Understanding how teachers learn as a prerequisite for promoting teacher learning

Teachers and Teaching: Theory and Practice

Volumn 13, Issue 2, 2007, Pages 105-108

  Beijaard, Douwe ^a   Korthagen, Fred ^b   Verloop, Nico ^c  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

^c LEIDEN UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 63849258599     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600601152298     Document Type: Review

References (6)

1. Ballet, K. (2006) Worstelen met werkdruk [Wrestling with work pressure] (Leuven, KU Leuven)
2. Clarke, D. J. & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth, Teacher and Teacher Education, 18, 947-967
3. Cochran-Smith, M. & Zeichner, K. M. (Eds) (2005) Studying teacher education: the report of the AERA panel on research and teacher education (Mahwah, NJ, Lawrence Erlbaum)
4. Flores, M. A. (2004) The early years of teaching; issues of learning, development and change (Porto, Res-Editora)
5. Eraut, M. (2004) Informal learning in the workplace, Studies in Continuing Education, 26, 247-273
6. Wideen, M., Mayer-Smith, J. & Moon, B, (1998) A critical analysis of the research on learning to teach: making the case for an ecological perspective on inquiry, Review of Educational Research, 68, 130-178