Learning through participation. The potential of school-based teacher education for developing a professional identity

By Geert Ten Dam, S. Blom. 2006

154 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/a3e4d22ce1016b98bbe2892808f591c055b741c7

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In Education

In Human Factors and Ergonomics

Citations in the corpus

What characterises a good practicum in teacher education? (2011, background): “To develop this identity, ten Dam and Blom (2006) emphasise the impact of participating in social and cultural practices.”
The interplay of possible language teacher selves in professional development choices (2013, unknown): “In order to decrease the perceived power distance between the interviewer and the interviewees (Ten Dam & Blom, 2006), interviews were conducted in either the institution where participants were studying or the workplace of the participants.”
How to Improve Teaching Practices (2011, background): “From this perspective, the focus of teacher learning is on teachers’ engagement in a variety of professional learning activities within schools and on becoming a participant in a com munity of learners (Sfard, 1988; ten Dam & Blom, 2006).”
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools (2009, background): “From this perspective, the focus of teacher learning in our study is on professional activities within schools and on becoming a participant in a community of learners (Sfard, 1988; Ten Dam & Blom, 2006).”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “These might, in our own context in North America, include more school-based teacher education programs such as those being experimented with in some locations (see Hopper & Sanford, 2004; ten Dam & Blom, 2006).”
Research on teaching practicum – a systematic review (2015, background): “Consequently, teacher educators have to prepare teachers to recognise and cope with the complexity of teaching, so they can participate in the educational setting in an increasingly competent way (Ten Dam and Blom 2006).”