Publications

1 - 10 of 13 results

Psychological states and working conditions buffer beginning teachersU+2019 intention to leave the job Ghent University

Debbie De Neve, Geert Devos

How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction? Ghent University

Debbie De Neve, Geert Devos

The role of environmental factors in beginning teachersU+2019 professional learning related to differentiated instruction Ghent University

Debbie De Neve, Geert Devos

The role of professional learning communities for beginning teachers' learning outcomes and intention to leave the job Ghent University

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Faculty of Psychology and Educational Sciences

The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction Ghent University

Debbie De Neve, Geert Devos, Melissa Tuytens

The interplay between teacher and school characteristics to stimulate beginning teachers' professional development in differentiated instruction Ghent University

Debbie De Neve, Geert Devos, Melissa Tuytens

Teacher education and the school context matter for beginning teachersU+2019 professional learning in differentiated instruction Ghent University

Debbie De Neve, Geert Devos

Which factors matter for the participation of beginning teachers in professional learning activities related to differentiated instruction? Ghent University

Debbie De Neve, Geert Devos

Exploring the link between professional learning communities and beginning teachers' professional development in differentiated instruction Ghent University

Debbie De Neve, Bénédicte Vanblaere, Geert Devos

Individual characteristics and professional learning community-perception of formally designated teacher leaders Ghent University

Bénédicte Vanblaere, Debbie De Neve, Geert Devos