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Stimulating the development of students' personal professional theory through contingent modelling.

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Stimulating the development of students' personal professional theory through contingent modelling.

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Samenvatting

This article displays a quasi-experimental case-study into how vocational educators stimulate the development of students' PPTs. No differences were found between the contingent modeling condition and the student condition concerning the development of PPTs. The two vocational domains did show differences.
These results are explained by the relatively small extent of diagnosing in vocational educators' contingent modeling as well as the lack of high-level interactions in the discussions.

OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Educatie
Kenniscentrum Leren en Innoveren
LectoraatBeroepsonderwijs
Jaar2011
TypeConferentiebijdrage
TaalEngels

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