Geert Kelchtermans
Datos Biográficos
| ID | 1546875 |
|---|---|
| NOMBRE | Geert Kelchtermans |
| NOMBRES | Geert |
| APELLIDO | Kelchtermans |
| FIRMA | KELCHTERMANS G |
| AFILIACIONES | KU Leuven |
| ORCID | 0000-0002-3746-2626 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 38 |
| TOTAL DE CITAS | 329 |
| TOTAL COMO AUTOR | 38 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 8 |
The second year as a teacher
There is ample research about the experiences and challenges early-career teachers (ECTs) face at the beginning of their career. In this study, we look beyond the immediate start and focus on teachers’ second year of teaching. As ‘second year teachers’, ECTs are expected to manage their job duties on their own. Giving central stage to teachers’ own interpretation and sense-making, we considered experiences carrying a clear emotional load as indic…
Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times
In this article, we explore the concept of teacher professionalism in the higher education context of neoliberal performativity driven educational policy. We do so by analysing the extended narrative of Ursula, an academic working at a large, research-intensive university in Australia. Through this analysis, we see the debilitating effects of neoliberalism on the professional actions and identity of one educator. But we also see how resistance ca…
Using Artefacts in Narrative Pedagogies
Artefacts can evoke stories. This article explores the use of artefacts in narrative pedagogies in the context of teachers’ professional development during the induction phase. The research question is: What kind of stories about beginning teachers’ work does the use of artefacts in narrative pedagogies evoke? The article is based on two peer group meetings in which nine Finnish teachers working in day care centres and primary schools participate…
Beyond traditional narratives about teacher professional development
We argue that overlooking teacher professional development's (TPD) temporal and spatial situatedness neglects similarities and differences throughout teachers' career stages and organizational contexts. Using latent profile analyses for early-career (n = 383), mid-career (n = 355), and late-career (n = 296) teacher groups, we found four TPD profiles in each career phase. Results showed more heterogeneity of profiles within than between career pha…
Strengthening Individual Teacher-Child Relationships
Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotio…
Coping with emotionally challenging expectations
This article examines emotionally challenging expectations in the relationships beginning teachers have with students’ parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents’ expectations. We found that beginning teachers described facing three emotionally challenging expe…
Parent–teacher relationships in school micropolitics
The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. We employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first and second years of their careers. The findings indicate…
Understanding teachers’ experiences of classroom relationships
Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes
Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers’ work-related network (position) changes throughout a school year, and (2) how the network (position) of beginning teachers …
Keeping educational research close to practice
status: Published
Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten
Much research on educational innovations treats them as purposeful endeavours, initiated with a clear goal for improvement of practice and eventually evaluating the fidelity of their implementation as well as effectiveness. However, innovative practices in schools can have many sources and their implementation often takes a surprising and unanticipated course. In this article, we present a case study reconstructing the dynamics of an innovation t…
The networking teacher in action
Beginning teachers’ professional support
Short interims, long impact? A follow-up study on early career teachers' induction
Alfabetización Micropolítica
En este artículo se discute el concepto de "alfabetización micropolítica" (Micropolitical Literacy), el cual surge como una metáfora del proceso de inserción de docentes principiantes en la organización escolar, entendiendo este proceso como "aprender a leer y escribir en la micropolítica de la escuela". Este concepto está focalizado desde la comprensión de la organización como relaciones de poder a través de diversos intereses que poseen quienes…
Let us entertain you
Following recent studies that have mapped history of education research practices, this article aims to map contemporary history of education teaching practices. Drawing on data from interviews with history of education university lecturers and a global digital survey, we explore the rationale behind teaching practices and teaching beliefs in history of education. The starting point for our interest was a shared “sense of unease”: we had the impr…
‘Should I stay or should I go?’
The paper starts from the observation that teacher attrition/retention seems to be a wicked issue: it seems to have strong face validity and a commonsense meaning, but the literature doesn’t provide a clear and distinctive definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized—in general and educationally—as the basis for a definition: as an educational issue…
Implementing artifacts
Stability and Change of Mentoring Practices in a Capricious Policy Environment
This article addresses how institutional logics are translated, maintained, or disrupted by actors and their (inter)actions within schools. The changing policy environment for mentoring beginning teachers in Flanders (Belgium) provides a fertile context for answering this question. Combining neoinstitutional and sensemaking lenses and analyzing the mentoring practices in one school, we investigated the role of mentors’ sensemaking in shaping resp…
The state of the art in Self-Study of Teacher Education Practices
Teachers' content and pedagogical content knowledge on rational numbers
Teacher educators' professionalism in practice
This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education
Pedagogical content knowledge
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum
Teachers’ emotions in educational reforms
The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation
Getting the story, understanding the lives
Struggling with workload
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum
Learning (not) to become a teacher
Beyond traditional narratives about teacher professional development
We argue that overlooking teacher professional development's (TPD) temporal and spatial situatedness neglects similarities and differences throughout teachers' career stages and organizational contexts. Using latent profile analyses for early-career (n = 383), mid-career (n = 355), and late-career (n = 296) teacher groups, we found four TPD profiles in each career phase. Results showed more heterogeneity of profiles within than between career pha…
Teacher educators' professionalism in practice
The networking teacher in action
This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education
Short interims, long impact? A follow-up study on early career teachers' induction
Teachers' content and pedagogical content knowledge on rational numbers
Beginning teachers’ professional support
Macropolitics caught up in micropolitics
Using the case of the Flemish policy on educational quality and based on a series of case studies, the author argues that the impact of central policy measures on educational practices in schools is never simply straightforward. Policy measures are always interpreted by and translated to the particular context of a school. In these processes of interpretation the teachers’ and principal’s agenda of professional interests plays a crucial role. Tak…
Understanding teachers’ experiences of classroom relationships
Stability and Change of Mentoring Practices in a Capricious Policy Environment
This article addresses how institutional logics are translated, maintained, or disrupted by actors and their (inter)actions within schools. The changing policy environment for mentoring beginning teachers in Flanders (Belgium) provides a fertile context for answering this question. Combining neoinstitutional and sensemaking lenses and analyzing the mentoring practices in one school, we investigated the role of mentors’ sensemaking in shaping resp…
Implementing artifacts
Formation des enseignants
Reflection has been a key concept in the literature on teacher education for almost 20 years now, but both in theory and practice it is often reduced to a technical issue. Starting from a concept of teacher education as a process of lifelong professional development, the author argues for a broader and deeper concept of reflection. The broad concept not only acknowledges the technical aspects of knowledge and skill in teaching, but also takes int…
Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes
Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers’ work-related network (position) changes throughout a school year, and (2) how the network (position) of beginning teachers …
Keeping educational research close to practice
status: Published
Getting the story, understanding the lives
The development of qualitative research
Qualitative methodology has become widespread and accepted in educational research in Europe. The article reviews European efforts toward the methodological grounding of qualitative research approaches (with a focus on the Dutch and German speaking communities). The authors describe the research agenda favoring the use of qualitative methods: reconstruct‐ivist studies, focused on the reconstruction of subjective meaning and development; and inter…
Teacher Vulnerability
Many teachers experience a seme of vulnerability in their work. Analysing primary school teachers’ professional biographies, the author reconstructed the main sources of this vulnerability: administrative or policy measures; professional relationships in the school; limits to teachers’ efficacy. Further analysis of the meaning this vulnerability has for teachers revealed its moral and political roots. Vulnerability implies the feeling that one's …
Berufsbiographie und professionelle Entwicklung Eine narrativ-biographische Untersuchung bei Grundschullehrern
Der Beitrag berichtet über ein Forschungsprojekt, dessen zentrales Anliegen die Rekonstruktion der beruflichen Entwicklung von Lehrern durch Analyse von Berufsbiographien war. Auf der Basis von ausführlichen Interviews wurden dabei in einem mehrstufigen Prozeß Interpretationen und Analysen zu den Stadien, Einflußfaktoren und Selbst-deutungen der Befragten erstellt, wobei das berufliche Selbstverständnis sowie die im Lauf der beruflichen Erfahrung…
A sample card of narratives in education
Formation des enseignants
Reflection has been a key concept in the literature on teacher education for almost 20 years now, but both in theory and practice it is often reduced to a technical issue. Starting from a concept of teacher education as a process of lifelong professional development, the author argues for a broader and deeper concept of reflection. The broad concept not only acknowledges the technical aspects of knowledge and skill in teaching, but also takes int…
Micropolitical literacy
The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation
Teachers’ emotions in educational reforms
Macropolitics caught up in micropolitics
Using the case of the Flemish policy on educational quality and based on a series of case studies, the author argues that the impact of central policy measures on educational practices in schools is never simply straightforward. Policy measures are always interpreted by and translated to the particular context of a school. In these processes of interpretation the teachers’ and principal’s agenda of professional interests plays a crucial role. Tak…
Who I am in how I teach is the message
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this article the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking‐research as well as the narrative‐biographical approach to tea…
Struggling with workload
Learning (not) to become a teacher
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum
Pedagogical content knowledge
Teacher educators' professionalism in practice
This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education
The state of the art in Self-Study of Teacher Education Practices
Teachers' content and pedagogical content knowledge on rational numbers
Stability and Change of Mentoring Practices in a Capricious Policy Environment
This article addresses how institutional logics are translated, maintained, or disrupted by actors and their (inter)actions within schools. The changing policy environment for mentoring beginning teachers in Flanders (Belgium) provides a fertile context for answering this question. Combining neoinstitutional and sensemaking lenses and analyzing the mentoring practices in one school, we investigated the role of mentors’ sensemaking in shaping resp…
‘Should I stay or should I go?’
The paper starts from the observation that teacher attrition/retention seems to be a wicked issue: it seems to have strong face validity and a commonsense meaning, but the literature doesn’t provide a clear and distinctive definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized—in general and educationally—as the basis for a definition: as an educational issue…
Implementing artifacts
Let us entertain you
Following recent studies that have mapped history of education research practices, this article aims to map contemporary history of education teaching practices. Drawing on data from interviews with history of education university lecturers and a global digital survey, we explore the rationale behind teaching practices and teaching beliefs in history of education. The starting point for our interest was a shared “sense of unease”: we had the impr…
The networking teacher in action
Beginning teachers’ professional support
Pedagogy (29 obras) · Sociology (29 obras) · Psychology (28 obras) · Teacher Education and Leadership Studies (25 obras) · Mathematics education (17 obras) · Social science (14 obras) · Computer Science (13 obras) · Narrative (13 obras) · Professional development (13 obras) · Political science (12 obras)