Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds
In this study we explored the relation between the teaching behavior and teaching experience of beginning Dutch primary school teachers with different educational backgrounds. Two groups of teachers were compared: 1) primary teachers who followed a higher professional teacher education program (N = 46) and 2) primary teachers who followed an academic teacher education program (N = 55). Multilevel growth curve modeling showed that academic teachers, on average, show faster development in their teaching behavior than higher professional teachers. Prior differences in the diplomas held by teacher... Mehr ...
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| Dokumenttyp: | Artikel |
| Erscheinungsdatum: | 2019 |
| Reihe/Periodikum: | Dijkema , S , Doolaard , S , Ritzema , E S & Bosker , R J 2019 , ' Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds ' , Teaching and Teacher Education , vol. 86 , 102914 , pp. 1-13 . https://doi.org/10.1016/j.tate.2019.102914 |
| Schlagwörter: | Teacher education / Teaching behavior / Teaching experience / Primary education / STUDENT-ACHIEVEMENT / CLASSROOM QUALITY / 1ST-GRADE / ASSOCIATIONS / INDUCTION / PROGRAM / SKILLS |
| Sprache: | Englisch |
| Permalink: | https://search.fid-benelux.de/Record/base-29028801 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | https://hdl.handle.net/11370/c2cd5cc9-c2e3-42d4-946d-a18844434c16 |
In this study we explored the relation between the teaching behavior and teaching experience of beginning Dutch primary school teachers with different educational backgrounds. Two groups of teachers were compared: 1) primary teachers who followed a higher professional teacher education program (N = 46) and 2) primary teachers who followed an academic teacher education program (N = 55). Multilevel growth curve modeling showed that academic teachers, on average, show faster development in their teaching behavior than higher professional teachers. Prior differences in the diplomas held by teachers in secondary education were explored as a possible explanation for this difference. (C) 2019 Elsevier Ltd. All rights reserved.