Title Participants "Specificity of portfolios in teacher education: a comparison with portfolios in other educational programmes within secondary, higher and adult education" "Wil Meeus, Peter Van Petegem" "The causal effect of single-sex education versus coeducation on motivation and educational attainments. Evidence from a randomized experiment in secondary education" "Kristof De Witte" "The causal effect of single-sex education versus coeducation on motivation and educational attainments. Evidence from a randomized experiment in secondary education" "Kristof De Witte, H. Oliver" "A structural equation model for determinants of instructors’ educational ICT use in higher education in developing countries: Evidence from Ethopia" "Bekalu Ferede Tefera, Jan Elen, Wim Van Petegem, Katie Goeman" "In recent years, there has been greater interest and commitment in developing countries to transform their higher education (HE) using ICT. Evidence shows that ICT is underutilized by instructors in these countries. However, a rigorous context-specific model which explains this observation is currently lacking. In this large-scale study, the causal relationships among institutional and individual determinants of HE instructors' ICT use were examined in order to develop a parsimonious model. Survey data were collected from 946 instructors who were randomly selected from six Ethiopian public universities. The results of the structural equation modeling analysis indicated that solely instructors' ICT competence and ICT attitude have a direct impact on their ICT use. The study did not find support for the hypothesized direct impacts of ICT vision and plan, professional development, support, and infrastructure on ICT use. The findings of the current study imply that in developing countries, instructors’ ICT use may be improved by intervening in their professional development. Future researches need to focus on designing and assessing professional development interventions that empower instructors with ICT competence and attitude." "Colonial education in the Congo - a question of ""uncritical"" pedagogy until the bitter end? La educatión en el Congo, ¿una cuestión de pedagogiá ""acrítica"" hasta el amargo final? L'education coloniale au Congo - une question de pédagogie ""non-critique"" ju" "Marc Depaepe" "Colonial education in the Congo - a question of ""uncritical"" pedagogy until the bitter end? La educatión en el Congo, ¿una cuestión de pedagogiá ""acrítica"" hasta el amargo final? L'education coloniale au Congo - une question de pédagog" "Marc Depaepe" "The creative use of companion values in environmental education and education for sustainable development : exploring the educative moment" "Jim Garrison, Leif Olov Östman, Michael Hakansson" "Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic transactions that occur in ways we characterize as 'other than modern.' Introducing the idea of educative moments allows us to identify situations where value spheres interpenetrate and interrogate each other in the meaning-making of students and teachers. These moments occur when students suddenly experience companion meanings and values such that teacher and student must deliberate together rather than the teacher dictating some dominating epistemological, ethical, or aesthetic value. This way, it is possible to accommodate critical and creative reflection in education where new values can emerge or evolve. We illustrate the theory by empirical examples from classroom conversations." "Un zoom a la educación virtual : biopolítica y aprendizaje centrado en el estudiante = Zooming in on virtual education : biopolitics and student-centred learning" "Ricardo Ayala Valenzuela" "Este artículo especial presenta una reflexión sobre la enseñanza virtual y los mecanismos de disciplinamiento digital." "Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education" "L Thibaut, S Ceuppens, H De Loof, J De Meester, L Goovaerts, A Struyf, J Boeve-De Pauw, W Dehaene, J Deprez, M De Cock, L Hellinckx, H Knipprath, G Langie, Katrien STRUYVEN, P Van Petegem, D. Van De Velde, F Depaepe" "The shortage of graduates in Science, Technology, Engineering and Mathematics (STEM), has led to numerous attempts to increase students' interest in STEM. One emerging approach that has the potential to improve students' motivation for STEM is integrated STEM education. Nonetheless, the implementation of this new instructional strategy is not straightforward due to the lack of consensus about instructional practices in integrated STEM. This paper contributes to this challenge by providing a well-defined framework for instructional practices in integrated STEM in secondary education, based on the results of a systematic review of existing literature. The framework contains five key principles: integration of STEM content, problem-centered learning, inquiry-based learning, design-based learning and cooperative learning. The proposed framework has several benefits, including its applicability in the classroom and the possibility to describe integrated STEM on multiple dimensions. Nonetheless, further research is necessary to investigate the effects of integrated STEM on students' cognitive and affective learning outcomes." "'Evidence-based teaching, evidence-based teacher education' (Quality of Teachers and Quality of Teacher Education)" "Martin Valcke" "Worldwide, teachers are considered as the critical actor determining to a large extent the quality of education. In education, we observe a clear trend towards evidence-based teaching and learning approaches that build on available research evidence to ground educational practices. This trend seems not to be refl ected in the way teacher education is being set up. Meta-analyses are critical as to the outcomes of teacher education. Dominant approaches also neglect new approaches towards teacherU+2019s professional identity and do not respect the full complexity of the teaching and learning setting. The present article therefore centres on the urgent need to reconsider teacher training models that refl ect a congruency with the way teachers are expected to teach (evidence-based) in their future practice. At the same time, it urges teachers to adopt a refl ective practitioner approach and a U+201Cteacher as a researcher attitudeU+201D towards the effi ciency and effi cacy of their educational practices. In line with the debate pursued with this article, we centre on the critical issue of U+201CoutcomesU+201D of teacher education and how this affects macro-level and meso-level perspectives on teacher education."