How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities

Autor/inn/en	Meirink, Jacobiene A.; Meijer, Paulien C.; Verloop, Nico; Bergen, Theo C. M.
Titel	How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities
Quelle	In: European Journal of Teacher Education, 32 (2009) 3, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Learning Activities; Secondary School Teachers; Teacher Attitudes; Questionnaires; Learning Experience; Journal Writing; Epistemology; Foreign Countries; Teaching Experience; Electronic Mail; Interest Inventories; Professional Development; Learning Strategies; Netherlands + Suchen Sie Ihr Suchwort? Lernaktivität; Lehrerverhalten; Fragebogen; Lernerfahrung; Zeitschriftenaufsatz; Erkenntnistheorie; Ausland; Elektronischer Briefkasten; Interest profile; Interessenprofil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Niederlande
Abstract	In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations. An additional finding concerns the reporting of sequences of learning activities in the digital logs which is clearly different from the focus on single learning activities as found in most literature and as used in the questionnaire. Furthermore, the digital logs provided a fine-tuning of the concepts of "involvement of colleagues" and "experimentation" in relation to teacher learning. The study concludes with a critical reflection on both data collection instruments. Finally, implications for future research on how teachers learn are discussed. (Contains 6 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10