Patterns in teacher learning in different phases of the professional career

By Jan D. Vermunt, Maaike D. Endedijk. 2011

266 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/99e924c7d7ca0347bf4d36bbbe0b99ea56370648

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…theories, encompassing individual traits, driven by and originating from one’s beliefs, knowledge, rationales and emotions (for example, Lohman 2006, Vermunt and Endedijk 2011), as well as self-efficacy, intrinsic and extrinsic rewards and career needs (for example, Kwakman 2003, Runhaar 2008,…”
Teachers' engagement in professional learning: Exploring motivational profiles (2014, background): “Teachers' motivation for TPL Few studies have investigated teachers' motivation for their own learning (Vermunt & Endedijk, 2011).”
Teachers'motivation to participate in training and to implement innovations (2014, background): “Recent studies show that teachers’ motivation and cognition (e.g., self-efficacy, attitudes, appraisals, beliefs, goals) are vital for the impetus of their workplace learning (Geijsel, Sleegers, Stoel, & Krüger, 2009; Kwakman, 2003; Lohman, 2006; Runhaar, 2008; Vermunt & Endedijk, 2011).”
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, background): “Therefore, many of these studies are not included in this review (but see for example Vermunt and Endedijk (2011) for a review of learning patterns in teacher professional learning and development).”
Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “With regard to the two dimensions of regulation of learning Vermunt and Endedijk (2011) distinguished, differences between the two teachers were also observed.”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “To enhance student learning, teachers are expected to actively learn in classroom interaction throughout their careers (Borko, 2004; Opfer & Pedder, 2011; Vermunt & Endedijk, 2011).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “This makes reflection an indispensable element in professional learning (Schön, 1987; Vermunt & Endedijk, 2010).”
Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review (2011, background): “In this view, learning styles are more dynamic and situational in nature, meaning that one student can posses different learning styles which can be used in different situations (Vermunt 2005; Vermunt and Endedijk 2011).”
Changes in professional vision in the context of practice (2013, background): “thereby, we take different entry levels in professional vision into account (Stürmer et al. 2012; Vermunt and endedijk 2011) and use a video-based approach in instruction, as well as in assessing professional vision.”