10 SES 05.5 PS, General Poster Session
General Poster Session
Researchers studying the behaviour of teachers and how they were trained stress the importance of knowing what teachers think and what their beliefs are. Our study is also grounded in the theory of teacher cognition (Pajares 1992, Kagan, 1992, Fang, 1996, Trigwell & Prossner 1996, Knowles & Cole 1996, Hofer & Pintrich 1997, 1998, Korthagen 1999). Within the frame of a cognitive-constructive understanding of teachers’ professional development, their behaviour and actions are believed to be closely connected with their individual systems of beliefs, values and principles. Slick (1998) as well Cochran Smith (1998) pointed out the complexity of university teachers. Our research deals with teacher educator's cognition concerning their students' learning compared to other university teachers (non-teacher educators).
Bolhuis, S. M. & Voeten, J. M. (2004). Teachers' conceptions of student learning and own learning. Teachers and Teaching: theory and practice, 10(1), 77−98. Clark, C. M. & P. L. Petersen (1986). Teachers' Thought Processes. In: Wittrock, M.C. (Ed.). Handbook of Research on Teaching. New York: Macmillan Publishing, 255–196. Cochran-Smith, M. (2005). The new teacher education: For better of for worse? Educational Researcher, 34(7), 3-17. Gow, L. & D. Kember (1993). Conceptions of teaching and their relationship tostudent learning. British Journal of Educational Psychology, 63, 20−33. Gow, L.& D. Kember (1994). Orientations to Teaching and Their Effect on the Quality of Student Learning. Journal of Higher Education. 65(1), 58−74. Hofer, B. K., S. L. Yu & P. R. Pintrich (1998). Teaching college students to be self-regulatedlearners. In: Schunk, D. H. & B. J. Zimmerman (Eds). Self-Regulated Learners: From Teaching to Self-Reflective Practise. Huber, G. L. & Roth, J. H. W. (1999). Finden oder Suchen? Lehren oder Lehren in Zeiten der Ungewissheit. Schwangau: Ingeborg Huber. Huber, G. L. & Sorentino, R. M. (1996). Uncertainty in interpersonal and intergroup relations: an individual differences perspective. In Sorentino, R. M. & Higgins, E. T. (ed.). Handbook of Motivation and Cognition: the interpersonal context. New York: Guilford, 591–619. Author (2008). 'A'. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. Fang, Z. (1996). A review of research on teacher beliefs and practices. EducationalResearch, 38, 47–65. Kagan, D. M. (1992). Implications of research on teacher belief. EducationalPsychologist, 27, 65–90. Korthagen, F. A. J. & B. Lagerwerf (1996). Reforming the Relationship Between Teacher Thinking and Teacher Behaviour: Levels in Learning about Teaching. Teachers and Teaching: Theory and Practice, 2(2), 161−187. Korthagen, F. A, J. (1999). Linking theory and practice: Changing the pedagoy of teacher education. Educational Researcher, 28(4), 4-7. Korthagen. F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20,77-97. Sclick, S. K. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821-834. Trigwell, K. & M. Prosser (1996). Changing Approaches to Teaching: A Relational Perspective. Studies in Higher Education, 21(3), 275−285. Vermunt, J. & Verschaffel, L. (2000). Process-Oriented Teaching. In Simons, R. & Linden, J. J. T. Duffy (2000). New Learning. Netherlands: Kluwer Academic Publisher, 209–225.
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