Search results for author:"Siebrich de Vries"
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Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 33, No. 1 (July 2013) pp. 78–89
This exploratory study investigates the relationship between teachers' continuing professional development (CPD) and their beliefs about learning and teaching, in a Dutch secondary education context. Two hundred sixty teachers participated in a...
International Journal of Educational Research Vol. 88, No. 1 (March 2018) pp. 109–120
Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 68, No. 1 (November 2017) pp. 289–303
Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson...