Publication

Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds

Dijkema, S., Doolaard, S., Ritzema, E. S. & Bosker, R. J., Nov-2019, In : Teaching and Teacher Education. 86, p. 1-13 13 p., 102914.

Research output: Contribution to journalArticleAcademicpeer-review

APA

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, 86, 1-13. [102914]. https://doi.org/10.1016/j.tate.2019.102914

Author

Dijkema, S. ; Doolaard, S. ; Ritzema, E. S. ; Bosker, R. J. / Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds. In: Teaching and Teacher Education. 2019 ; Vol. 86. pp. 1-13.

Harvard

Dijkema, S, Doolaard, S, Ritzema, ES & Bosker, RJ 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

Standard

Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds. / Dijkema, S.; Doolaard, S.; Ritzema, E. S.; Bosker, R. J.

In: Teaching and Teacher Education, Vol. 86, 102914, 11.2019, p. 1-13.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Dijkema S, Doolaard S, Ritzema ES, Bosker RJ. 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. 2019 Nov;86:1-13. 102914. https://doi.org/10.1016/j.tate.2019.102914


BibTeX

@article{c2cd5cc9c2e342d4946da18844434c16,
title = "Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds",
abstract = "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.",
keywords = "Teacher education, Teaching behavior, Teaching experience, Primary education, STUDENT-ACHIEVEMENT, CLASSROOM QUALITY, 1ST-GRADE, ASSOCIATIONS, INDUCTION, PROGRAM, SKILLS",
author = "S. Dijkema and S. Doolaard and Ritzema, {E. S.} and Bosker, {R. J.}",
year = "2019",
month = "11",
doi = "10.1016/j.tate.2019.102914",
language = "English",
volume = "86",
pages = "1--13",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",

}

RIS

TY - JOUR

T1 - Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds

AU - Dijkema, S.

AU - Doolaard, S.

AU - Ritzema, E. S.

AU - Bosker, R. J.

PY - 2019/11

Y1 - 2019/11

N2 - 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.

AB - 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.

KW - Teacher education

KW - Teaching behavior

KW - Teaching experience

KW - Primary education

KW - STUDENT-ACHIEVEMENT

KW - CLASSROOM QUALITY

KW - 1ST-GRADE

KW - ASSOCIATIONS

KW - INDUCTION

KW - PROGRAM

KW - SKILLS

U2 - 10.1016/j.tate.2019.102914

DO - 10.1016/j.tate.2019.102914

M3 - Article

VL - 86

SP - 1

EP - 13

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 102914

ER -

ID: 102720128