Publications
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Differences between primary and secondary school teachersU+2019 knowledge, beliefs and implementation of SRL Ghent University
School and teacher determinants underlying teachersU+2019 implementation of self-regulated learning in primary education Ghent University
The role of teachersU+2019 motivation and mindsets in predicting a (de)motivating teaching style in higher education : a circumplex approach Ghent University
Transformational school leadership as a key factor for teachersU+2019 job attitudes during their first year in the profession Ghent University KU Leuven
Teacher beliefs and uses of technology to support 21st century teaching and learning Ghent University
Previous research has established the importance of teachersU+2019 beliefs to classroom practices including teachersU+2019 choices of instructional strategies (Smith & Southerland, 2007; Wilkins, 2008) and assessment methods (National Association of State Boards of Education, 2009), as well as their selection of instructional resources (Speer, 2008), and technology tools (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012). ...
Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence Vrije Universiteit Brussel Ghent University
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported ...
The role of trust in different participants in the school community for teachers' efficacy Ghent University
Understanding the sources of different facets of teachersU+2019 sense of efficacy (TSE) is vital in order to enhance teacher effectiveness. Because educational research highlights the importance of teachersU+2019 trust in other school members with respect to schoolsU+2019 effectiveness and improvement, this study provides answers to the following questions: 1) Does individual teacher trust in students, parents, colleagues, and the principal ...
Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers Ghent University
Four empirical studies contribute to the comprehensive understanding of teachersU+2019 behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim is also to promote a teacher professional development approach that takes into account what teachers do, think, and feel. In this sense, experiential learning, social learning, and reflection are useful to influence not only the cognitive ...
Learning from dilemmas: teacher professional development through collaborative action and reflection Ghent University
This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of U+FB01ve university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional development. The results are based on qualitative data collected through in-depth interviews, working sessions, participant observation and teacher ...