将职业教师的正式与非正式专业发展活动映射成一个整体并不是万能的

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Marjanne Hagedoorn, Maaike Koopman, Machiel Bouwmans, Elly de Bruijn
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引用次数: 0

摘要

职业教师不断调整他们的教学,以适应职业实践、技术和学生多样性的变化。教师专业发展对于应对这些变化至关重要。对荷兰职业教师的专业发展活动进行了纵向研究。它产生了正式和非正式专业发展活动的类型。这一类型学巩固了之前的类型学,并为职业教育的背景规定了这些类型学。在两年半的时间里,26名经验丰富的教师在学习者报告中详细介绍了他们非正式和正式的专业发展活动。所确定的386项活动分为六类非正式专业发展活动和五类正式活动。总的来说,四分之三的活动可以被描述为非正式的,嵌入日常实践。我们的类型学可以鼓励职业学校更有效地促进专业发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
One size does not fit all - mapping informal and formal professional development activities of vocational teachers
Vocational teachers continuously tailor their teaching to changes in occupational practice, technologies, and student diversity. Teacher professional development is crucial for dealing with these changes. A longitudinal study was conducted to study the professional development activities of vocational teachers in the Netherlands. It resulted in a typology of formal and informal professional development activities. This typology consolidates preceding typologies, and specifies these for the context of vocational education. During a two-and-a-half year period, 26 experienced teachers detailed their informal and formal professional development activities in learner reports. The 386 activities identified were grouped in six categories of informal professional development activities and in five categories of formal activities. In total, three quarters of the activities could be characterised as informal, embedded in daily practice. Our typology could encourage vocational schools in facilitating professional development more effectively.
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来源期刊
Teachers and Teaching
Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
7.40%
发文量
71
期刊介绍: Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.
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