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Teachers and Teaching
theory and practice
Volume 27, 2021 - Issue 1-4
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Research Article

Design principles to support student learning in teacher learning groups

Emmy Vrieling-Teuntera Faculty of Educational Sciences, Open Universiteit, NetherlandsCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3479-7831View further author information
ORCID Icon,
Rosanne Hebingb Iselinge University of Applied Sciences, NetherlandsORCID Iconhttps://orcid.org/0000-0003-2239-4488View further author information
ORCID Icon &
Marjan Vermeulena Faculty of Educational Sciences, Open Universiteit, Netherlands;c Kempel University of Applied Sciences, Netherlands;d OMJS Organisation for Educational Advice/support, NetherlandsORCID Iconhttps://orcid.org/0000-0001-8084-7217View further author information
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Pages 64-81 | Received 09 Jul 2020, Accepted 19 Apr 2021, Published online: 07 Jun 2021

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Read on this site (2)

Emmy Vrieling-Teunter, Marjan Vermeulen & Lars de Vreugd. (2023) Assessing social configurations in teacher learning groups: the ‘Dimensions of Social Learning Questionnaire’. Journal of Education for Teaching 49:3, pages 521-533.
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Emmy Vrieling-Teunter, Nicky de Vries, Patrick Sins & Marjan Vermeulen. (2022) Student motivation in teacher learning groups. European Journal of Teacher Education 0:0, pages 1-17.
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Articles from other publishers (1)

Emmy Vrieling-Teunter, Maartje Henderikx, Rob Nadolski & Karel Kreijns. (2022) Facilitating Peer Interaction Regulation in Online Settings: The Role of Social Presence, Social Space and Sociability. Frontiers in Psychology 13.
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