: Zwijsen.
Veenman, S. (1995). The training of coaching skills: An implementation study. Educational Studies, 21, 415–431.
Verloop, N. (1995). De leraar. In J. Lowyck & N. Verloop (Red.), Onderwijskunde: Een Kennisbasis voor professionals (pp. 108–150). Groningen: Wolters-Noordhoff.
Wubbels, Th. (1992). Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8, 137–149.
Wubbels, Th., & Brekelmans, M. (1997). A comparison of student perceptions of Dutch physics teachers’ interpersonal behavior and their educational opinions in 1984 and 1993. Journal of Research in Science Teaching, 34, 447–466.
Wubbels, Th. & Levy, J. (Eds.) (1993). Do you know what you look like? Interpersonal relationships in education. London: Falmer Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2000 Kluwer Academic Publishers
About this chapter
Cite this chapter
Beijaard, D., Verloop, N., Wubbels, T., Feiman-Nemser, S. (2000). The Professional Development of Teachers. In: Simons, RJ., van der Linden, J., Duffy, T. (eds) New Learning. Springer, Dordrecht. https://doi.org/10.1007/0-306-47614-2_14
Download citation
DOI: https://doi.org/10.1007/0-306-47614-2_14
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6296-8
Online ISBN: 978-0-306-47614-3
eBook Packages: Springer Book Archive