35,319
Views
33
CrossRef citations to date
0
Altmetric
Articles

Teachers’ professional learning goals in relation to teaching experienceFootnote*

ORCID Icon, , &
Pages 487-504 | Received 09 Apr 2015, Accepted 29 Apr 2017, Published online: 26 Jun 2017

References

  • Admiraal, Wilfried, Joke Kruiter, Ditte Lockhorst, Wouter Schenke, Henk Sligte, Ben Smit, Dineke Tigelaar, and Walter de Wit. 2016. “Affordances of Teacher Professional Learning in Secondary Schools.” Studies in Continuing Education 38 (3): 281–298. doi:10.1080/0158037x.2015.1114469.
  • Bakkenes, I., J. D. Vermunt, and T. Wubbels. 2010. “Teacher Learning in the Context of Educational Innovation: Learning Activities and Learning Outcomes of Experienced Teachers.” Learning and Instruction 20 (6): 533–548. doi:10.1016/j.learninstruc.2009.09.001.
  • Berliner, D. C. 2001. “Learning About and Learning from Expert Teachers.” International Journal of Educational Research 35 (5): 463–482. doi:10.1016/s0883-0355(02)00004-6.
  • Borko, H., J. Jacobs, and K. Koellner. 2010. “Contemporary Approaches to Teacher Professional Development.” In International Encyclopedia of Education, edited by P. Peterson, E. Baker, and B. McGaw, 548–556. Oxford: Elsevier.10.1016/B978-0-08-044894-7.00654-0
  • Czerniawski, G. 2013. “Professional Development for Professional Learners: Teachers’ Experiences in Norway, Germany and England.” Journal of Education for Teaching 39 (4): 383–399. doi:10.1080/02607476.2013.769339.
  • Day, C., and Q. Gu. 2009. “Veteran Teachers: Commitment, Resilience and Quality Retention.” Teachers and Teaching 15 (4): 441–457. doi:10.1080/13540600903057211.
  • Day, C., P. Sammons, G. Stobart, A. Kington, and Q. Gu. 2007. Teachers Matter: Connecting Work, Lives and Effectiveness. London: Open University Press.
  • van Eekelen, I. M., J. D. Vermunt, and H. P. A. Boshuizen. 2006. “Exploring Teachers’ Will to Learn.” Teaching and Teacher Education 22 (4): 408–423. doi:10.1016/j.tate.2005.12.001.
  • Eraut, M. 2000. “Non-formal Learning and Tacit Knowledge in Professional Work.” British Journal of Educational Psychology 70 (1): 113–136. doi:10.1348/000709900158001.
  • Feiman-Nemser, S. 2001. “From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching.” Teachers College Record 103 (6): 1013–1055. doi:10.1111/0161-4681.00141.
  • Fenstermacher, G. D. 1994. “The Knower and the Known – The Nature of Knowledge in Research on Teaching.” Review of Research in Education 20: 3–56. doi:10.3102/0091732x020001003.
  • Fessler, R., and J. C. Christensen. 1992. The Teacher Career Cycle: Understanding and Guiding the Professional Development of Teachers. Needham heights, MA: Allyn & Bacon.
  • Fessler, R., and E. Rice. 2010. “Teachers Career Stages and Professional Development.” In International Encyclopedia of Education, edited by P. Peterson, E. Baker, and B. McGaw, 582–586. Oxford: Elsevier.10.1016/B978-0-08-044894-7.00656-4
  • Fuller, F. F. 1969. “Concerns of Teachers: A Developmental Conceptualization.” American Educational Research Journal 6 (2): 207–226. doi:10.3102/00028312006002207.
  • Hoban, G. F. 2002. Teacher Learning for Educational Change. Buckingham: Open University Press.
  • Hoekstra, A., D. Beijaard, M. Brekelmans, and F. Korthagen. 2007. “Experienced Teachers’ Informal Learning from Classroom Teaching.” Teachers and Teaching: Theory and Practice 13 (2): 191–208. doi:10.1080/13540600601152546.
  • Huberman, M. 1993. The Lives of Teachers. Translated by J. Neufeld. New York: Teacher College Press.
  • Janssen, S., K. Kreijns, T. Bastiaens, S. Stijnen, and M. Vermeulen. 2012. “Teachers’ Professional Development: An Analysis of the Use of Professional Development Plans in a Dutch school.” Professional Development in Education 38 (3): 453–469. doi:10.1080/19415257.2011.635307.
  • Kelchtermans, G. 1993. “Getting the Story, Understanding the Lives: From Career Stories to teachers’ Professional Development.” Teaching and Teacher Education 9 (5–6): 443–456. doi:10.1016/0742-051x(93)90029-G.
  • Kennedy, Aileen. 2011. “Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers.” European Journal of Teacher Education 34 (1): 25–41. doi:10.1080/02619768.2010.534980.
  • Knight, P. 2002. “A Systemic Approach to Professional Development: Learning as Practice.” Teaching and Teacher Education 18 (3): 229–241. doi:10.1016/S0742-051x(01)00066-X.
  • Little, J. W. 2012. “Professional Community and Professional Development in the Learning-centered School.” In Teacher Learning That Matters: International Perspectives, edited by M. Kooy and K. van Veen, 22–43. London: Routledge.
  • Lohman, M., and N. Woolf. 2001. “Self-initiated Learning Activities of Experienced Public School Teachers: Methods, Sources, and Relevant Organizational Influences.” Teachers and Teaching: Theory and Practice 7 (1): 59–74. doi:10.1080/13540600123835.
  • Magnusson, S., J. S. Krajcik, and H. Borko. 1999. “Nature, Sources and Development of Pedagogical Content Knowledge.” In Examining Pedagogical Content Knowledge, edited by J. Gess-Newsome and N. G. Lederman, 95–132. Dordrecht: Kluwer Academic.
  • Meirink, Jacobiene A., Paulien C. Meijer, Nico Verloop, and Theo C. M. Bergen. 2009. “How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities.” European Journal of Teacher Education 32 (3): 209–224. doi:10.1080/02619760802624096.
  • Miles, M. B., M. Huberman, and J. Saldaña. 2013. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE.
  • Opfer, V. D., and D. Pedder. 2011. “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81 (3): 376–407. doi:10.3102/0034654311413609.
  • Putnam, R. T., and H. Borko. 2000. “What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?” Educational Researcher 29 (1): 4–15. doi:10.3102/0013189x029001004.
  • Rolls, S., and H. Plauborg. 2009. “Teachers’ Career Trajectories: An Examination of Research.” In Teachers’ Career Trajectories and Work Lives, edited by M. Bayer, U. Brinkkjær, H. Plauborg, and S. Rolls, 9–28. Dordrecht: Springer.
  • Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. doi:10.3102/0013189X015002004.
  • Tynjälä, Päivi. 2008. “Perspectives into Learning at the Workplace.” Educational Research Review 3 (2): 130–154. doi:10.1016/j.edurev.2007.12.001.
  • Van Driel, J., and A. Berry. 2010. “Pedagogical Content Knowledge.” In International Encyclopedia of Education, edited by P. Peterson, E. Baker, and B. McGaw, 656–661. Oxford: Elsevier.10.1016/B978-0-08-044894-7.00642-4
  • Van Veen, K., R. Zwart, and J. Meirink. 2012. “What Makes Teacher Professional Development Effective? A Literature Review.” In Teacher learning that matters: International perspectives, edited by M. Kooy and K. Van Veen, 3–21. London: Routledge.
  • van Veen, K., and M. Kooy. 2012. “Stepping Back and Stepping In: Concluding Thoughts on the Landscapes of Teacher Learning that Matters.” In Teacher Learning That Matters: International Perspectives, edited by M. Kooy and K. Van Veen, 255–260. New York: Routledge
  • Verloop, N., J. Van Driel, and P. C. Meijer. 2001. “Teacher Knowledge and the Knowledge Base of Teaching.” International Journal of Educational Research 35: 441–461.10.1016/S0883-0355(02)00003-4
  • Vermunt, J. D., and M. D. Endedijk. 2011. “Patterns in Teacher Learning in Different Phases of the Professional Career.” Learning and Individual Differences 21 (3): 294–302. doi:10.1016/j.lindif.2010.11.019.
  • de Vries, Siebrich, Ellen P. W. A. Jansen, and Wim J. C. M. van de Grift. 2013. “Profiling Teachers’ Continuing Professional Development and the Relation with Their Beliefs About Learning and Teaching.” Teaching and Teacher Education 33: 78–89. doi:10.1016/j.tate.2013.02.006.
  • Webster-Wright, A. 2009. “Reframing Professional Development Through Understanding Authentic Professional Learning.” Review of Educational Research 79 (2): 702–739. doi:10.3102/0034654308330970.
  • Zwart, R. C., Th Wubbels, S. Bolhuis, and Th C. M. Bergen. 2008. “Teacher Learning Through Reciprocal Peer Coaching: An Analysis of Activity Sequences.” Teaching and Teacher Education 24 (4): 982–1002. doi:10.1016/j.tate.2007.11.003.