Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning.

By J. Meirink, Paulien C. Meijer, N. Verloop, T. Bergen. 2009

222 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1514b6b506610376f9de69b7d3b991ead7b44d42

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Eva Kyndt
2. Joan Garfield
3. Vincent Donche
4. D. Gijbels
5. P. Runhaar
6. Shinhee Jeong
7. Karin Sanders
8. Jin Lee

In Sociology and Political Science

1. P. Runhaar
2. Karin Sanders
3. Eva Kyndt
4. Joan Garfield
5. Huadong Yang
6. Soo Jeoung Han
7. A. Tam

Citations in the corpus

• The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs (2012, background): “In science and mathematics education where the reform movement occurred earlier, research revealed that teachers are reluctant to change their ways of teaching in spite of evidence for the effectiveness of the reformed teaching methods (e.g., Meirink et al. 2009).”
• Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions (2018, background): “Informal learning occurs through a dialectic process of action and reflection; thus, it consists of both action components and mental components evolving from multiple activities such as individual learning, interpersonal learning, and collaborative learning (Marsick, 2009; Meirink et al., 2009).”
• Teachers’ Everyday Professional Development (2016, background): “…more experienced teachers mainly concerned learning new teaching methods (e.g., Henze et al., 2009), as well as changing (often conservative) beliefs and conceptions about teaching (e.g., Hoekstra, Brekelmans, et al., 2009; Hoekstra & Korthagen, 2011; Meirink et al., 2007; Meirink et al., 2009b).”
• Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership (2010, background): “Although it is now unquestioned that reflection and asking feedback are important learning activities, less is known about how to stimulate teachers to engage in these activities (Meirink et al., 2009).”
• The role of a professional learning community in teacher change: a perspective from beliefs and practices (2015, result): “This study confirms with previous studies (Hoekstra et al., 2009; Meirink et al., 2009) that the collaborative learning activities such as reflection, observation, action research, and dialog provide a powerful learning environment which in turn leads to teacher change.”