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Direct linkLouws, Monika L.; van Veen, Klaas; Meirink, Jacobiene A.; van Driel, Jan H. – European Journal of Teacher Education, 2017
In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience…
Descriptors: Faculty Development, Teacher Attitudes, Teaching Experience, Goal Orientation
Wansink, Bjorn; Akkerman, Sanne; Wubbels, Theo – Journal of Curriculum Studies, 2017
This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention…
Descriptors: History Instruction, Historical Interpretation, Evaluation Criteria, Expertise
Klein, Stephan – Theory and Research in Social Education, 2017
Using an analytical framework based on the concept of historical distance, this article explores how Dutch history teachers and educators navigate between the past and the present when making curriculum decisions on the sensitive topic of the Transatlantic Slave Trade and Slavery. Four history teachers and 2 museum educators were selected on the…
Descriptors: Slavery, History Instruction, Foreign Countries, Teaching Methods
Huizinga, Tjark; Handelzalts, Adam; Nieveen, Nienke; Voogt, Joke – Curriculum Journal, 2015
Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of…
Descriptors: Foreign Countries, Curriculum Development, Teamwork, Expertise
Gervedink Nijhuis, Chantal J.; Pieters, Jules M.; Voogt, Joke M. – Journal of Curriculum Studies, 2013
Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how curriculum development activities were sensitive to…
Descriptors: Foreign Countries, Curriculum Development, Cultural Influences, Case Studies
Muntinga, M. E.; Krajenbrink, V. Q.; Peerdeman, S. M.; Croiset, G.; Verdonk, P. – Advances in Health Sciences Education, 2016
Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a "narrow" or a "broad" definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at…
Descriptors: Foreign Countries, Medical Education, Cultural Awareness, Cultural Pluralism
