Fostering meaning-oriented learning and deliberate practice in teacher education

Larike H. Bronkhorst, Paulien C. Meijer, Bob Koster, Jan D. Vermunt

Research output: Contribution to journalArticleAcademicpeer-review

56 Citations (Scopus)


Meaning-oriented learning and deliberate practice may be expected to promote student teachers' continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of "modeling" and student teacher agency in creating a powerful learning environment.

Original languageEnglish
Pages (from-to)1120-1130
Number of pages11
JournalTeaching and Teacher Education
Issue number7
Publication statusPublished - Oct 2011
Externally publishedYes


  • Student teacher learning
  • Professional development
  • Teacher education programs


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