Individual differences in learning to teach : Relating cognition, regulation and affect

By I. Oosterheert, Jan D. Vermunt. 2001

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6c544df7a986654b662a141ee7dc407af78fbcad

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Portfolio as a Tool for Stimulating Reflection by Student Teachers. (2007, background): “Oosterheert and Vermunt (2001), for instance, distinguished between ‘reproduction-oriented’ or ‘immediate performance-oriented’ student teachers and ‘meaning-oriented’ student teachers.”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “…activities from the present study with research on student learning (Entwistle & McCune, 2004; Lonka et al., 2004) and student teacher learning (Oosterheert & Vermunt, 2001), it is apparent that meaning-oriented learning (e.g., trying to extend one’s understanding of own practice and of new…”
Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations (2004, unknown): “This conclusion is supported by research of Oosterheert and Vermunt (2001) on individual differences in the learning of students in teacher education.”
How do teachers learn in the workplace? An examination of teacher learning activities (2009, methodology): “2005 ; Kwakman 1999 ; Lohman and Woolf 2001 ; Oosterheert and Vermunt 2001 ).”
Teaching practice in Initial Teacher Education: its impact on student teachers' professional skills and development (2005, background): “…occurring in the student teachers’ concerns and beliefs) to the socialisation process that takes place during the first contact with the realities of classroom teaching and the school context (Fuller & Bown, 1975; Lacey, 1977; Zeicnher & Gore, 1990; Burn et al., 2000; Oosterheert & Vermunt, 2001).”
Mapping mentor teachers' roles in mentoring dialogues (2008, background): “Prospective teachers have different learning styles, which partially depend on their orientations towards learning (Korthagen, 1988; Oosterheert & Vermunt, 2001).”
Self-regulation in Higher Education Teacher Learning (2005, unknown): “The study of Oosterheert and Vermunt (2001) in a teacher education context showed similar results.”
Promoting versatility in mentor teachers’ use of supervisory skills (2008, unknown): “Student teachers have different learning styles, which partially depend on their orientations towards learning (Korthagen, 1988; Oosterheert & Vermunt, 2001).”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “From previous research we know that the learning needs of preservice and beginning teachers differ (Oosterheert & Vermunt, 2001), that their professional learning develops at different speeds (Furlong & Maynard, 1995), and that from the pre-service and beginning teacher perspective, mentor teachers…”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “Those sources include personal reflections on their own practice, others’ practices, and information from educators, literature, mentors, peers and pupils (Oosterheert and Vermunt 2001; Tang 2006).”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “…in mentoring situations is the result of several workplace features (Eraut et al., 1998; Holton & Baldwin, 2000) which interact differently with specific characteristics of individual student teachers (Bullough & Draper, 2004; Furlong & Maynard, 1995; Kagan, 1992; Oosterheert & Vermunt, 2001).”
Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “Oosterheert and Vermunt ( 2001 ) included the regulation of emotions as a functional component of learning to teach science.”