Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition.
By A. Hoekstra, Mieke Brekelmans, D. Beijaard, F. Korthagen. 2009
190 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics
View Paper: https://www.semanticscholar.org/paper/22d8b9347108045249337aefd4bbe810caeff24b
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In Developmental and Educational Psychology
In Education
In Human Factors and Ergonomics
Citations in the corpus
- Experienced teachers' informal workplace learning and perceptions of workplace conditions (2009, background): “Based on Shuell's notion of learning we define teachers' learning activities as the activities a teacher undertakes in the workplace that contribute to a change in the teacher's behavior and/or cognition ( Hoekstra et al. , n.d.”
- Teachers’ professional development: a theoretical review (2012, background): “The Dutch researchers Hoekstra et al. (2009) have focused on changes in cognition and actions in a study of 32 teachers from 21 different upper secondary schools.”
- Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “It has been shown that teachers’ attributions of difficult classroom situations as either learning experiences or inevitable conflicts, affect their well-being (De Vries et al., 2013; Hoekstra et al., 2009; Soini et al., in press).”
- 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.”
- Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, methodology): “The present study seems to confirm earlier findings that meaningoriented reflection in combination with a focus on new ideas and behavior can be related to teacher change (Hoekstra et al., 2009; Mansvelder-Longayroux et al., 2007).”
- Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “Research suggests that changes in experienced teacher’s support of SRL in the classroom are related to their willingness to experiment with new teaching methods and active reflection on the effectiveness of various teaching methods [51].”