Relations between vocational teachers' characteristics of professionalism and their innovative work behaviour

Empirical Research in Vocational Education and Training

Volumn 2, Issue 1, 2010, Pages 21-40

  Messmanna, Gerhard ^a   Muldera, Regina H ^a   Grubera, Hans ^a  

^a UNIVERSITY OF REGENSBURG   (Germany)

Author keywords

Innovative work behaviour; Professionalism; Vocational teachers

Indexed keywords

EID: 79952992000     PISSN: 18776337     EISSN: 18776345     Source Type: Journal    
DOI: None     Document Type: Article

References (27)

1. Anderson, N. R., De Dreu, C. K. W. & Nijstad, B. A. (2004). The routinization of innovation research: A constructively critical review of the state-of-the-science. Journal of Organizational Behavior, 25, 147-173.
2. Attwell, G. (1997). New roles for vocational education and training teachers and trainers in Europe: A new framework. Journal of European Industrial Training, 21, 256-265.
3. Berliner, D. C. (2001). Learning about and learning from teacher experts. International Journal of Educational Research, 35, 463-482.
4. Billett, S. (2001). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11, 431-452.
5. Brown, J. S. & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2, 40-57.
6. Ellstr̈om, P.-E. (1997). The many meanings of occupational competence and qualification. Journal of European Industrial Training, 21, 266-273.
7. Fullan, M. G. (2007). The new meaning of educational change (4th ed.). London: Cassell.
8. Grangeat, M. & Gray, P. (2008). Teaching as a collective work: Analysis, current research and implications for teacher education. Journal of Education for Teaching, 34, 177-189.
9. Janssen, O. (2000). Job demands, perceptions of effort-reward fairness and innovative work behaviour. Journal of Occupational and Organizational Psychology, 73, 287-302.
10. Kanter, R. M. (1988). When a thousand flowers bloom: Structural, collective and social conditions for innovation in organizations. Research in Organizational Behavior, 10, 169-211.
11. Kremer-Hayon, L. & Tillema, H. H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15, 507-522.
12. Kwakman, K. (2003). Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education, 19, 149-170.
13. Leinhardt, G. & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95.
14. Messmann, G. & Mulder, R. H. (2009). Zusammenhänge zwischen Lernmotivation und Lernumgebungsmerkmalen an beruflichen Schulen. Jugendliche ohne Ausbildungsplatz und Auszubildende im Vergleich. Zeitschrift für Berufs- und Wirtschaftspädagogik, 105, 343-360.
15. Nieuwenhuis, L. F. M., Mulder, R. H. & Van Berkel, H. (2004). Improving the quality of teachinglearning arrangements in VET. In W. J. Nijhof & W. van Esch (Eds.) Unravelling policy, power, process and performance. The formative evaluation of the Dutch adult and vocational education act. 's-Hertogenbosch: CINOP.
16. Nijhof,W. J. & Streumer J. N. (1994). Flexibility in vocational education and training: An introduction. In W. J. Nijhof & J. N. Streumer (Eds.) Flexibility in training and vocational education. Utrecht: Lemma.
17. Ryle, G. & Tanney, J. (2009). The concept of mind (60th anniversary ed.). London: Routledge.
18. Schumpeter, J. A. (1942). Capitalism, socialism and democracy. New York: Harper & Row.
19. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22.
20. Simons, P. R.-J. & Ruijters, M. C. P. (2004). Learning professionals: Towards an integrated model. In H. P. A. Boshuizen, R. Bromme & H. Gruber (Eds.) Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer.
21. Snow-Gerono, J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21, 241-256.
22. Sternberg, R. J. & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24, 9-17.
23. Tuomi, I. (2007). Learning in the age of networked intelligence. European Journal of Education, 42, 235-254.
24. Van der Heijden, B. I. J. M. (2002). Individual career initiatives and their influence upon professional expertise development throughout the career. International Journal of Training and Development, 6, 54-79.
25. VanWoerkom, M., Nijhof,W. J. & Nieuwenhuis, L. F. M. (2002). Critical reflective working behaviour: A survey research. Journal of European Industrial Training, 26, 375-383.
26. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M. & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
27. West, M. A. & Farr, J. L. (1990). Innovation at work. In M. A. West & J. L. Farr (Eds.) Innovation and creativity at work: Psychological and organizational strategies. Chichester: Wiley.