Teacher learning in the context of a continuing professional development programme: A case study
By L. I. V. Bergh, Anje Ros, D. Beijaard. 2015
96 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/b77e46e78993e3aef22efe8deec79ce6d2ae9cd7
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
- K. Salmela‐Aro
- Joseph Krajcik
- Roman Svaricek
- K. Šeďová
- Martin Sedláček
- Katherine L. McNeill
- K. Upadyaya
In Education
- K. Salmela‐Aro
- Joseph Krajcik
- Roman Svaricek
- K. Šeďová
- Martin Sedláček
- Elizabeth A. Davis
- Katherine L. McNeill
- S. Read
Citations in the corpus
- Teacher professional development as a means of transforming student classroom talk (2016, background): “According to Van den Bergh et al. (2015), a good professional development programme needs to be contextually situated.”
- A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Luft and Hewson (2014) argue that teacher collaboration supports professional learning; when working collaboratively, teachers reinforce, build, expand, and challenge their ideas about teaching and student learning (Avalos, 2011; Loughran, 2002; Van den Bergh et al., 2015).”