메뉴 건너뛰기




Volumn 20, Issue 6, 2010, Pages 533-548

Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

Author keywords

Educational innovation; Professional learning; Self regulated learning; Teacher learning; Teacher professional development; Workplace learning

Indexed keywords


EID: 77955984531     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2009.09.001     Document Type: Article
Times cited : (319)

References (52)
  • 1
    • 55649084131 scopus 로고    scopus 로고
    • Why this and why now? Introduction to the Special Issue on metacognition, self-regulation, and self-regulated learning
    • Alexander P.A. Why this and why now? Introduction to the Special Issue on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review 2008, 20:369-372.
    • (2008) Educational Psychology Review , vol.20 , pp. 369-372
    • Alexander, P.A.1
  • 3
    • 0002334384 scopus 로고
    • Implications of studies of expertise in pedagogy for teacher education and evaluation
    • Educational Testing Service, Princeton, NJ, J. Pfleiderer (Ed.)
    • Berliner D.C. Implications of studies of expertise in pedagogy for teacher education and evaluation. New directions for teacher assessment 1988, 39-67. Educational Testing Service, Princeton, NJ. J. Pfleiderer (Ed.).
    • (1988) New directions for teacher assessment , pp. 39-67
    • Berliner, D.C.1
  • 4
    • 0036887731 scopus 로고    scopus 로고
    • Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach - EARLI presidential address, 2001
    • Boekaerts M. Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach - EARLI presidential address, 2001. Learning and Instruction 2002, 12:589-604.
    • (2002) Learning and Instruction , vol.12 , pp. 589-604
    • Boekaerts, M.1
  • 5
    • 17044381794 scopus 로고    scopus 로고
    • Self-regulation in the classroom: a perspective on assessment and intervention
    • Boekaerts M., Corno L. Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology: An International Review 2005, 54:199-231.
    • (2005) Applied Psychology: An International Review , vol.54 , pp. 199-231
    • Boekaerts, M.1    Corno, L.2
  • 7
    • 84993730688 scopus 로고    scopus 로고
    • Professional development and teacher learning: mapping the terrain
    • Borko H. Professional development and teacher learning: mapping the terrain. Educational Researcher 2004, 33(8):3-15.
    • (2004) Educational Researcher , vol.33 , Issue.8 , pp. 3-15
    • Borko, H.1
  • 8
    • 0001835637 scopus 로고
    • Knowing when, where and how to remember: a problem of metacognition
    • Erlbaum, Hillsdale, NJ, R. Glaser (Ed.)
    • Brown A.L. Knowing when, where and how to remember: a problem of metacognition. Advances in instructional psychology 1978, Vol. 1:77-165. Erlbaum, Hillsdale, NJ. R. Glaser (Ed.).
    • (1978) Advances in instructional psychology , vol.1 , pp. 77-165
    • Brown, A.L.1
  • 9
    • 0017085923 scopus 로고
    • Assessing inter-rater reliability for rating scales: resolving some basic issues
    • Cicchetti D.V. Assessing inter-rater reliability for rating scales: resolving some basic issues. British Journal of Psychiatry 1976, 129:452-456.
    • (1976) British Journal of Psychiatry , vol.129 , pp. 452-456
    • Cicchetti, D.V.1
  • 12
    • 77955982541 scopus 로고    scopus 로고
    • Arranging learning environments for new learning. Unpublished doctoral dissertation, Radboud University Nijmegen, The Netherlands
    • De Kock, J. (2004). Arranging learning environments for new learning. Unpublished doctoral dissertation, Radboud University Nijmegen, The Netherlands.
    • (2004)
    • De Kock, J.1
  • 13
    • 55849149767 scopus 로고    scopus 로고
    • Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
    • Dignath C., Büttner G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning 2008, 3:231-264.
    • (2008) Metacognition and Learning , vol.3 , pp. 231-264
    • Dignath, C.1    Büttner, G.2
  • 14
    • 37849187313 scopus 로고    scopus 로고
    • Metacognitive experiences: the missing link in the self-regulated learning process
    • Efklides A. Metacognitive experiences: the missing link in the self-regulated learning process. Educational Psychology Review 2006, 18:287-291.
    • (2006) Educational Psychology Review , vol.18 , pp. 287-291
    • Efklides, A.1
  • 15
    • 43049162530 scopus 로고    scopus 로고
    • Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts
    • Ellis R.A., Goodyear P., Calvo R.A., Prosser M. Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction 2008, 18:267-282.
    • (2008) Learning and Instruction , vol.18 , pp. 267-282
    • Ellis, R.A.1    Goodyear, P.2    Calvo, R.A.3    Prosser, M.4
  • 16
    • 17444422606 scopus 로고    scopus 로고
    • The conceptual bases of study strategy inventories
    • Entwistle N., McCune V. The conceptual bases of study strategy inventories. Educational Psychology Review 2004, 16:325-346.
    • (2004) Educational Psychology Review , vol.16 , pp. 325-346
    • Entwistle, N.1    McCune, V.2
  • 18
    • 84955083408 scopus 로고    scopus 로고
    • Informal learning in the workplace
    • Eraut M. Informal learning in the workplace. Studies in Continuing Education 2004, 26:247-273.
    • (2004) Studies in Continuing Education , vol.26 , pp. 247-273
    • Eraut, M.1
  • 20
    • 84970338246 scopus 로고
    • The knower and the known: the nature of knowledge in research on teaching
    • Fenstermacher G. The knower and the known: the nature of knowledge in research on teaching. Review of Research in Education 1994, 20:3-56.
    • (1994) Review of Research in Education , vol.20 , pp. 3-56
    • Fenstermacher, G.1
  • 21
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring
    • Flavell J.H. Metacognition and cognitive monitoring. American Psychologist 1979, 34:906-911.
    • (1979) American Psychologist , vol.34 , pp. 906-911
    • Flavell, J.H.1
  • 25
    • 77955982630 scopus 로고    scopus 로고
    • Second phase fourth year. An overview of the state of affairs four years after introduction of the Second Phase Upper Secondary Education
    • Inspection of Education, Ministry of Education, Culture and Science, The Hague, The Netherlands
    • Inspection of Education Tweede fase vierde jaar. Een overzicht van de stand van zaken vier jaar na invoering van de Tweede Fase Havo/vwo 2003, Ministry of Education, Culture and Science, The Hague, The Netherlands.
    • (2003) Tweede fase vierde jaar. Een overzicht van de stand van zaken vier jaar na invoering van de Tweede Fase Havo/vwo
  • 27
    • 0037319407 scopus 로고    scopus 로고
    • Factors affecting teachers' participation in professional learning activities
    • Kwakman C. Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education 2003, 19:149-170.
    • (2003) Teaching and Teacher Education , vol.19 , pp. 149-170
    • Kwakman, C.1
  • 29
    • 0037327657 scopus 로고    scopus 로고
    • Broadening an understanding of the phenomenon of dissonance
    • Lindblom-Ylänne S. Broadening an understanding of the phenomenon of dissonance. Studies in Higher Education 2003, 28:63-78.
    • (2003) Studies in Higher Education , vol.28 , pp. 63-78
    • Lindblom-Ylänne, S.1
  • 30
    • 0036830425 scopus 로고    scopus 로고
    • Locating learning in teachers' communities of practice: opening up problems of analysis in records of everyday work
    • Little J.W. Locating learning in teachers' communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education 2002, 18:917-946.
    • (2002) Teaching and Teacher Education , vol.18 , pp. 917-946
    • Little, J.W.1
  • 31
    • 69549144909 scopus 로고    scopus 로고
    • Teachers' accounts of classroom experience as a resource for professional learning and instructional decision making
    • Blackwell Synergy, Boston, P.A. Moss (Ed.) Evidence and decision making
    • Little J.W. Teachers' accounts of classroom experience as a resource for professional learning and instructional decision making. 2007 NSSE Yearbook 2007, Vol. 106, Issue 1:217-240. Blackwell Synergy, Boston. P.A. Moss (Ed.).
    • (2007) 2007 NSSE Yearbook , vol.106 , Issue.1 , pp. 217-240
    • Little, J.W.1
  • 32
    • 0141668165 scopus 로고    scopus 로고
    • Self-initiated learning activities of experienced public school teachers: methods, sources and relevant organizational influences
    • Lohman M., Woolf N. Self-initiated learning activities of experienced public school teachers: methods, sources and relevant organizational influences. Teachers and Teaching: Theory and Practice 2001, 7:59-74.
    • (2001) Teachers and Teaching: Theory and Practice , vol.7 , pp. 59-74
    • Lohman, M.1    Woolf, N.2
  • 33
    • 17444371768 scopus 로고    scopus 로고
    • Aspects and prospects of measuring studying and learning in higher education
    • Lonka K., Olkinuora E., Mäkinen J. Aspects and prospects of measuring studying and learning in higher education. Educational Psychology Review 2004, 16:301-324.
    • (2004) Educational Psychology Review , vol.16 , pp. 301-324
    • Lonka, K.1    Olkinuora, E.2    Mäkinen, J.3
  • 35
    • 0034338311 scopus 로고    scopus 로고
    • An empirical approach to the modelling of dissonant study orchestrations in higher education
    • Meyer J.H.F. An empirical approach to the modelling of dissonant study orchestrations in higher education. European Journal of Psychology of Education 2000, 15:5-18.
    • (2000) European Journal of Psychology of Education , vol.15 , pp. 5-18
    • Meyer, J.H.F.1
  • 36
    • 0040224205 scopus 로고    scopus 로고
    • Individual differences in learning to teach: relating cognition, regulation and affect
    • Oosterheert I.E., Vermunt J.D. Individual differences in learning to teach: relating cognition, regulation and affect. Learning and Instruction 2001, 11:133-156.
    • (2001) Learning and Instruction , vol.11 , pp. 133-156
    • Oosterheert, I.E.1    Vermunt, J.D.2
  • 37
    • 22144451781 scopus 로고    scopus 로고
    • A conceptual framework for assessing motivation and self-regulated learning in college students
    • Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 2004, 16:385-407.
    • (2004) Educational Psychology Review , vol.16 , pp. 385-407
    • Pintrich, P.R.1
  • 38
    • 0001977499 scopus 로고    scopus 로고
    • Teacher learning: implications of new views of cognition
    • Kluwer, Dordrecht, The Netherlands, B.J. Biddle, T.I. Good, I.F. Goodson (Eds.)
    • Putnam R.T., Borko H.M. Teacher learning: implications of new views of cognition. International handbook of teachers and teaching 1997, 1233-1296. Kluwer, Dordrecht, The Netherlands. B.J. Biddle, T.I. Good, I.F. Goodson (Eds.).
    • (1997) International handbook of teachers and teaching , pp. 1233-1296
    • Putnam, R.T.1    Borko, H.M.2
  • 39
    • 7544251726 scopus 로고    scopus 로고
    • Teachers as self-regulated learners
    • Randi J. Teachers as self-regulated learners. Teachers College Record 2004, 106:1825-1853.
    • (2004) Teachers College Record , vol.106 , pp. 1825-1853
    • Randi, J.1
  • 41
  • 42
    • 51749106416 scopus 로고    scopus 로고
    • Perspectives into learning at the workplace
    • Tynjälä P. Perspectives into learning at the workplace. Educational Research Review 2008, 3:130-154.
    • (2008) Educational Research Review , vol.3 , pp. 130-154
    • Tynjälä, P.1
  • 44
    • 21844483907 scopus 로고
    • Process-oriented instruction in learning and thinking strategies
    • Vermunt J.D. Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education 1995, 10:325-349.
    • (1995) European Journal of Psychology of Education , vol.10 , pp. 325-349
    • Vermunt, J.D.1
  • 45
    • 17444421884 scopus 로고    scopus 로고
    • Relations between student learning patterns and personal and contextual factors and academic performance
    • Vermunt J.D. Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education 2005, 49:205-234.
    • (2005) Higher Education , vol.49 , pp. 205-234
    • Vermunt, J.D.1
  • 47
    • 0000916771 scopus 로고    scopus 로고
    • Congruence and friction between learning and teaching
    • Vermunt J.D., Verloop N. Congruence and friction between learning and teaching. Learning and Instruction 1999, 9:257-280.
    • (1999) Learning and Instruction , vol.9 , pp. 257-280
    • Vermunt, J.D.1    Verloop, N.2
  • 48
    • 22144488751 scopus 로고    scopus 로고
    • Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations
    • Vermunt J.D., Vermetten Y.J. Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review 2004, 16:359-384.
    • (2004) Educational Psychology Review , vol.16 , pp. 359-384
    • Vermunt, J.D.1    Vermetten, Y.J.2
  • 49
    • 58949098783 scopus 로고    scopus 로고
    • High-level co-regulation in collaborative learning
    • Volet S., Summers M., Thurman J. High-level co-regulation in collaborative learning. Learning and Instruction 2009, 19:128-143.
    • (2009) Learning and Instruction , vol.19 , pp. 128-143
    • Volet, S.1    Summers, M.2    Thurman, J.3
  • 50
    • 0008393388 scopus 로고    scopus 로고
    • Self-regulation interventions with a focus on learning strategies
    • Academic, San Diego, CA, M. Boekaerts, P. Pintrich, M. Zeidner (Eds.)
    • Weinstein C.E., Husman J., Dierking D.R. Self-regulation interventions with a focus on learning strategies. Handbook of self-regulation 2000, 727-747. Academic, San Diego, CA. M. Boekaerts, P. Pintrich, M. Zeidner (Eds.).
    • (2000) Handbook of self-regulation , pp. 727-747
    • Weinstein, C.E.1    Husman, J.2    Dierking, D.R.3
  • 51
    • 43449127813 scopus 로고    scopus 로고
    • Investigating self-regulation and motivation: historical background, methodological developments, and future prospects
    • Zimmerman B.J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal 2008, 45:166-183.
    • (2008) American Educational Research Journal , vol.45 , pp. 166-183
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.