Belief Change towards Self-Directed Learning in Student Teachers: Immersion in Practice or Reflection on Action.

By H. Tillema. 2000

266 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/50ba8e0d11a7f3ec3ec22fca8c04e0f2fc06ba4e

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Being and becoming a mentor: school-based teacher educators and teacher educator identity (2005, background): “The result is that the ‘‘primacy of practice’’ (Tillema, 2000) is assured, and reflection about good teaching, which is central to teacher improvement, is rare (Korthagen, 2004).”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “In the context of initial teacher education, teaching practice experiences are regarded as one of the strongest factors in changing student teachers’ conceptions of teaching (Stones 1981; Tillema 2000).”
Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching. (2013, background): “Such an examination and, if necessary, adjustment of beliefs should begin in initial teacher education (Brownlee, 2004; Richardson, 2003; Tillema, 2000).”
Pedagogical content beliefs: global, content domain-related and situation-specific components (2012, background): “However, relatively little is yet known about the interdependencies between professional knowledge and instructional practice ( Tillema, 2000 ).”
‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “2004), their instructional decisions in the classroom (Tillema 2000), and acceptance and uptake of new approaches, techniques and activities (Donaghue 2003).”
Self-regulation in Higher Education Teacher Learning (2005, unknown): “The notion of reﬂection as a way in which teachers learn has become something of a buzzword in education (Francis 1995; Tillema 2000).”
The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England (2011, background): “Research studies demonstrate that teachers are more likely to attend to evidence supporting their existing orientations than to evidence that contradicts them (Chinn & Brewer, 1993; Tillema, 2000).”
Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork (2008, background): “In addition to the well-documented need to provide preservice teachers with rich “handson” teaching experiences ( Tillema 2000; Tschannen-Moran et al. 1998), this study suggests that special consideration should be given to the various groups of individuals engaged in 140 C.Y.”
Which English? Whose English? An investigation of ‘non-native’ teachers' beliefs about target varieties (2010, background): “In addition, research has been conducted on the effects of teachers’ beliefs on pedagogical practice (Borg, 1998, 2003; Golombek, 1998; Farrell, 2008; Ng & Farrell, 2003) and the instructional decisions teachers make in class (Tillema, 2000).”
The practicum in preservice teacher education: a review of empirical studies (2013, unknown): “…self-regulated learning, and individualized reading and writing instruction (e.g. Colby & Stapleton, 2006; Doppen, 2007; Duffy & Atkinson, 2001; Friel & Carboni, 2000; Garton & Cano, 1996; Montano et al., 2005; Moore, 2003; Otaiba, 2005; Perry et al., 2006; Tillema, 2000; Vuchic & Robb, 2006).”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, result): “The results confirm previous findings that point out the multiple gains and achievements that take place during teaching practice (Arregui, Perez, and Garcia 2009 ; Caires and Almeida 2005 ; Kagan 1992 ; Tillemma 2000 ).”