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Gemmink, Michelle M.; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas – Educational Research, 2021
Background: Primary teachers' pedagogical practices (TPP) are strongly focused on supporting pupils' psychological needs, creating a safe learning climate, and encouraging pupils' developmental and learning processes. As a core motivation for teachers is the desire to interact constructively with children, pedagogical practices can be understood…
Descriptors: Elementary School Teachers, Teaching Methods, Context Effect, Foreign Countries
Cendon, Eva – Journal of New Approaches in Educational Research, 2018
This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and…
Descriptors: Lifelong Learning, College Faculty, Teacher Attitudes, Student Attitudes
de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M. – Journal of Research in Childhood Education, 2014
The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…
Descriptors: Student Development, Preschool Children, Kindergarten, Observation
Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert – Informatics in Education, 2011
The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…
Descriptors: Secondary School Science, Programming, Pedagogical Content Knowledge, Literature Reviews

Blote, Anke W.; Van der Burg, Eeke; Klein, Anton S. – Journal of Educational Psychology, 2001
Examined effects of conceptually based instruction on development of students' procedural flexibility. Students in primary schools in the Netherlands participated in one of two instruction programs: the Realistic Program Design (RPD) or the Gradual Program Design (GPD). In both programs, conceptual understanding preceded procedural skill. However,…
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Elementary Education, Foreign Countries