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Student Teachers' Perceptions of Their Mentors as Internal Triggers for Learning
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Rajuan, Maureen; Beijaard, Douwe; Verloop, Nico – Teaching Education, 2008
This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching…
Descriptors: Student Teachers, Mentors, Student Teacher Attitudes, Practicums
Teachers' Knowledge of Models and Modelling in Science.
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Van Driel, Jan H.; Verloop, Nico – International Journal of Science Education, 1999
Investigates the knowledge that experienced science teachers have of models and modeling in science in the context of a school curriculum innovation project in which the role and the nature of models and modeling are emphasized. (Author/CCM)
Descriptors: Foreign Countries, Higher Education, Knowledge Base for Teaching, Models
The Change of Science Teachers' Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform
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Henze, Ineke; Van Driel, Jan; Verloop, Nico – International Journal of Science Education, 2007
In order to enhance teachers' professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers' personal knowledge about teaching models and modeling in science within the context of educational reform in The Netherlands. The study followed…
Descriptors: Teaching Models, Educational Change, Foreign Countries, Science Teachers
The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge.
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Van Driel, Jan H.; De Jong, Onno; Verloop, Nico – Science Education, 2002
Investigates the development of pedagogical content knowledge (PCK) within a group of preservice chemistry teachers. Focuses on PCK with respect to the relationship between observable phenomena on the one hand, and their interpretation in terms of corpuscular characteristics on the other. Results indicated a growing awareness among the preservice…
Descriptors: Elementary Education, Knowledge Base for Teaching, Pedagogical Content Knowledge, Preservice Teachers
Developing Science Teachers' Pedagogical Content Knowledge.
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van Driel, Jan H.; Verloop, Nico; de Vos, Wobbe – Journal of Research in Science Teaching, 1998
Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)
Descriptors: Elementary Secondary Education, Knowledge Base for Teaching, Pedagogical Content Knowledge, Professional Development
Teachers' Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.
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Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D. – Teaching and Teacher Education, 2000
Surveyed experienced Dutch secondary school teachers regarding their professional identities, examining ways that they saw themselves as subject matter experts, didactical experts, and pedagogical experts. Surveys indicated that most teachers saw their professional identity as consisting of a combination of the distinct aspects of expertise.…
Descriptors: Foreign Countries, Knowledge Base for Teaching, Knowledge Level, Pedagogical Content Knowledge
The Use of Analogies in Language Teaching: Representing the Content of Teachers' Practical Knowledge
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Hulshof, Hans; Verloop, Nico – Journal of Curriculum Studies, 2002
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the…
Descriptors: Language Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching, Logical Thinking