Projects
Publieke Pedagogiek en duurzaamheidsuitdagingen Ghent University
Teaching sensitive topics: Toward a framework of domain-specific and domain-general determinants of pedagogic frailty KU Leuven
Dealing with classroom tensions created by sensitive topics such as refugee policy or climate change is a challenging activity for teachers. Although these topics have always existed, tensions increase with increased diversity in the classroom and increased critical consciousness and activism in society (i.e., wokeness). Increased discomfort and tension in the classroom have led teachers to avoid sensitive topics or to adopt other approaches ...
Teaching sensitive topics: Toward a framework of domain-specific and domain-general determinants of pedagogic frailty KU Leuven
Dealing with classroom tensions created by sensitive topics such as refugee policy or climate change is a challenging activity for teachers. Although these topics have always existed, tensions increase with increased diversity in the classroom and increased critical consciousness and activism in society (i.e., wokeness). Increased discomfort and tension in the classroom have led teachers to avoid sensitive topics or to adopt other approaches ...
Teaching sensitive topics: Toward a framework of domain-specific and domain-general determinants of pedagogic frailty KU Leuven
Understanding teacher educators' scholarship. Biography, workplace and pedagogy. KU Leuven
Research in teaching and learning assessment at the Haute Ecole Pédagogique of the canton of Vaud (HEPL) Hasselt University
Beyond Qualification: The Issue of Emancipation in the Pedagogy of Vocational Education and Training KU Leuven
General summary
International organizations have emphasized the importance of Vocational Education and Training (VET) in promoting skills and competences for the labour market. They have particularly stressed the importance of the social inclusion of disadvantaged groups on a worldwide scale. In line with this specific labour market orientation, little attention has been paid to the issue of emancipation in VET-practices.
To fill ...
Ethiopian EFL teachers’ beliefs and practice in grammar teaching: From an analysis of culturally grounded belief systems and epistemologies to recommendations for a linguistically informed pedagogy Ghent University
This project focuses on EFL in Ethiopian secondary schools, where English is the medium of instruction. It offers: (1) an analysis of teachers’ beliefs and practices with regard to grammar teaching; (2) recommendations for an adapted pedagogy, which starts from existing teachers’ beliefs and is founded in a functional linguistic theory in which ‘meaningful grammar’ plays a central role.