Developmental teacher education: prolepsis in a process of double stimulation: Creating accidental learning experiences on a regular basis Main Menu Creating accidental learning experiences on a regular basis An open curriculum for teacher education Themes in professional development of teachers human and technology The curriculum line in which it al happens Educational design in an open curriculum Themes and the zone of proximal development From standing in front to sitting at the round table: the case of teacher Rob. On legitimate peripheral participation as an in-service student teacher Double stimulation and prolepsis: tools and talk The cultural historical activity theory Developmental teacher education: a rough draft An open end of the narrative References

Prolepsis in a proces of double stimulation

7017
In this paper I’d like to discuss the case of Rob, an in service student teacher Human & Technology at university of applied sciences Amsterdam. As a teacher educator and researcher from the cultural historical tradition I am interested in how I can design, in a team, a developmental teacher education curriculum that is both open and structured; courses with content in students’ zone of proximal development and meaningful for their (future) practice . This case will be presented as a narrative addressing the main question: how can we design developmental teacher education, create meaningful experiences for students and develop educational understanding that might help students like Rob to become agential teachers?

This page has paths:

  1. Prolepsis in a proces of double stimulation Martijn van Schaik

Contents of this path:

  1. Prolepsis in a proces of double stimulation
  2. Creating accidental learning experiences on a regular basis
  3. From standing in front to sitting at the round table: the case of teacher Rob.