Teachers' conceptions of student learning and own learning

By Sanneke Bolhuis *, M. Voeten. 2004

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/784967102c73945e218e3e7a8048180078d9a638

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

1. F. Korthagen
2. J. Meirink
3. A. Hoekstra
4. K. Pyhältö
5. J. Pietarinen
6. T. Soini
7. Paulien C. Meijer
8. T. Bergen

In Education

1. F. Korthagen
2. Paulien C. Meijer
3. A. Hoekstra
4. J. Meirink
5. K. Pyhältö
6. J. Pietarinen
7. T. Soini
8. Auli Toom

Citations in the corpus

• Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, background): “…the teacher conception questionnaire, including five subscales: External versus Internal Regulation, Reproductive versus Constructive Knowledge, Individual versus Social Learning, Fixed versus Dynamic Ability and Intolerance of Uncertainty versus Tolerance of Uncertainty (Bolhuis and Voeten 2004).”
• What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “Student teachers’ learning of professional agency in teacher education Developing collaborative learning environments (CLEs) for pupils and themselves is a crucial precondition for teachers’ meaningful learning at work (Bolhuiz & Voeten, 2004).”
• Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “More specifically, skillful and motivated teachers are likely to promote active and functional learning strategies, and consequently achieve the best learning outcome on pupils (Bolhuis & Voeten, 2004 ; Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007 ; Hoy, Hoy, & Kurz, 2008 ).”
• Student attitude towards Mathematics and performance: Does the teacher attitude matter? (2013, background): “Teachers’ attitude and beliefs play a very significant role in shaping classroom practices (Bolhuis & Voeten, 2004).”
• A closer look at teachers’ individual learning in collaborative settings (2007, background): “As a result of these reforms, teachers are expected to concentrate more on their role as a coach/activator or stimulator in the learning process of students (see Bolhuis & Voeten, 2004 ).”
• Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “Beginning with the pioneering work of Brown (1978) and Flavell (1979), over the last 30 years research on metacognition, self-regulation, and self-regulated learning has flourished (Alexander, 2008; Boekaerts, 2002).”
• Teacher learning and collaboration in innovative teams (2010, background): “In this study the focus was on teacher learning along the innovative dimension, and more specifically on changes in individual teachers’ beliefs about teaching and learning (Bolhuis & Voeten, 2004; Van Driel, Bulte, & Verloop, 2007).”
• Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students? (2009, background): “Bolhuis and Voeten (2004) have operationalized this educational approach in terms of the self-regulation of learning, the active construction of knowledge, and the social nature of learning.”
• Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “This contrasts with teachers’ traditional views of subject matter as a “static body of knowledge” that needs to be transferred to students (Bolhuis & Voeten, 2004, p. 78).”