Paper presentatie ECER: The Impact of an International Summer Academy on the Professional Development of Teacher Educators

Chapter 5 Research and Practice in the Professional Development of School-Based Teacher Educators Enhancing the Value of Teacher Education Research ISBN: 9789004689992

In the era of exponential technology growth, one unexpected guest has claimed a seat in classrooms worldwide, Artificial Intelligence. Generative AI, such as ChatGPT, promises a revolution in education, yet it arrives with a double-edged sword. Its potential for personalized learning is offset by issues …

Research and Practice in the Professional Development of School-Based TEacher Educators: Wetenschappelijke publicatie Czerniawsky, G., Bain, Y., Flores, M.A., Guberman, A., Oolbekkink-Marchand, H.W., & Symeonidis, V.

Positionality is the process of reflecting on and acknowledging your self-identifications, experiences, and potential privileges which influence your teaching, occupational therapy practice role and research. A reflexive approach acknowledges this positionality. This awareness feeds back into how knowledge …

Secondary school physical education (PE) teachers are continuously challenged to find ways to support students learning and motivate them for an active and healthy lifestyle. To address this complexity, continuing teacher professional development (TPD) is key. Technological tools can facilitate the effective …

In the present study, effects of Genre Writing instruction added with planning and revising activities (GWPR) are investigated in teacher education. This type of instruction was considered promising because it appeared to lead to positive effects on topic knowledge and insight in previous studies conducted …

Mathematics teacher educators in primary teacher education need expert knowledge and skills in teaching in primary school, in subject matter and research. Most starting mathematics teacher educators possess only part of this knowledge and skills. A professional development trajectory for this group is …

Changes, challenges and expectations of society call for ongoing professional development of teachers. However, in many schools ongoing professional development cannot be taken for granted. Many governmental, local or institutional policies aim at stimulating teachers’ professional development, but many …

This chapter explores issues encountered by beginning CLIL teachers in making sense of and applying guidelines aimed at teachers when designing learning experiences for CLIL. After summarising current guidelines, the authors draw on Coyle et al.’s (2010) 4Cs model, an additional C for collaboration and …