Publications

This chapter focuses on how teacher educators’ identities and practices can be supported through targeted professional development. It aims to contribute a pedagogy of teacher educator development articulated through a series of principles of practice. The context of this chapter is the Summer Academy for teacher educators organized by the International Forum for Teacher Educator Development (InFo-TED) in 2018 and 2021. Highlighting examples ...

The growing global trend of adopting English as a Medium of Instruction (EMI) in higher education, particularly in non-English-speaking countries, presents a unique set of challenges. This study focuses on a group of students in Belgium navigating EMI within the context of a bachelor’s degree programme in International Business Management. It delves into the strategies employed by both lecturers and students to enhance learning outcomes while ...

The primary purpose of this study is to map the temporal impact of a transformational leadership development intervention on leaders' awareness in the two public universities. Deans and heads from the two universities were involved in a six-week-long intervention. To study the short-term impact, an evaluation was conducted three months after the initial intervention with leaders of University A, and one year later, the next evaluation was ...

To ensure inclusion and equity in education, both teacher beliefs and practice are cited as influential. However, the connection between beliefs on student diversity and inclusive practice is often more complex than straightforward. Professional vision is theorised to be important in aligning beliefs with practice. Hence, this study investigates whether teachers' professional vision of differentiated instruction (DI) mediates between teachers' ...

Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts-like those implemented in Teacher Design Teams (TDTs)-can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs ...

Motivating students in general subjects within secondary vocational education poses a challenge for teachers. Flanders introduced Project Integrated General Subjects (PGS), an interdisciplinary course designed to tackle this issue. However, despite its establishment, the dynamic nature of both society and the vocational student population has made it challenging for PGS teachers to meet learning objectives and to motivate their students. Teacher ...

This paper presents preliminary findings from a single case study investigating language stimulating interaction in early childhood education (ECE). By employing mobile eye tracking technology combined with qualitative data, the study comprehensively explores a preschool teacher's distribution of attention and its implications for language learning opportunities. The results reveal that the teacher's attention was unevenly distributed, ...

Investing in preschool children's language development is critical to adressing educational inequality (Cunningham et al., 2019; Degotardi & Gill, 2017). However, opportunities for interaction are not shared equally (Black, 2004). Teachers’ interactional behaviour is strongly influenced by their perceptions of children (Black, 2004) and the pupil’s social background (Peleman et al., 2020). A narrative review study on language learning across ...