How do teachers learn in the workplace? An examination of teacher learning activities
By J. Meirink, Paulien C. Meijer, N. Verloop, T. Bergen. 2009
105 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e59e63ef665cd20ee91d63858f776127bf78886d
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
In Education
- Eva Kyndt
- Vincent Donche
- Maria Assunção Flores
- D. Gijbels
- Anastasia Forte
- Ilke Grosemans
- Raymond Lynch
- P. McNamara
Citations in the corpus
- Teachers’ professional development: a theoretical review (2012, background): “Meirink et al. (2009) from the Netherlands also found in a study of 34 secondary teachers that teachers learn at their workplace by testing out different teaching methods after having observed how a colleague teaches or after reflection on teaching together with colleagues.”
- Teachers’ Everyday Professional Development (2016, background): “…more experienced teachers mainly concerned learning new teaching methods (e.g., Henze et al., 2009), as well as changing (often conservative) beliefs and conceptions about teaching (e.g., Hoekstra, Brekelmans, et al., 2009; Hoekstra & Korthagen, 2011; Meirink et al., 2007; Meirink et al., 2009b).”
- Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback (2012, result): “As highlighted by the results of a study conducted by Meirink et al. (2009) ‘teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations’.”
- Teacher collaboration and professional development in the workplace: a study of Portuguese teachers (2014, background): “…external factors, encompasses a wide array of variables that go beyond initial teacher preparation to include a number of planned and non-planned activities in which teachers engage throughout their careers (Huberman 1993) and a variety of activities and learning experiences (Meirink et al. 2009).”