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Teacher educators' professional development: the development of a researcherly disposition Ghent University
From the beginning of the 21st century the need for professional development of teacher educators is internationally growing and recognized in research literature (Loughran, 2014; Lunenberg et. al, 2014). In this context, a majority of studies have increasingly emphasized teacher educators’ responsibility to become teacher educator-researchers (Lunenberg et al., 2014; Tack & Vanderlinde, 2014). Taking into account the explicit focus on the ...
Bringing continuous professional development in practice : design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation Ghent University
Studies show that teachers’ continuous professional development (CPD) is essential for educational quality, and moreover, when it comes to reading, key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for teaching reading and in particular on fostering students’ reading motivation, however, fails to include ...
From professional development for data use to data use for professional development University of Antwerp
Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development Vrije Universiteit Brussel Ghent University
Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are ...
Researchers' professional development throught collaboration in professional learning communities Vrije Universiteit Brussel
Collaboration between researchers can be obstructed by the pressure to publish as much as possible because researchers might refuse cooperation to keep a competitive advan- tage. In this opinion paper we argue – based on recent literature and a case – that disciplinary and cross-institution collaboration is necessary to promote the quality of research and the professional development of researchers. In the past, research collaboration has mainly ...
Exploring the relationship between professional learning community characteristics in departments, teachers’ professional development, and leadership Ghent University
Exploring the link between professional learning communities and beginning teachers' professional development in differentiated instruction Ghent University
The impact of an innovative blended-learning professional development program in higher education on motivation to transfer learning Ghent University
The intended outcome of a Professional Development Program (PDP) for academic staff in higher education is the application of what has been learned to improve student learning. Teachers struggle to implement PDP outcomes effectively to consistently apply them in the classroom. The lack of accompaniment, support, content relevance, etc. make up some of the main reasons why teachers do not apply new learning. Using a literature review focusing on ...