Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher educators involved. Many teacher educators,…

Although there is a fair amount of knowledge on the issue of promoting student-directed learning, research indicates that teachers are not always able to put that knowledge into practice. Therefore, new educational practices related to student-directed learning should be introduced in teacher education. This makes it possible to break the didactic…

Dutch teachers designed a curriculum for beginning teacher educators within higher education and schools. Based on the Dutch professional standard for teacher educators, literature review, case studies, and discussions with colleagues and experts, they formulated six groups of competencies and an educational approach with three learning tracks…

Teacher shortages are accelerating the development of Dutch teacher education curriculum and assessment in more competence- and school-based directions. Schools are developing and implementing teacher improvement plans, though student teachers are seldom part of those plans. Teacher educators in schools cannot yet meet professional standards, and…

Examined the impact on Dutch mentors and institute teachers of the new requirement that student teachers nearing completion of coursework must teach without immediate supervision for several months. Surveys investigated how this change affected the content and process of mentoring. Mentors and institute teachers acted as supportive counselors and…