Publicaties
Gekozen filters:
Gekozen filters:
Talking to learn: Patterns of discursive interaction in post-lesson debriefs KU Leuven
Post-lesson debriefs are a hallmark of teacher education programs globally, with the assumption that these conversations will encourage reflective thinking and foster better practice. However, not all debriefs equally support these goals. This study examines the nature of discursive interactions in lesson debriefs. It considers learning as a discursive achievement, realized in the situated interactions between university supervisors, mentors, ...
Talking to learn: Patterns of discursive interaction in post-lesson debriefs KU Leuven
Post-lesson debriefs are a hallmark of teacher education programs globally, with the assumption that these conversations will encourage reflective thinking and foster better practice. However, not all debriefs equally support these goals. This study examines the nature of discursive interactions in lesson debriefs. It considers learning as a discursive achievement, realized in the situated interactions between university supervisors, mentors, ...
Identifying school-based teacher educators’ professional learning needs: an international survey KU Leuven
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) ...
InFo-TED: Bringing policy, research, and practice together around teacher educator development KU Leuven
Conceptualizing Triadic Mentoring as Discursive Practice: Positioning Theory and Frame Analysis KU Leuven
Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context KU Leuven
Introduction: Mentors in programmatic assessment support mentees with low-stakes feedback, which often also serves as input for high-stakes decision making. That process potentially causes tensions in the mentor-mentee relationship. This study explored how undergraduate mentors and mentees in health professions education experience combining developmental support and assessment, and what this means for their relationship. Methods: The authors ...
Four propositions on how to conceptualize, research, and develop teacher educator professionalism KU Leuven
Teacher education policy and professionalism: A personal review of teacher education policy research KU Leuven
Mentoring is in the ‘I’ of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring KU Leuven
BACKGROUND: An important strategy to support the professional development of mentors in health professions education is to encourage critical reflection on what they do, why they do it, and how they do it. Not only the 'how' of mentoring should be covered, but also the implicit knowledge and beliefs fundamental to the mentoring practice (a mentor's personal interpretative framework). This study analyzed the extent to which mentors perceive a ...