A closer look at teachers’ individual learning in collaborative settings

By J. Meirink, Paulien C. Meijer, N. Verloop. 2007

249 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5fcb552ff69b73a80b4ca8d9e0fd3927347d08a8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How do teachers learn in the workplace? An examination of teacher learning activities (2009, background): “The learning experiences reported by the teachers were therefore next described in terms of a sequence of specific learning activities (for further details see Meirink et al. 2007; Meirink et al. forthcoming).”
The role of a professional learning community in teacher change: a perspective from beliefs and practices (2015, result): “In other words, there are more changes in cognition than changes in behavior which concurs with the finding of Meirink, Meijer, and Verloop (2007).”
Experienced teachers' informal workplace learning and perceptions of workplace conditions (2009, background): “Learning by doing (see also Meirink et al. , 2007”
Teacher learning and collaboration in innovative teams (2010, background): “Furthermore, due to the reform context in which this study took place, the teachers were asked to report only those experiences related to the topic ‘fostering active and self-regulated student learning’ (Meirink et al., 2007).”
Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “The collective participation of groups of teachers from the same school in a CPD programme seems to be a critical factor for stimulating teachers' professional development, for example by sharing and exchanging experiences (Meirink, Meijer, & Verloop, 2007; Van Veen et al., 2012).”
Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn (2017, methodology): “For this study we followed the categorization by Meirink et al. (2007), in which four types of learning activities are distinguished: 1) learning by experimenting, 2) learning by reflecting on own teaching practice, 3) learning from others (with/ without interaction), and 4) learning by doing.”
Teachers’ Everyday Professional Development (2016, background): “…Learning by thinking Van Eekelen et al. (2006) Learning from others, no interaction Meirink et al. (2007) Learning from others, with interaction Meirink et al. (2007) Learning in interaction Van Eekelen et al. (2006) Professional improvement Kwakman (2001) Reading Kwakman (2003); Van Eekelen…”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “…was predicted in Hypothesis 4, organized learning environments (reciprocal peer-coaching, collaborative project groups) did seem to elicit qualitatively better learning activities and outcomes than informal learning in the workplace (Hoekstra et al., 2007; Meirink et al., 2007; Zwart et al., 2007).”