This chapter explores international partnerships as an enabler for internationalisation of home curricula, what these partnerships would look like and what the role of academics and other stakeholders would be. Student activities within an internationalised curriculum at home, such as online international …

Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through practical teaching experience and post-lesson conferences between mentor …

Background: Motor learning is central to domains such as sports and rehabilitation; however, often terminologies are insufficiently uniform to allow effective sharing of experience or translation of knowledge. A study using a Delphi technique was conducted to ascertain level of agreement between experts …

Patients who have suffered a stroke need to (re)learn motor skills in order to live independently. Cognitive deficits can make the understanding of movement instructions during rehabilitation very tough. In the sport domain, analogy learning has been shown to facilitate motor learning without the need …

Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development …

The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data …

Professional development needs to be understood as a spontaneous process of learning at work before moving on toward the 'desired' professional development. Learning as a result of working is often implicit, stems from social interaction and direct experience, involves the (thoughtless, implicit) reproduction …

A model of work-related learning based on intentionality and developmental relatedness is proposed here. A shift is called for from an educational perspective on work-related learning to a non-educational perspective in which learning is construed as largely implicit and spontaneous. That is, work-related …