Douwe Beijaard
Biographic Data
| ID | 1604544 |
|---|---|
| NAME | Douwe Beijaard |
| GIVEN NAMES | Douwe |
| FAMILY NAME | Beijaard |
| SIGNATURE | BEIJAARD D |
| AFFILIATIONS | Eindhoven University of Technology |
| ORCID | 0000-0002-0065-1810 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 569 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 8 |
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development during their internships. One type was about teaching their students (inside-classroom metaphor) and the other was about the student teachers’ (broader) work context (out-of-classroom metaph…
Content and language integrated learning in technical vocational education: Teachers’ practical knowledge and teaching behaviour
This study investigates subject teachers’ practical knowledge and teaching behaviour regarding integrated language teaching in the context of vocational education. The emphasis was on the nature of teachers’ subject-specific language awareness and how they enact this awareness in their teaching practice. For this purpose, teachers in vocational education were interviewed and observed while teaching. The results reveal that teachers differ in thei…
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity
This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed.…
Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program
This study reports on a Professional Development Program (PDP) designed to raise teachers' subject-specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observa…
Teacher educators’ professional learning: Perceptions of Dutch and Chinese teacher educators
This survey study explores how teacher educators perceive relevant aspects of professional learning in their practice. These aspects were considered as important by teacher educators in a previous review study. A total of 583 Dutch and Chinese teacher educators completed a digital questionnaire regarding the content of teacher educators’ learning, their learning activities, and reasons for learning. Most teacher educators perceived all profession…
An exploratory study into teachers’ beliefs and experiences about allocating students
Teacher educators' professional learning: A literature review
Changes over time in teachers’ interpersonal role identity
Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2…
Boundary crossing by science teacher researchers in a PhD program
Characteristics of teachers as change agents
Teachers play a key role in realizing successful changes in education. Among them are real ‘change agents’ at both classroom and school level. To obtain insights into what characterizes these teachers, an exploratory study has been conducted by interviewing external experts, principals, and teachers (n = 20). An analysis of data resulted in a picture of characteristics attributed to teachers as change agents. These characteristics pertain to life…
Teacher learning in the context of a continuing professional development programme: A case study
Leveraging the relationship: Knowledge processes in school–university research networks of master’s programmes
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Unraveling the Complexity of Student Teachers' Learning in and From the Workplace
This study reports on how student teachers' workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. In these webs, the factors that played a role in student teachers' learning processes, the relationships between these factors, and the chains of student tea…
Students’ goal orientations and learning strategies in a powerful learning environment: A case study
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies
This study examined tensions encountered by 182 beginning teachers during their professional identity development, the feelings that accompanied these tensions and the ways they tried to cope with these. Professional identity tensions stem from an unbalanced personal and professional side of (becoming) a teacher. Tensions that are often mentioned by beginning teachers concerned conflicts between what they desire and what is possible in reality. F…
Professional identity tensions of beginning teachers
This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in…
Student teachers' development of learning-focused conceptions
Profiles and change in beginning teachers' professional identity tensions
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relatio…
Video portfolios
Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Students’ perceptions of career conversations with their teachers
Reconsidering research on teachers’ professional identity
Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective
Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency
Profiles and change in beginning teachers' professional identity tensions
The portfolio as a tool for stimulating reflection by student teachers
Exploring language teachers’ practical knowledge about teaching reading comprehension
Experienced teachers' informal learning: Learning activities and changes in behavior and cognition
Teacher learning in the context of a continuing professional development programme: A case study
Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators
Boundary crossing by science teacher researchers in a PhD program
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships
Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers remains an unanswered question. We attempted to answer this question by collecting data of learning outcom…
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
Unraveling the Complexity of Student Teachers' Learning in and From the Workplace
This study reports on how student teachers' workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. In these webs, the factors that played a role in student teachers' learning processes, the relationships between these factors, and the chains of student tea…
Leveraging the relationship: Knowledge processes in school–university research networks of master’s programmes
This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master’s students and research supervisors, and individuals. Overall, results indi…
Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program
This study reports on a Professional Development Program (PDP) designed to raise teachers' subject-specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observa…
An exploratory study into teachers’ beliefs and experiences about allocating students
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
The match and mismatch between expectations of student teachers and cooperating teachers: Exploring different opportunities for learning to teach in the mentor relationship
This study focuses on 20 mentoring pairs in an Israeli teacher training program in order to determine in which ways matched and mismatched expectations of the role of the cooperating teacher between student teachers and cooperating teachers contribute to different opportunities for learning to teach. Perceptions of learning reported in student teachers’ pedagogical journals were analysed according to two category systems based on different orient…
Teachers' Prior Experiences and Actual Perceptions of Professional Identity
After a review of literature, 14 items were generated which represent teachers' professional identity. The participating teachers (n = 28) were requested to express and clarify their actual perception for each item. In addition they were asked to draw so‐called story‐lines from the present to the past and to clarify the highest and lowest points in these lines. The respondents were secondary school teachers with an average teaching experience of …
Assessing teachers' practical knowledge
Evaluation of story-line methodology in research on teachers' practical knowledge
Exploring language teachers’ practical knowledge about teaching reading comprehension
Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective
Teacher induction at the crossroads: An attempt to harmonize the chaos
Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators
Reconsidering research on teachers’ professional identity
The portfolio as a tool for stimulating reflection by student teachers
What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships
Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers remains an unanswered question. We attempted to answer this question by collecting data of learning outcom…
Assessors’ perceptions of their judgement processes: Successful strategies and threats underlying valid assessment of student teachers
Experienced teachers' informal learning: Learning activities and changes in behavior and cognition
Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Students’ perceptions of career conversations with their teachers
The match and mismatch between expectations of student teachers and cooperating teachers: Exploring different opportunities for learning to teach in the mentor relationship
This study focuses on 20 mentoring pairs in an Israeli teacher training program in order to determine in which ways matched and mismatched expectations of the role of the cooperating teacher between student teachers and cooperating teachers contribute to different opportunities for learning to teach. Perceptions of learning reported in student teachers’ pedagogical journals were analysed according to two category systems based on different orient…
Video portfolios
Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency
Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relatio…
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies
This study examined tensions encountered by 182 beginning teachers during their professional identity development, the feelings that accompanied these tensions and the ways they tried to cope with these. Professional identity tensions stem from an unbalanced personal and professional side of (becoming) a teacher. Tensions that are often mentioned by beginning teachers concerned conflicts between what they desire and what is possible in reality. F…
Professional identity tensions of beginning teachers
This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in…
Student teachers' development of learning-focused conceptions
Profiles and change in beginning teachers' professional identity tensions
Teacher feedback during active learning: Current practices in primary schools
Background. Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.Aims. The purpose of the present study is to contribute to the existing knowledge about feedback and…
Students’ goal orientations and learning strategies in a powerful learning environment: A case study
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations…
Psychology (37 works) · Mathematics education (32 works) · Pedagogy (32 works) · Teacher Education and Leadership Studies (25 works) · Computer Science (19 works) · Professional development (14 works) · Collaborative Teaching and Inclusion (12 works) · Social Psychology (12 works) · Sociology (12 works) · Teacher education (9 works)