A5053502492- Teacher Education and Leadership Studies
- Educational Practices and Policies
- Collaborative Teaching and Inclusion
- Dutch Social and Cultural Studies
- Education in Diverse Contexts
- Reflective Practices in Education
- Interprofessional Education and Collaboration
- Educational and Psychological Assessments
- Early Childhood Education and Development
- Innovative Teaching and Learning Methods
- Organizational Learning and Leadership
- Gender Roles and Identity Studies
Vrije Universiteit Brussel
2016-2023
Teachers believe they don't interact any differently with boys than girls. However, an examination of the evidence base on gendered student–teacher interactions shows – at times contradicting unequal interaction patterns for and In this study, videotaped lessons 13 secondary school teachers in three schools are analysed by both themselves researchers. Video-stimulated recall is used to bring surface thoughts, images emotions that evoke teachers' (re)actions classroom. Content analysis...
ABSRACTThis study explores how teacher educators involved in developing collaborative research teams of pre-service and in-service teachers perceive their new role. Ten 9 were a 1-year cycle. Thematic analysis was performed on the transcriptions audio-taped group sessions, video diaries educators, field notes researcher. Three recurrent sub-roles as brokers between theory practice confirmed: researcher, coach, mentor. A 4th sub-role "learner" emerged from data, stressing preoccupation with...
In the interdisciplinary research program VOICe (Voicing youth at social risk) Vrije Universiteit Brussel, we focus on developing collaborative practices with young people ‘at risk’. We share mission to enable and professionals enter a dialogue in an equal investigative manner about what they really find important their daily life context adjust this together if necessary. For past ten years have been education collaboration schools under name ‘Research based School?!' enhance learning...