Experienced teachers' informal learning from classroom teaching

Teachers and Teaching: Theory and Practice

Volumn 13, Issue 2, 2007, Pages 191-208

  Hoekstra, Annemarieke ^a   Beijaard, Douwe ^b   Brekelmans, Mieke ^c   Korthagen, Fred ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

^b UNIVERSITY OF GRONINGEN   (Netherlands)

^c NONE   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 39749188733     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600601152546     Document Type: Review

References (28)

1. Boekaerts, M. & Corno, L. (2005) Self-regulation in the classroom: a perspective on assessment and intervention, Applied Psychology: An International Review, 54, 199-231
2. Clark, C. & Peterson, P. (1986) Teachers' thought processes, in: M. C. Wittrock (Ed.) Handbook of research on teaching (New York, Macmillan), 255-296
3. Day, C. & Leitch, R. (2001) Teachers' and teacher educators' lives: the role of emotion, Teaching and Teacher Education, 17, 403-415
4. Dolk, M. L. A. M. (1997) Onmiddellijk onderwijsgedrag; over denken en handelen van leraren in onmiddellijke onderwijssituaties [Immediate teaching behaviour: about thinking and acting of teachers in immediate classroom situations]. Unpublished dissertation, Utrecht, Universiteit Utrecht
5. Eraut, M. (2002) Menus for choosy diners, Teachers and Teaching: theory and practice, 8, 371-379
6. Eraut, M. (2004) Informal learning in the workplace, Studies in Continuing Education, 26, 247-273
7. Evelein, F. G. (2005) Psychologische basisbehoeften van docenten-in-opleiding; dissertation [Basic psychological needs of student teachers] (Utrecht, Universiteit Utrecht)
8. Hargreaves, A. (1998) The emotions of teaching and educational change, in: A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds) International handbook of educational change (Dordrecht, Kluwer), 558-575
9. Korthagen, F. A. J. (2005) Practice, theory, and person in life-long professional learning, in: D. Beijaard, P. C. Meijer, G. Morine-Dershimer & H. Tillema (Eds) Teacher professional development in changing conditions (Dordrecht, Springer), 79-94
10. Korthagen F. A. J. & Lagerwerf, B. (2001) Teachers' professional learning: how does it work?, in: F. A. J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf & T. Wubbels (Eds) Linking practice and theory, the pedagogy of realistic teacher education (Mahwah, Lawrence Erlbaum Associates, Inc), 175-206
11. Kwakman, C. H. E. (2003) Factors affecting teachers' participation in professional learning activities, Teaching and Teacher Education, 19, 149-170
12. Lohman, M. C. & Woolf, N. H. (2001) Self-initiated learning activities of experienced public school teachers: methods, sources, and relevant organizational influences, Teachers and Teaching: theory and practice, 7, 59-74
13. Marsick, V. J. & Watkins, K. E. (1990) Informal and incidental learning in the workplace (London, Routledge)
14. Miles, M. B. & Huberman, A. M. (1994) Qualitative data analysis; an expanded sourcebook (London, Sage)
15. Miltenburg, R. & Singer, E. (1999) Culturally mediated learning and the development of self-regulation by survivors of child abuse: a Vygotskyan approach to the support of survivors of child abuse, Human Development, 42, 1-17
16. Pintrich, P. R. (2004) A conceptual framework for assessing motivation and self-regulated learning in college students, Educational Psychology Review, 16, 385-407
17. Reber, A. S. (1993) Implicit learning and tacit knowledge: an essay on the cognitive unconscious (Oxford, Oxford University Press)
18. Richardson, V. & Placier, P. (2001) Teacher change, in: V. Richardson (Ed.) Handbook of research on teaching (Washington, American Educational Research Association), 905-947
19. Schön, D. A. (1983) The reflective practitioner; how professionals think in action (Avebury, London)
20. Shuell, T. J. (1990) Phases of meaningful learning, Review of Educational Research, 60, 531-547
21. Straka, G. A. (2004) Informal learning: genealogy, concepts, antagonisms and questions. Available online at: www.itb.uni-bremen.de/downloads/ Publikationen/Forschungsberichte/fb-15-04. pdf (accessed 27 June 2005)
22. Sutton, R. E. & Wheatley, K. F. (2003) Teachers' emotions and teaching: a review of the literature and directions for future research, Educational Psychology Review, 15, 327-358
23. Vancouver, J. B. & Day, D. V. (2005) Industrial and organisation research on self-regulation: from constructs to applications, Applied Psychology: an international review, 54, 155-185
24. Vermunt, J. D. & Verloop, N. (1999) Congruence and friction between learning and teaching, Learning and Instruction, 9, 257-280
25. Wubbels, T. (1992) Taking account of student teachers' preconceptions, Teaching and Teacher Education, 8, 137-149
26. Yin, R. K. (1993) Applications of case study research (London, Sage)
27. Yinger, R. J. (1986) Examining thought in action: a theoretical and methodological critique of research on interactive teaching, Teacher and Teacher Education, 2, 263-282
28. Zimmerman, B. J. (1995) Self-regulation involves more than metacognition: a social cognitive perspective, Educational Psychologist, 30, 217-221