Online citations, reference lists, and bibliographies.
← Back to Search

Patterns In Teacher Learning In Different Phases Of The Professional Career

J. Vermunt, M. Endedijk
Published 2011 · Psychology

Save to my Library
Download PDF
Analyze on Scholarcy Visualize in Litmaps
Share
Reduce the time it takes to create your bibliography by a factor of 10 by using the world’s favourite reference manager
Time to take this seriously.
Get Citationsy
Abstract This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about teaching, motivations to learn about teaching, learning outcomes, and personal and contextual factors. A learning pattern is conceived as a coherent whole of learning activities that learners usually employ, their beliefs about own learning and their learning motivation; a whole that is characteristic of them in a certain period. Patterns in teacher learning across studies are identified and problematic aspects of teacher learning are discussed. It is concluded that teachers differ in the learning patterns they adopt, and that these patterns differ with regard to the quality of teacher learning and professional development in the context of adaptation to educational change and innovations. Implications for fostering teacher learning are derived.
This paper references
Forms of Intellectual and Ethical Development in the College Years: A Scheme. Jossey-Bass Higher and Adult Education Series.
W. G. Perry (1970)
Experiential Learning: Experience as the Source of Learning and Development
D. Kolb (1983)
The Development of Expertise in Pedagogy.
D. Berliner (1988)
10.1007/BF00129106
Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis
J. Vermunt (1996)
10.1007/BF00139220
Teachers as adult learners: their knowledge of their own learning and implications for teaching
G. Boulton‐Lewis (1996)
10.1111/J.2044-8279.1998.TB01281.X
The regulation of constructive learning processes
J. Vermunt (1998)
10.1016/S0959-4752(98)00028-0
Congruence and friction between learning and teaching
J. Vermunt (1999)
Researching Student Learning
J. Richardson (2000)
10.1007/BF03173163
The modelling of ‘dissonant’ study orchestration in higher education
J. Meyer (2000)
10.1016/S0742-051X(01)00026-9
Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs
A. Zanting (2001)
10.1016/S0959-4752(00)00019-0
Individual differences in learning to teach : Relating cognition, regulation and affect
I. E. Oosterheert (2001)
10.1023/A:1004130031247
Revisiting academics' beliefs about teaching and learning
Katherine Samuelowicz (2001)
Manieren van leren onderwijzen en relaties met persoonsgebonden en contextuele variabelen
I. E. Oosterheert (2002)
10.1016/S0742-051X(02)00053-7
Elaborating a model of teacher professional growth
D. Clarke (2002)
10.1080/03075070309301
Dissonance in Student Learning Patterns: When to revise theory?
J. Vermunt (2003)
10.1016/S0742-051X(02)00101-4
Factors affecting teachers' participation in professional learning activities
K. Kwakman (2003)
10.1007/S10648-004-0005-Y
Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations
J. Vermunt (2004)
10.1080/158037042000225245
Informal learning in the workplace
M. Eraut (2004)
10.1016/J.TATE.2004.04.003
Collaboration and self-regulation in teachers’ professional development
D. Butler (2004)
10.1007/S10648-004-0006-X
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
P. Pintrich (2004)
10.1007/S10648-004-0002-1
Aspects and Prospects of Measuring Studying and Learning in Higher Education
K. Lonka (2004)
10.1080/09243450512331383262
Interpersonal Teacher Behaviour and Student Outcomes
P. D. den Brok (2004)
10.3102/0013189X033008003
Professional Development and Teacher Learning: Mapping the Terrain
H. Borko (2004)
10.1007/S10648-004-0003-0
The Conceptual Bases of Study Strategy Inventories
N. Entwistle (2004)
10.1007/S10648-004-0007-9
Development and Use of the Approaches to Teaching Inventory
K. Trigwell (2004)
10.1111/J.1467-9620.2004.00407.X
Teachers as Self-Regulated Learners.
J. Randi (2004)
10.1080/0022027032000148298
How and what teachers learn: a shifting perspective
L. Shulman (2004)
10.4324/9780203864043
Studying Teacher Education : The Report of the AERA Panel on Research and Teacher Education
Marilyn Cochran-Smith (2005)
10.1007/S10734-004-6362-0
Self-regulation in Higher Education Teacher Learning
I. V. Eekelen (2005)
10.1080/02671520500077921
Improving schoolteachers' workplace learning
Heather Hodkinson * (2005)
10.1108/13665620610654577
Factors influencing teachers' engagement in informal learning activities
Margaret C. Lohman (2006)
10.1016/J.TATE.2005.12.001
Exploring teachers’ will to learn
I. V. Eekelen (2006)
10.1016/J.TATE.2006.01.004
In the voice of teachers: The promise and challenge of participating in classroom-based research for teachers’ professional learning
Elody Rathgen (2006)
10.1016/J.TATE.2009.02.023
Teachers learning how to learn
Mary James (2007)
10.1080/13540600601152496
A closer look at teachers’ individual learning in collaborative settings
J. Meirink (2007)
Functions of the learning portfolio in student teachers' learning process
Désirée D. Mansvelder-Longayroux (2007)
10.1080/13540600601152298
Understanding how teachers learn as a prerequisite for promoting teacher learning
D. Beijaard (2007)
10.1016/J.LEARNINSTRUC.2008.06.007
What motivates teachers? Important work on a complex question
A. W. Hoy (2008)
10.1016/J.EDUREV.2007.12.001
Perspectives into learning at the workplace
P. Tynjälä (2008)
10.1080/03054980701614978
Practice makes perfect? Learning to learn as a teacher
Hazel Hagger (2008)
10.1177/0022487108317020
Teacher Learning: the Key to Educational Reform
Ann Lieberman (2008)
10.4324/9780203938690
Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts
Marilyn Cochran-Smith (2008)
10.1016/J.LEARNINSTRUC.2008.06.002
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
Helen M G Watt (2008)
10.1016/J.TATE.2007.11.003
Teacher learning through reciprocal peer coaching: An analysis of activity sequences
R. Zwart (2008)
10.1016/J.LEARNINSTRUC.2007.01.008
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education
Liisa Postareff (2008)
10.18637/JSS.V031.I03
Multidimensional Scaling Using Majorization: SMACOF in R
J. D. Leeuw (2008)
10.1007/S10648-008-9089-0
Why This and Why Now? Introduction to the Special Issue on Metacognition, Self-Regulation, and Self-Regulated Learning
P. Alexander (2008)
10.1080/02619760701845024
Learning through boundary‐crossing: further education lecturers learning in both the university and workplace
I. Finlay (2008)
10.4324/9780203864043-13
Research on Pedagogical Approaches in Teacher Education
P. Grossman (2009)
10.1016/J.TATE.2008.07.003
Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning.
J. Meirink (2009)
The Effects of Sources of Motivation on Teachers' Motivation Levels.
I. Kocabas (2009)
10.1016/J.TATE.2008.12.007
Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition.
A. Hoekstra (2009)
10.3102/0013189X08331140
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
L. Desimone (2009)
10.1108/13665620910954201
Teachers' workplace learning within informal contexts of school cultures in the United States and Lithuania
Elena Jurasaite-Harbison (2009)
10.1016/J.TATE.2008.10.004
Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span
Christianna Alger (2009)
10.1007/S10734-008-9156-Y
The development of learning patterns of student teachers: a cross-sectional and longitudinal study
V. Donche (2009)
10.1007/978-1-137-09106-2
Teaching for Understanding at University
N. Entwistle (2009)
10.18637/JSS.V031.I04
Gifi Methods for Optimal Scaling in R: The Package homals
J. Leeuw (2009)
10.1163/9789460912535
The Meaning of Learning and Knowing
E. V. Rossum (2010)
10.1016/J.EDUREV.2009.11.002
Tailor-made: Towards a pedagogy for educating second-career teachers
Anke Tigchelaar (2010)
10.1016/J.LEARNINSTRUC.2009.09.001
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers
I. Bakkenes (2010)
10.4324/9780203841853
Style differences in cognition, learning, and management : theory, research, and practice
S. Rayner (2012)
10.4324/9780203841853-20
Patterns in Student Learning and Teacher Learning: Similarities and Differences
J. Vermunt (2012)



This paper is referenced by
10.1080/02607476.2021.1904777
Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
Piia Näykki (2021)
10.1016/j.chb.2020.106643
How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective
Teemu Valtonen (2021)
10.1080/13603116.2021.1878299
Learning about students in co-teaching teams
Anna Rytivaara (2021)
10.3389/fpsyg.2021.627095
Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory
Mo Wang (2021)
10.1080/13664530.2021.1897659
Hidden in plain sight: museum educators’ role in teacher professional development
Christine Baron (2021)
10.1080/02607476.2021.1927681
Autonomy for ourselves: development and validation of Teachers’ Professional Autonomy Questionnaire (TEPAQ)
Ayşegül Okay (2021)
10.1007/978-3-658-24734-8_59-1
Berufseinstieg von Lehrerinnen und Lehrern
Manuela Keller-Schneider (2021)
10.4995/redu.2020.13145
Entornos de aprendizaje para el desarrollo profesional docente
A. Fernández March (2020)
10.1080/13603124.2018.1508754
The effect of formal, nonformal and informal learning on teachers’ promotion to middle leadership roles in schools
Smadar Donitsa-Schmidt (2020)
10.1080/19415257.2020.1850510
Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model
R. Hosseingholizadeh (2020)
10.1007/978-3-658-24209-1_8
Welche Rolle spielen die Verarbeitung von Unterrichtsfehlern und die negative Stimmung für die subjektiv wahrgenommene Unterrichtskompetenz im Praxissemester?
Irina R. Kumschick (2020)
10.13106/jafeb.2020.vol7.no1.183
The Impact of Emotional Intelligence on Performance: A Closer Look at Individual and Environmental Factors
Khai The NGUYEN (2020)
10.1080/09650792.2020.1828120
Supporting formative assessment in the second language classroom: an action research study in secondary education
Debbie De Neve (2020)
10.4018/978-1-7998-4670-3.ch009
Innovation in Foreign Language Literature Didactics in Higher Education
A. M. Pérez-Cabello (2020)
10.1108/jwl-01-2020-0005
Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective
Xianhan Huang (2020)
10.1007/978-3-658-24209-1_7
Lernen zu Unterrichten – Veränderungen in den Einstellungsmustern von Lehramtsstudierenden während des Praxissemesters im Zusammenhang mit mentorieller Lernbegleitung und Kompetenzeinschätzung
Dagmar Festner (2020)
10.1007/978-981-15-2425-7_6
An Empirical Study on Professional Development Programmes for CLIL Teachers
Y. Lo (2020)
10.1016/j.tate.2020.103077
Assessment of teachers’ gains across multiple historic site-based professional development programs
Christine Baron (2020)
10.14324/lre.18.3.05
Cross-school ‘close-to-practice’ action research, system leadership and local civic partnership re-engineering an inner-city learning community
Peter Dudley (2020)
10.5937/ijcrsee2002121c
Peer assessment of teacher performance: What works in teacher education?
Valeria M. Cabello (2020)
10.1177/0022487119841889
What Teachers Retain From Historic Site-Based Professional Development
C. Baron (2020)
10.1080/0158037X.2018.1520697
The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?
Joost Jansen in de Wal (2020)
10.1080/00131881.2020.1711790
A reflective cycle: Understanding challenging situations in a school setting
Pihla Markkanen (2020)
Prediction of Student Learning Styles using Data Mining Techniques
E. Khakata (2020)
10.26180/5E3529E2CCB74
Exploring The Impact Of Narrative-Based Video On Teacher Thinking And Practice
Simon Kingston Lindsay (2020)
10.31129/lumat.8.1.1416
Pre-service teachers' conceptions about the quality of explanations for the science classroom in the context of peer assessment
Valeria M. Cabello (2020)
10.1007/978-981-15-2425-7_5
Theoretical Models of Professional Development Programmes for CLIL Teachers
Y. Lo (2020)
10.1002/sce.21603
Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula
R. Dolfing (2020)
10.1080/19415257.2020.1814382
Excellence is not an island: team-based professional development in Higher Education
E. Hinojosa-Pareja (2020)
10.1007/978-3-030-04031-4_15
Implementing a new mathematics curriculum in England: district research lesson study as a driver for student learning, teacher learning and professional dialogue
Peter Dudley (2019)
10.1016/j.lcsi.2019.100347
Teachers' perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement
Guoqing Zhao (2019)
10.1080/02619768.2019.1691993
Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans
Órla Ní Bhroin (2019)
See more
Semantic Scholar Logo Some data provided by SemanticScholar