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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 examines whether participating in Lesson Study influences teachers’ beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers ( N  = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils’ educational needs. [ABSTRACT FROM AUTHOR]

Experience in the classroom influences how teachers interpret classroom events. This article investigated differences between expert and novice teachers' interpretations of authentic, problematic classroom events. Two types of videos presented problematic events, displaying either unrelated problems, such as disengaged, off-task students, or interrelated problems leading to a flagrant disruption. Predicted differences in teachers’ verbalized interpretations were analyzed through a multi-category coding scheme. All coding categories showed significant main effects for expertise. Novices interpretations focused on issues of behavior and discipline. Experts were markedly focused on student learning, stressing the influential role of the teacher on events arising in the classroom. [ABSTRACT FROM AUTHOR]

Teachers can profit from a solid knowledge base that can function as a frame of reference to help them organize their thinking. However, theoretical knowledge is easily 'washed out' during the first confrontations with practice. For this reason, several Dutch university-based teacher education programs use a realistic approach to teacher education. In realistic teacher education, the integration of theory and practice is promoted by combining learning at the university and the school from the very start of the program, by tailoring the program to the individual students' needs, and by cooperation between university-based teacher educators and supervisors in the schools. In the university-based part of the program, students' concerns are taken as the starting point for teaching and theory is introduced as a means to enrich students' reflections on their experiences in their classrooms and schools. Because creating a positive, orderly working atmosphere in the classroom is the first concern of many students and beginning teachers, this is one of the first topics that is addressed. In this paper, we describe the teacher education program of the Leiden University Graduate School of Teaching, which has recently made a shift towards a realistic approach to teacher education, and how classroom management is taught in this program. Evaluation data are presented showing the success of this approach. [ABSTRACT FROM AUTHOR]

From 2002 onwards, initiatives and first steps for the project International Comparative Analysis of Learning and Teaching (ICALT) have been taken by the inspectorates of education in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands. The inspectorates of education in these European countries reviewed the results of research on the basic characteristics of good and effective teaching and selected standards and indicators for an observation instrument that could be used to evaluate the quality of teaching. The inspectorates from these countries jointly developed an instrument to observe and analyse the quality of learning and teaching in primary schools. The observation instrument was piloted for reliability and for validity in the four countries. Mathematics lessons in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands were observed in 854 classrooms, with children who were about 9 years old when they started the school year. Inspectors in the four countries were trained in the proper use of the observation instrument, and used the instrument during their own inspections or evaluations. This study shows that the quality of teaching in the four countries can be compared in a reliable and valid way as regards five aspects: 'efficient classroom management', 'safe and stimulating learning climate', 'clear instruction', 'adaptation of teaching' and 'teaching-learning strategies'. It is found that only a few percentage points of difference between teachers are due to differences existing in the four countries. Furthermore, it may be concluded that the five aspects of quality of teaching are positively and significantly correlated with pupil involvement, attitude, behaviour and attainment. [ABSTRACT FROM AUTHOR]

Presents a study that investigated the factorial validity of the Teacher Efficacy Scale for the analysis of the effectiveness of teachers in the Netherlands. Background on research on the effectiveness of teachers; Comparison of several models of the Teacher Efficacy Scale; Analysis of the classroom management and teaching efficacy of teachers.

Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship., Aims: The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation., Sample: A total of 120 pre-service teachers in teacher education programmes participated., Method: Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires., Results: The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other., Conclusion: This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice., (© 2013 The British Psychological Society.)