Passion and Professionalism in Teacher Education, With Dr. Ainat Guberman and Prof. Helma Oolbekkink–Marchand – Chapter 59

תו חינוך

Passion and Professionalism in Teacher Education:

The new series of chapters in TAV CHINUCH, the podcast of The MOFET Institute which accompanies the 8th conference on teacher education, with Dr. Ainat Guberman and Prof. Helma Oolbekkink–Marchand.

In this podcast Dr. Ainat Guberman is talking with Prof. Helma Oolbekkink–Marchand about her own academic career and the challenges facing teacher education in the Nederlands.

Dr. Ainat Guberman is Head of the Research Authority at the MOFET Institute in Tel Aviv, Israel, and a council member of the International Forum of Teacher Educator Professional Development (InFo-TED). She is a lecturer at David Yellin College of Education, and the Hebrew University Department of Education in Jerusalem. Her research focuses on teacher educators' professional development and early childhood literacy.

Prof. Helma Oolbekkink-Marchand is a professor at HAN University of Applied Sciences in the Netherlands. Her research areas are in teacher (educators’) professional development and she is especially interested in teacher agency. She is a member of the International Forum for Teacher Educator Professional Development (InFo-TED), and the chair of the Dutch Teacher Educators Association (Velon).

"In the keynote lecture, we explore the concept of teacher agency in recent studies on teachers’ professional learning. In this exploration we will look at the process of teacher agency, the necessary conditions for teacher agency in the context of professional learning and the possible contribution to teachers’ passion for their profession".

Articles written by Prof. Helma Oolbekkink-Marchand:

Enhancing a quality culture in higher education from a socio-technical systems design perspective
M Legemaate, R Grol, J Huisman, H Oolbekkink–Marchand, L Nieuwenhuis
Quality in Higher Education 28 (3), 345-359 6 2022
https://doi.org/10.1080/13538322.2021.1945524

Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making, interpretation, and underlying conceptions
C Kooloos, H Oolbekkink-Marchand, S van Boven, R Kaenders, G Heckman
Journal of Mathematics Teacher Education 25 (4), 453-477 7 2022
https://doi.org/10.1007/s10857-021-09499-z

Making sense of student mathematical thinking: the role of teacher mathematical thinking
C Kooloos, H Oolbekkink-Marchand, S van Boven, R Kaenders, G Heckman
Educational Studies in Mathematics 110 (3), 503-524 1 2022
https://doi.org/10.1007/s10649-021-10124-2

The position of student teacher practitioner research in teacher education: teacher educators’ perspectives
H Oolbekkink-Marchand, I Oosterheert, L Scholte Lubberink, E Denessen
Educational Action Research 30 (3), 445-461 13 2022
https://doi.org/10.1080/09650792.2020.1857811

Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay
H Oolbekkink-Marchand, A van der Want, H Schaap, M Louws, P Meijer
Teaching and Teacher Education 113, 103684 1 2022
https://doi.org/10.1016/j.tate.2022.103684

Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices
EWR van den Broek, HW Oolbekkink-Marchand, AMC van Kemenade, PC Meijer, S Unsworth
The Language Learning Journal 50 (1), 59-73.
https://doi.org/10.1080/09571736.2019.1688857