Browsing by Author "Meirink, J.A."

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Beginning teachers? opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members
Meirink, J.A. ; Want, A. van der ; Louws, M. ; Meijer, P.C. ; Oolbekkink, H. ; Schaap, H.
2020, Article / Letter to editor (European Journal of Teacher Education, vol. 43, iss. 2, (2020), pp. 243-257)Teacher leadership is often connected to experienced teachers as it is assumed that a certain level of knowledge and experience is needed. Informal teacher leadership, however, can also be expected from beginning teachers. The aim of this study is to study beginning teachers? opportunities for enacting leadership. Twelve pairs, consisting of one school management staff member (e.g. principal, administrators, head of departments) and one beginning teacher, were interviewed. For the analyses, three codes describing levels of leadership (witness, participation, ownership) were used to label the situations reported by the novices and staff members in which they experienced and observed leadership. The findings of this study show that it is possible for beginning teachers to enact leadership roles. They do, however, need to develop knowledge and skills for this purpose. To optimise these leadership competencies, teacher education programmes could consider including this more explicitly in their curriculum.
Tensions experienced by teachers when participating in a professional learning community
Schaap, H. ; Louws, M. ; Meirink, J.A. ; Oolbekkink, H. ; Want, A. van der ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2019, Article / Letter to editor (Professional Development in Education, vol. 45, iss. 5, (2019), pp. 814-831)This article explores which tensions teachers experience during one year of participation in a professional learning community (PLC). Tensions are more or less temporal negative feelings of stress, loss of self-efficacy or anxiety caused by conflicting personal features and workplace affordances. A qualitative study including two semi-structured interviews with 18 teachers participating for one year in a PLC revealed that 15 out of 18 teachers experience one or more tensions. More specifically, eight different tensions are identified, in which tensions concerning high work pressure and a lack of shared learning are most commonly reported. The results further indicate temporal, contextual and personal nature of tensions. It is concluded that tensions are often caused by negatively perceived learning cultures in schools.
Professionele ruimte van leraren in het voortgezet onderwijs.
Meirink, J.A. ; Oolbekkink, H. ; Admiraal, W.F.
2018, Article / Letter to editor (Pedagogische Studiën, vol. 95, (2018), pp. 126-130)
Professionele ruimte van leraren voortgezet onderwijs in het kader van de promotiebeurs.
Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Zwart, R.C. ; Louws, M. ; Zuiker, I. ; Meijer, P.C.
2018, External research report
Professionele ruimte: geen one size fits all.
Zwart, R.C. ; Louws, M. ; Zuiker, I. ; Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Meijer, P.C.
2018, External research report
Drie professionaliseringsinitiatieven onder de loep: de professionele ruimte van leraren in de context van professionele leergemeenschappen, de promotiebeurs en traineeships voor leraren.
Meijer, P.C. ; Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Zwart, R.C. ; Louws, M. ; Zuiker, I.
2018, External research report
Professionele ruimte van beginnende leraren in het kader van het onderwijstraineeship en eerst de klas.
Meirink, J.A. ; Want, A. van der ; Leeferink, H. ; Louws, M. ; Oolbekkink, H. ; Schaap, H. ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2018, External research report
Professionele ruimte van leraren in professionele leergemeenschappen.
Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Oolbekkink, H. ; Louws, M. ; Want, A. van der ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2018, External research report
Professionele Ruimte van leraren voortgezet onderwijs in het kader van de promotiebeurs.
Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Zwart, R.C. ; Louws, M. ; Zuiker, I.
2017, External research report
Professionele ruimte van beginnende leraren in het kader van het OnderwijsTraineeship en Eerst de Klas
Meirink, J.A. ; Want, A. van der ; Leeferink, H. ; Louws, M. ; Oolbekkink, H. ; Schaap, H. ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2017, External research report
Professionele ruimte: Geen ‘one size fits all’. Opvattingen van leraren en schoolleiders over het inrichten en benutten van professionele ruimte in scholen.
Zwart, R.C. ; Louws, M. ; Zuiker, I. ; Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Meijer, P.
2017, External research report
Teachers (learn to) do research in Dutch secondary education
Meijer, P.C. ; Meirink, J.A. ; Lockhorst, D ; Oolbekkink, H.
2010, Article / Letter to editor (Pedagogische Studiën, vol. 87, iss. 4, (2010), pp. 232-252)This article describes an empirical exploration of three Dutch projects in which secondary education' teachers (learn to) research their own practice in collaboration with research institutes within universities. These three projects are exemplary for a recent movement of doing research on education in close collaboration between teachers, schools, and universities. The article shows the results of the three projects for both teachers and schools, and how these results are related to organizational conditions within the three projects. Perceptions of revenues of 48 teachers and 17 managers of 11 schools were gathered with interviews. These data were analyzed using the criteria for practitioner research of Anderson and Herr (1999), consisting of five types of validity that together provided an indication of the quality of the teachers' research. The projects showed results mainly on the level of the individual teacher. Teachers reported development of their knowledge and skills with respect to doing research, a more critical attitude, and consciousness of and (intentions to) change of teaching performance. To a lesser extent results on school level were reported. Organizational conditions appeared to be related to results on school level, not to results on the level of individual teachers. The article concludes to state that, if these type of projects are about to lead to the collaborative development of more scientifically accepted knowledge, more attention needs to be paid to the dissemination of knowledge as well as to the quality assurance of the research performed.

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Browsing by Author "Meirink, J.A."

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