Teachers’ Meanings Regarding Educational Practice

By R. V. D. Berg. 2002

457 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d2475b78426a11468b1b7ba96955a68ecabe573

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Citations in the corpus

Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “Teaching efficacy can vary depending on the characteristics of the teaching context (Tschannen-Moran et al., 1998; Van den Berg, 2002).”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “…teachers’ professional identity has been acknowledged as an essential factor in understanding teachers’ professional lives, such as the quality of their teaching, motivation to teach, commitment and resilience, and career decision-making (e.g. Van den Berg 2002; Day et al. 2006; Hong 2010).”
Modeling teacher empowerment: The role of job satisfaction (2005, background): “…media criticism, reduced resources, and moderate pay have all been found to be related to low teacher satisfaction in many developed countries around the world (e.g., Dinham & Scott, 1998, 2000a; Scott & Dinham, 2003; Scott, Stone, & Dinham, 2001; Van den Berg, 2002; Vandenberghe & Huberman, 1999).”
The case for reconceptualizing teacher efficacy research (2005, background): “…the central focus of teacher efficacy beliefs research is consistent with an interpretive or phenomenological perspective on science (e.g., Feinberg & Soltis, 1985; van den Berg, 2002), and with sociocultural views of human development (Bronfenbrenner, 1976; Cole, 1996; Vygotsky, 1978).”
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum (2013, background): “…and artifacts (representing the curricular operationalization of these ideas, e.g., textbooks and simulation software) have to be translated into new educational practices (Coburn, 2001, 2005; Hargreaves, Lieberman, Fullan, & Hopkins, 2009; Spillane, Reiser, & Reimer, 2002; Van den Berg, 2002).”
Job satisfaction among secondary school teachers: the role of gender and experience (2011, background): “Even though research findings appear to be conclusive with respect to the influence of such variables on teacher job satisfaction (see, for example, Vandenberghe and Huberman 1999 ; Dinham and Scott 2000a ; van den Berg 2002 ), evidence is more mixed in the case of other variables.”
Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit (2012, background): “…that are viewed as important by them and studies indicate that job satisfaction influences teachers’ enthusiasm (Weiqi 2007) and teachers’ relations to students (van den Berg 2002), both of which could reasonably be suggested as factors that could influence a teacher’s decision to quit teaching.”
Job satisfaction among school teachers in Cyprus (2004, background): “Imposed and centralized system accountability, lack of professional autonomy, relentlessly imposed changes, constant media criticism, reduced resources, and moderate pay all relate to low teacher satisfaction in many developed countries around the world ( van den Berg, 2002”
Commercial Teacher Selection Instruments: The Validity of Selecting Teachers Through Beliefs, Attitudes, and Values (2008, background): “Over the past 2 decades, scholars have explored the field of teachers’ beliefs, attitudes, and values and tried to define these difficult, ambiguous concepts (Fang, 1996; Pajares, 1992; Richardson, 1996; van den Berg, 2002; Zeichner & Hoeft, 1996).”
Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “And yet, conceptions may be individualistic because they are socially and culturally shared cognitive phenomena (van den Berg, 2002).”
Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “For example, classroom transactions are embedded in schools that are organizations layered with power and authority structures that have developed over time, and where patterns of interplay between control (domination) and conflict (resistance) are complex (Ball, 1994; Van den Berg, 2002 ).”
What makes teachers tick? Sustaining events in new teachers’ lives (2010, unknown): “Our hypothesis derives from two related findings: teachers’ meanings around educational practice centre largely on interactions with students (van den Berg, 2002 ) and the finding that the way major policy decisions are implemented depends heavily on the culture and leadership of organisations of s”