D. Beijaard

Education · 2000–2018

A researcher in the Science corpus: 21 papers; trusts 35 researchers and is trusted by 42 researchers here, as inferred from the citation graph.

Subfields

• Education — 176 citations into it; #554 of 11,309 by trust here, #118 by citations
• Developmental and Educational Psychology — 47 citations into it; #2,533 of 8,223 by trust here, #747 by citations
• Social Psychology — 41 citations into it; #8,319 of 15,694 by trust here, #6,384 by citations
• Sociology and Political Science — 32 citations into it; #19,917 of 22,756 by trust here, #16,211 by citations
• Human Factors and Ergonomics — 21 citations into it; #253 of 393 by trust here, #72 by citations
• Organizational Behavior and Human Resource Management — 16 citations into it
• Experimental and Cognitive Psychology — 14 citations into it
• Clinical Psychology — 6 citations into it

Whom D. Beijaard trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. J. Hong
2. A. Hargreaves
3. Paulien C. Meijer
4. C. Beauchamp
5. Paul Conway
6. Geert Kelchtermans
7. Sanne F. Akkerman
8. N. Verloop
9. Orly Shapira–Lishchinsky
10. M. Carter

Who trusts D. Beijaard overall

1. M. Izadinia
2. Rui (Eric) Yuan
3. Marieke Pillen
4. F. Korthagen
5. Paulien C. Meijer
6. A. Hoekstra
7. Carl Lamote
8. Icy Lee
9. Emese Bukor
10. Danijela Makovec

Papers from D. Beijaard's perspective

Ordered by how strongly the researchers D. Beijaard trusts endorse each paper. Same corpus, a different order for every researcher.

1. Learning how to teach.
2. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education
3. Tensions in Learning to Teach
4. Professional orientations of secondary school teachers towards their work
5. Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective
6. Toward self-directed learning in secondary schools: what do teachers do?
7. Cognitive Psychology and Its Implications
8. Anticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education
9. Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers
10. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

Their papers

• Experienced teachers’ informal learning from classroom teaching (2007) — 131 citations
• The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007) — 149 citations
• Multi-Method Triangulation in a Qualitative Study on Teachers' Practical Knowledge: An Attempt to Increase Internal Validity (2002) — 284 citations
• Similarities and Differences in Teachers' Practical Knowledge About Teaching Reading Comprehension (2001) — 118 citations
• Teacher educators' professional learning: A literature review (2018) — 240 citations
• Teacher learning in the context of a continuing professional development programme: A case study (2015) — 96 citations
• Characteristics of teachers as change agents (2015) — 222 citations
• Improving Teacher Feedback During Active Learning (2014) — 161 citations
• Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013) — 301 citations
• Profiles and change in beginning teachers' professional identity tensions (2013) — 188 citations
• Professional identity tensions of beginning teachers (2013) — 259 citations
• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011) — 527 citations
• Profiling teachers’ sense of professional identity (2011) — 181 citations
• Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition. (2009) — 190 citations
• Experienced teachers' informal workplace learning and perceptions of workplace conditions (2009) — 114 citations
• The Portfolio as a Tool for Stimulating Reflection by Student Teachers. (2007) — 261 citations
• Reconsidering research on teachers' professional identity (2004) — 3,145 citations
• Teachers' development of professional knowledge through action research and the facilitation of this by teacher educators (2004) — 178 citations
• Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment (2002) — 95 citations
• Professional development and reform in science education: The role of teachers' practical knowledge (2001) — 1,029 citations