A dialogue on supporting self-study research in the context of Dutch teacher education

Amanda Berry, Janneke Geursen, Mieke Lunenberg

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Over the past several decades, growing numbers of teacher educators around the world have been studying their individual educational practices. This movement has been precipitated, in part, by developments in teacher education such as the growing awareness of the need to connect theory and practice, and the increasing influence of constructivism.

Original languageEnglish
Title of host publicationPolyvocal Professional Learning through Self-Study Research
EditorsKathleen Pithouse-Morgan, Anastasia P. Samaras
Place of PublicationRotterdam The Netherlands
PublisherSense Publishers
Pages39-55
Number of pages17
Edition1st
ISBN (Electronic)9789463002202
ISBN (Print)9789463002196, 9789463002189
DOIs
Publication statusPublished - 2015
Externally publishedYes

Publication series

NameProfessional Learning
PublisherSense Publishers
Volume18

Keywords

  • professional development
  • teacher educator
  • cogenerative dialogue
  • critical friend
  • teacher education institution

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