Publication

Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions

Gemmink, M., Fokkens-Bruinsma, M., Pauw, I. & van Veen, K., 2017.

Research output: Contribution to conferencePaperAcademic

APA

Gemmink, M., Fokkens-Bruinsma, M., Pauw, I., & van Veen, K. (2017). Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions. Paper presented at EARLI 2017, Tampere, Finland.

Author

Gemmink, Michelle ; Fokkens-Bruinsma, Marjon ; Pauw, Ietje ; van Veen, Klaas. / Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions. Paper presented at EARLI 2017, Tampere, Finland.

Harvard

Gemmink, M, Fokkens-Bruinsma, M, Pauw, I & van Veen, K 2017, 'Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions' Paper presented at EARLI 2017, Tampere, Finland, 29/08/2017 - 02/09/2017, .

Standard

Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions. / Gemmink, Michelle; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas.

2017. Paper presented at EARLI 2017, Tampere, Finland.

Research output: Contribution to conferencePaperAcademic

Vancouver

Gemmink M, Fokkens-Bruinsma M, Pauw I, van Veen K. Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions. 2017. Paper presented at EARLI 2017, Tampere, Finland.


BibTeX

@conference{e53e601e24db44a8ae301ed99dc87acd,
title = "Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions",
abstract = "In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results in a multitude of tasks and responsibilities for teachers around didactics and seems to constrain time and attention for pedagogical actions. This research explores whether the pedagogical actions of primary school teachers are indeed under pressure in the current educational climate. The goals of this study were threefold; (1) to examine teachers’ perceptions regarding their pedagogical actions, (2) to examine how teaching experience, age of the students and the specific school context influence these perceptions, (3) to determine which needs for professionalisation teachers have to increase their pedagogical actions in the classroom. A survey was conducted among a sample of 261 Dutch mainstream primary education teachers in the northern part of the Netherlands. Data were collected with a questionnaire, which consisted of fifteen open and closed questions. Teachers were asked about their perceptions of pedagogical actions in the classroom, the school’s vision of pedagogy, their personal vision of pedagogy and background variables of the respondents. Half of the responding teachers (47.5{\%}) indicate that pedagogical actions of primary schools are under pressure. Over 60{\%} of teachers indicated that they would like to pay more attention to this issue. Pedagogical actions of primary school teachers are indeed under pressure in the current educational climate.",
keywords = "Educational policy, Primary education, Teacher Professional Development, Teaching / instruction",
author = "Michelle Gemmink and Marjon Fokkens-Bruinsma and Ietje Pauw and {van Veen}, Klaas",
year = "2017",
language = "English",
note = "EARLI 2017 ; Conference date: 29-08-2017 Through 02-09-2017",
url = "https://www.earli.org/earli-2017",

}

RIS

TY - CONF

T1 - Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions

AU - Gemmink, Michelle

AU - Fokkens-Bruinsma, Marjon

AU - Pauw, Ietje

AU - van Veen, Klaas

PY - 2017

Y1 - 2017

N2 - In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results in a multitude of tasks and responsibilities for teachers around didactics and seems to constrain time and attention for pedagogical actions. This research explores whether the pedagogical actions of primary school teachers are indeed under pressure in the current educational climate. The goals of this study were threefold; (1) to examine teachers’ perceptions regarding their pedagogical actions, (2) to examine how teaching experience, age of the students and the specific school context influence these perceptions, (3) to determine which needs for professionalisation teachers have to increase their pedagogical actions in the classroom. A survey was conducted among a sample of 261 Dutch mainstream primary education teachers in the northern part of the Netherlands. Data were collected with a questionnaire, which consisted of fifteen open and closed questions. Teachers were asked about their perceptions of pedagogical actions in the classroom, the school’s vision of pedagogy, their personal vision of pedagogy and background variables of the respondents. Half of the responding teachers (47.5%) indicate that pedagogical actions of primary schools are under pressure. Over 60% of teachers indicated that they would like to pay more attention to this issue. Pedagogical actions of primary school teachers are indeed under pressure in the current educational climate.

AB - In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results in a multitude of tasks and responsibilities for teachers around didactics and seems to constrain time and attention for pedagogical actions. This research explores whether the pedagogical actions of primary school teachers are indeed under pressure in the current educational climate. The goals of this study were threefold; (1) to examine teachers’ perceptions regarding their pedagogical actions, (2) to examine how teaching experience, age of the students and the specific school context influence these perceptions, (3) to determine which needs for professionalisation teachers have to increase their pedagogical actions in the classroom. A survey was conducted among a sample of 261 Dutch mainstream primary education teachers in the northern part of the Netherlands. Data were collected with a questionnaire, which consisted of fifteen open and closed questions. Teachers were asked about their perceptions of pedagogical actions in the classroom, the school’s vision of pedagogy, their personal vision of pedagogy and background variables of the respondents. Half of the responding teachers (47.5%) indicate that pedagogical actions of primary schools are under pressure. Over 60% of teachers indicated that they would like to pay more attention to this issue. Pedagogical actions of primary school teachers are indeed under pressure in the current educational climate.

KW - Educational policy

KW - Primary education

KW - Teacher Professional Development

KW - Teaching / instruction

M3 - Paper

ER -

ID: 48560210