REPOZYTORIUM UNIWERSYTETU
W BIAŁYMSTOKU
UwB

  1. Repozytorium Uniwersytetu w Białymstoku
  2. Czasopisma naukowe / Journals
  3. Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
  4. Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, 2020, nr 1

Szukanie zaawansowane
  • Zespoły i Kolekcje


  • Zaloguj się
  • Zarejestruj się
  • Mój RUB
  • FAQ
  • Polityka
  • Regulamin
  • DOI
  • Instrukcja
  • Aspekty prawne
  • Open Access
  • Archiwum


  • Kontakt
  • O Dspace
  • Strona Biblioteki
  • Strona Uczelni



    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/10229
    Pełny rekord metadanych
    Pole DCWartośćJęzyk
    dc.contributor.authorde Vries, Bregje-
    dc.contributor.authorSwennen, Anja-
    dc.contributor.authorDengerink, Jurriën-
    dc.date.accessioned2021-02-23T12:56:07Z-
    dc.date.available2021-02-23T12:56:07Z-
    dc.date.issued2020-
    dc.identifier.citationParezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, 2020, nr 1(13), s. 47-54pl
    dc.identifier.issn2353-7914-
    dc.identifier.urihttp://hdl.handle.net/11320/10229-
    dc.description.abstractTeacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.pl
    dc.language.isoenpl
    dc.publisherWydawnictwo Uniwersytetu w Białymstokupl
    dc.rightsUznanie autorstwa-Na tych samych warunkach 3.0 Polska-
    dc.rightsUznanie autorstwa-Na tych samych warunkach 3.0 Polska*
    dc.rights.urihttp://creativecommons.org/licenses/by-sa/3.0/pl/*
    dc.subjectProfessional Developmentpl
    dc.subjectDialoguepl
    dc.subjectSelf-Studypl
    dc.titleDesign Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-studypl
    dc.typeArticlepl
    dc.identifier.doi10.15290/parezja.2020.13.05-
    dc.description.EmailBregje de Vries: b.de.vries@vu.nlpl
    dc.description.AffiliationBregje de Vries - Vrije Universiteit Amsterdam, the Netherlandspl
    dc.description.AffiliationAnja Swennen - Vrije Universiteit Amsterdam, the Netherlandspl
    dc.description.AffiliationJurriën Dengerink - Vrije Universiteit Amsterdam, the Netherlandspl
    dc.description.referencesBerry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teacher Education: Theory and Practice, 15(2), 305–318.pl
    dc.description.referencesBoyd, P., Harris, K., Murray, J. (2011). Becoming a teacher educator: Guidelines for induction. Bristol, UK: The Higher Education Academy, ESCALATE. 2nd ed.pl
    dc.description.referencesBullough, R.V. Jr. (2010). Parables, Storytelling, and Teacher Education. Journal of Teacher Education, 61(1–2), 153–160.pl
    dc.description.referencesChurukian, G.A., Lock, C.R. (Eds.). (2000). International narratives on becoming a teacher educator: Pathways to a profession. Lewiston–New York: The Edwin Mellen Press.pl
    dc.description.referencesCochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219–225.pl
    dc.description.referencesDesimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.pl
    dc.description.referencesEuropean Commission (2013). Supporting teacher educators for better learning outcomes. Brussels: European Commission.pl
    dc.description.referencesEvans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.pl
    dc.description.referencesKelly, N., Clarà, M., Kehrwald, B., Danaher, P.A. (Eds.). (2016). Online learning networks for pre-service and early career teachers. London: McMillan Publishers.pl
    dc.description.referencesKennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education, 31 (2), 235–250.pl
    dc.description.referencesKirkpatrick, D.L. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehlerpl
    dc.description.referencesKitchen, J., Parker, D.C., Pushor, D. (Eds.). (2011). Narrative inquiries into curriculum making in teacher education. Bingley: Emerald Publishing.pl
    dc.description.referencesKoster, B., Dengerink, J., Korthagen, F., Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: Theory and Practice, 14(5), 567–587.pl
    dc.description.referencesKoster, B., Van den Berg, B. (2014). Increasing professional self-Understanding: Self-study research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education, 10(1), 86–100.pl
    dc.description.referencesLoughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. London: Routledge.pl
    dc.description.referencesLoughran, J. (2011). On becoming a teacher educator. Journal of Education for Teaching, 37(3) 279–291.pl
    dc.description.referencesLoughran J., Berry A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21, 193–203.pl
    dc.description.referencesMcEwan, H., Egan, K. (Eds.). (1995). Narrative in teaching, learning and research. New York: Teachers College Press.pl
    dc.description.referencesMurray, J., Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21, 125–142.pl
    dc.description.referencesRitter, J.K., Lunenberg, M., Pithouse-Morgan, K., Samaras, A.P., Vanassche, E. (Eds.). (2018). Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay. Singapore: Springer.pl
    dc.description.referencesShulman, L.S., Shulman, J.H. (2014). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257–271.pl
    dc.description.referencesSjölie, E. (2014). The role of theory in teacher education: Reconsidered from a student teacher perspective. Journal of Curriculum Studies, 46(6), 729–750.pl
    dc.description.referencesSmith, K. (2003). So, what about the professional development of teacher educators. European Journal of Teacher Education, 26(2), 201–215.pl
    dc.description.referencesSmith, K. (2011). The multi-faceted teacher educator: A Norwegian perspective. Journal of Education for Teaching: International research and pedagogy, 37(3), 337–349.pl
    dc.description.referencesSwennen, A., Lunenberg, M.L., Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(6), 531–542.pl
    dc.description.referencesSwennen, A. Van der Klink. M. (Eds.). (2009). Becoming a teacher educator. Theory and practice for teacher educators. Dordrecht: Springer.pl
    dc.description.referencesSwennen, A., Jones, K., Volman, M. (2010). Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1), 131–148.pl
    dc.description.referencesTack, H., Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’researcherly disposition. British Journal of Educational Studies, 62(3), 297–315.pl
    dc.description.referencesVan Velzen, C., Van der Klink, M., Swennen, A., Yaffe, E. (2010). The induction and needs of beginning teacher educators. Professional Development in Education, 36(1–2), 61–75.pl
    dc.description.referencesVelov, (2012). The Flemish teacher educator profile. Retrieved from: https://velov.files.wordpress.com/2012/02/velov_bro_en_111206.pdfpl
    dc.description.referencesWayne, A.J., Yoon, K.S., Zhu, P., Cronen, S., Garet, M.S. (2008). Experimenting with teacher professional development: Motives & methods. Educational Researcher, 37 (8), 469–479.pl
    dc.description.referencesZeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117–124.pl
    dc.description.issue1(13)pl
    dc.description.firstpage47pl
    dc.description.lastpage54pl
    dc.identifier.citation2Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PANpl
    Występuje w kolekcji(ach):Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, 2020, nr 1

    Pliki w tej pozycji:
    Plik Opis RozmiarFormat 
    Parezja_1_2020_B_de_Vries_A_Swennen_J_Dengerink_Design_Principles_for_the_Professional_Development.pdf873,14 kBAdobe PDFOtwórz
    Pokaż uproszczony widok rekordu Zobacz statystyki


    Pozycja ta dostępna jest na podstawie licencji Licencja Creative Commons CCL Creative Commons