Peter Van Petegem
Datos Biográficos
| ID | 2145054 |
|---|---|
| NOMBRE | Peter Van Petegem |
| NOMBRES | Peter |
| APELLIDO | Van Petegem |
| FIRMA | VAN PETEGEM P |
| AFILIACIONES | University of Antwerp |
| ORCID | 0000-0002-4078-7800 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 74 |
| TOTAL DE CITAS | 86 |
| OBRAS COMO AUTOR | 74 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Thematic network analysis of student voice reactions to inquiry-based science education
Inquiry-Based Science Education (IBSE) is a teaching method that has varied reactions from both teachers and students. However, most research on the reception of IBSE focuses on the impact on students’ academic achievements or teachers’ reflections. In this study, we demonstrate a new method of Thematic Network Analysis to investigate how students reflect on inquiry lessons. Through online open-ended surveys, we collected written feedback from 61…
Shifting away from global trends? Examining the representation of the nature of science in the Flemish curriculum in an international policy context
International educational initiatives increasingly emphasise the inclusion of the nature of science (NoS) in the science curriculum to develop essential scientific competencies, but it remains unclear whether national curricula have followed suit. This study compared Flanders’ 1997 and 2023 science curricula to explore the shifts in the inclusion of NoS elements. Using the Family Resemblance Approach (FRA) as an analytical tool, the study examine…
Philosophical Dialogues About Nature of Science
Flow in instrumental improvisation
This study investigated the effect of task constraints on the flow experience of novice improvisers and the mediating effects of personality, musical skills, and self-regulation. In addition, we aimed to identify the environmental factors that are most indicative of flow in improvisational learning. Intermediate-level instrument students ( N = 111) participated in a quasi-experiment with repeated measures during regular class hours. The students …
Explicating explicit reflection in nature of science education
For over two decades, “explicit reflection” has been a cornerstone concept in Nature of Science education. Many studies underscore the crucial role of Explicit Reflection in effective Nature of Science education, yet its ubiquity is accompanied by ambiguity in its definition and application. In this study, the aim is to comprehensively map the evolving meanings of Explicit Reflection in Nature of Science education. Conducting a systematic review,…
School inspections as a lever for educational quality
Profiling feedback antecedents in higher education students
The ability to give, receive and process feedback is essential for higher education students not only during their studies, but also for their future work life. Despite the extensive amount of research on feedback in education, there is limited research on feedback skills as collaborative skills and on what might influence these skills. Through surveying a large sample of 2,907 university students who worked in self-managed project teams, this st…
Empowering Vocational Students
Vocational Education and Training (VET) faces significant challenges in equipping individuals for modern workplaces, which increasingly require digital literacy and Computational Thinking (CT) skills. This paper addresses the imperative of integrating CT into VET programs and outlines key research questions. Our methodology primarily involves a systematic literature review, resulting in the identification of 29 relevant papers. Through qualitativ…
Prevalence of Emotional, Intellectual, Imaginational, Psychomotor, and Sensual Overexcitabilities in Highly and Profoundly Gifted Children and Adolescents
This study examined the prevalence of the five forms of overexcitability in children ages 4–13 years who were previously identified as highly or profoundly gifted via a Wechsler Intelligence Scale for Children (WISC) score of 140+. The prevalence of overexcitabilities included an examination of the development and developmental potential according to Dabrowski’s human development theory. The results of this study provided an estimate of the preva…
Profiles of teachers’ assessment techniques and their students’ involvement in assessment
Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination of these aspects of formative assessment, we were able to distinguish various developmental stages in …
Instrument teachers’ practices, beliefs, and barriers regarding musical creativity
Instrumental music teaching traditionally emphasizes the cognitive, motor, and motivational processes of score reproduction, often at the expense of creative musical activities, such as improvisation or composition. Since today’s international art school curricula prominently include creativity competencies, opportunities to integrate creativity in instrumental lessons must be explored. This study investigates instrument teachers’ conception of m…
Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective
Dynamics of change of academics’ teaching approaches
Current studies highlighted a positive relationship between academics' learning-focused approaches to teaching and students' active and deep learning. Thus, scholars have an ongoing debate about the dynamics of change from academics’ content-focused to learning-focused approaches to teaching. Previous studies investigating this subject used variable-centered analyses (on cross-sectional or pre-post data) or person-centered analyses only on cross-…
Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data
Measurement invariance of the action competence in sustainable development questionnaire
There is a need for valid and reliable instruments to assess learning outcomes in education for sustainable development (ESD). Measurement invariance (MI) needs to be established before results of these instruments can be validly compared between groups. Despite its importance, establishing MI is an often overlooked validation step. To provide an example of testing for MI in the field of ESD, thereby setting a precedent for subsequent studies, th…
Toward a Framework of Integrating Ability
The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called “integrated STEM education”. Integrated STEM education aims to remove the barriers from the STEM fields and has the potential to increase students’ interest and motivation for learning, as well as to…
School effectiveness for education for sustainable development (ESD)
While research on education for sustainable development (ESD) is expanding, empirical evidence on its impact and outcomes remains very limited. Moreover, the facilitating role of the school organization, while extensively documented in literature on school management and school effectiveness, is lacking. In this study we present and qualitatively validate a framework for an ESD-effective school, previously developed via a critical review of ESD a…
‘To teach or not to teach?’ An exploration of the career choices of educational professionals
This study contributes to the field of educational careers by exploring all educational career choices, whereas existing literature has focused on only a few. Deploying the push-pull-mooring framework (PPM), several undiscovered influential factors regarding educational career choices were captured. Using qualitative research methods, more particularly throughinterviews and focus groups, we revealed PPM factors towards different career choices ed…
Honing action competence in sustainable development
Retroalimentación de los indicadores de desempeño como instrumento estratégico para el mejoramiento escolar
En la última década, el desarrollo de indicadores educativos (internacionales) se ha extendido de muchas maneras: el número de países involucrados, los aspectos cubiertos, el impacto en la política educativa, su atención en los medios de comunicación. Más reciente es la atención que se presta a la retroalimentación de los indicadores a las escuelas individuales. Cada vez más partes interesadas se convencen del hecho de que un mejor uso de los ind…
Effectiveness of education for sustainability
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
Teachers’ profiles in education for sustainable development
Teachers’ instructional beliefs and interests in Education for Sustainable Development (ESD) are related to holistic, pluralistic, and action-oriented instructional practices in ESD teaching. To explore this hypothesis, we examine teachers’ ESD teaching profiles based on their instructional beliefs, interests, and instructional practices in ESD. We apply a mixed method design using a survey (quantitative data) and vignettes with open accompanying…
Enabling effective education for sustainable development
In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, coll…
Sorting pupils into their next educational track
For squad-members only! Why some teachers are more popular to interact with than others in data use
Eco-school evaluation beyond labels
We present results from a large-scale study performed in Flanders, focusing on the effectiveness of the eco-schools project. We surveyed 2152 students and 1374 teachers in 101 primary and secondary schools that are actively engaged in the eco-schools program at different stages (including control schools), focusing on their environmental values, knowledge and motivation. The results show that as the schools progress in becoming a certified eco-sc…
The networked instructor
The environmental worldview of children
The authors’ research investigated young people’s environmental worldviews using the revised ‘New Ecological Paradigm’ scale for children. The scale is a widely used measure of people’s shifting worldviews from a human dominant view to an ecological one, with humans as part of nature. However, the scale has not been used with children. By administering the scale to children aged 13–15 in Belgium and Zimbabwe, the authors found statistical differe…
Implementing environmental education in pre‐service teacher training
Implementing environmental education is a complex, unpredictable and time‐consuming process, which, despite the introduction of cross‐curricular attainment targets, is often ignored in Flemish teacher training curricula. This article reports on implementing environmental education in two teacher training colleges using seven criteria: participant engagement, instructor credibility, intention, functionality, self‐efficacy, school climate and evalu…
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program
The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivati…
Teacher collaboration on the use of pupil learning outcome data
Effectiveness of education for sustainability
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
Teachers’ profiles in education for sustainable development
Teachers’ instructional beliefs and interests in Education for Sustainable Development (ESD) are related to holistic, pluralistic, and action-oriented instructional practices in ESD teaching. To explore this hypothesis, we examine teachers’ ESD teaching profiles based on their instructional beliefs, interests, and instructional practices in ESD. We apply a mixed method design using a survey (quantitative data) and vignettes with open accompanying…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
How may teacher evaluation have an impact on professional development? A multilevel analysis
Differential use of learning strategies in first-year higher education
BackgroundAlthough the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics.AimsPrevious studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective…
Teacher educators' conceptions of learning to teach and related teaching strategies
Many contemporary pre‐service teacher education programmes aim to enhance the self‐regulation and active knowledge construction of student teachers. Fostering the growth of these life‐long learning skills in teacher education is an important task for teacher educators. It is often taken for granted that teacher educators when engaging in innovative practices will be able to take on these new roles of facilitators for learning. However, research i…
La formation pédagogique des professeurs dans l’enseignement supérieur
Dans cet article, nous analysons la contribution des initiatives de formation prises par les centres de pédagogie universitaire à l’amélioration effective de la qualité de l’enseignement supérieur en mesurant l’impact de ces formations sur les pratiques pédagogiques des professeurs. Notre recherche, menée à l’Université d’Anvers, examine ainsi les effets d’une formation d’un an proposée aux enseignants-chercheurs débutants, tant sur ces enseignan…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Teachers’ high-stakes decision making. How teaching approaches affect rational and intuitive data collection
Conceptions and awareness concerning environmental education
This article reports on a baseline survey, designed to collect information on students' and teachers' conceptions on environmental issues and their involvement in three Zimbabwean colleges of secondary teacher training. The survey was the first step of a research programme designed to evaluate the Secondary Teacher Training Environmental Education Programme (St2eep). It was found that students perceive the environment mainly in terms of biophysic…
School inspections as a lever for educational quality
Development and validation of the education for sustainable development school organisation questionnaire
Empirically based tools to map education for sustainable development within school organisations are not readily available, which is both a cause and a consequence of the scarce empirical and quantitative research on school organisations and education for sustainable development. In present study, the Education for Sustainable Development School Organisation Questionnaire (ESD-SOQ) was developed and validated. This instrument measures the organis…
Higher education for sustainable development in Flanders
This paper provides critical reflections on higher education for sustainable development (HESD) from a philosophical perspective. A theoretical framework is developed, based on John Dewey's thoughts on the aim of democracy and the critical role of education herein, and with specific focus on two constructs: 'initiative and adaptability' and 'values and virtues'. This theoretical framework is used to analyze HESD in Flanders, from a historical and…
Unravelling data use in teacher teams
Enquiry into the side effects of school inspection in a ‘low-stakes’ inspection context
This article describes a qualitative study into the occurrence of the side effects of school inspection through in-depth interviews in five case schools. The study investigates the extent to which strategic activities, disturbing effects and emotional side effects occur in the case schools. The study also aims to understand features that may explain these side effects. Most research to date has been conducted in England, which is considered a ‘hi…
Dealing with complexity through actor-focused planning, monitoring and evaluation (PME)
This article reports on the results of a collaborative action research project (2010–12) in which 10 development organizations (nine Dutch and one Belgian), together with their southern partners, explored different actor-focused Planning, Monitoring and Evaluation (PME) approaches with the aim of dealing more effectively with complex processes of social change. A major challenge that organizations were trying to address during this action researc…
Profiling approaches to teaching in higher education
Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores on the ATI. The assignment of teachers to different profiles reflects a particular combination of sco…
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Implementing environmental education in pre‐service teacher training
Implementing environmental education is a complex, unpredictable and time‐consuming process, which, despite the introduction of cross‐curricular attainment targets, is often ignored in Flemish teacher training curricula. This article reports on implementing environmental education in two teacher training colleges using seven criteria: participant engagement, instructor credibility, intention, functionality, self‐efficacy, school climate and evalu…
New Assessment Modes Within Project-Based Education - The Stakeholders
The environmental worldview of children
The authors’ research investigated young people’s environmental worldviews using the revised ‘New Ecological Paradigm’ scale for children. The scale is a widely used measure of people’s shifting worldviews from a human dominant view to an ecological one, with humans as part of nature. However, the scale has not been used with children. By administering the scale to children aged 13–15 in Belgium and Zimbabwe, the authors found statistical differe…
Matching Internal and External Evaluation in an Era of Accountability and School Development
Conceptions and awareness concerning environmental education
This article reports on a baseline survey, designed to collect information on students' and teachers' conceptions on environmental issues and their involvement in three Zimbabwean colleges of secondary teacher training. The survey was the first step of a research programme designed to evaluate the Secondary Teacher Training Environmental Education Programme (St2eep). It was found that students perceive the environment mainly in terms of biophysic…
Evaluation and participation in secondary education
Attitudes towards school self-evaluation
Validity and reliability of portfolio assessment in pre‐service teacher education
This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of com…
The impact of instructional development in higher education
Evaluating the quality of self-evaluations
The Effect of Flemish Eco‐Schools on Student Environmental Knowledge, Attitudes, and Affect
Eco‐schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco‐schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect. The study includes 1287, 10–12‐year‐olds from 5…
Participatory planning for project sustainability of environmental education projects
Within the first year of the Secondary Teacher Training Environmental Education Project (St2eep) in Zimbabwe, project stakeholders, including lecturers, college administrators, local project coordinators, and donor representatives, expressed concern about the non‐sustainability of the project due to its over‐reliance on its international donor. In response to this challenge, a process of critical self‐reflection through self‐assessment workshops …
Teacher educators' conceptions of learning to teach and related teaching strategies
Many contemporary pre‐service teacher education programmes aim to enhance the self‐regulation and active knowledge construction of student teachers. Fostering the growth of these life‐long learning skills in teacher education is an important task for teacher educators. It is often taken for granted that teacher educators when engaging in innovative practices will be able to take on these new roles of facilitators for learning. However, research i…
La formation pédagogique des professeurs dans l’enseignement supérieur
Dans cet article, nous analysons la contribution des initiatives de formation prises par les centres de pédagogie universitaire à l’amélioration effective de la qualité de l’enseignement supérieur en mesurant l’impact de ces formations sur les pratiques pédagogiques des professeurs. Notre recherche, menée à l’Université d’Anvers, examine ainsi les effets d’une formation d’un an proposée aux enseignants-chercheurs débutants, tant sur ces enseignan…
The limits of programmed professional development on integration of information and communication technology in education
In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on Technological Pedagogical Content Knowledge inspired the development of the program. In a longitudinal panel study, we fol…
The use of school self‐evaluation results in the Netherlands and Flanders
This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of s…
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program
The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivati…
Instructional development for teachers in higher education
Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and lear…
Changing students’ assessment preferences
Analysing change in learning strategies over time
Assessing students’ development in learning approaches according to initial learning profiles
How may teacher evaluation have an impact on professional development? A multilevel analysis
Differential use of learning strategies in first-year higher education
BackgroundAlthough the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics.AimsPrevious studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective…
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Dealing with complexity through actor-focused planning, monitoring and evaluation (PME)
This article reports on the results of a collaborative action research project (2010–12) in which 10 development organizations (nine Dutch and one Belgian), together with their southern partners, explored different actor-focused Planning, Monitoring and Evaluation (PME) approaches with the aim of dealing more effectively with complex processes of social change. A major challenge that organizations were trying to address during this action researc…
Psychology (61 obras) · Pedagogy (45 obras) · Mathematics education (42 obras) · Computer Science (30 obras) · Political science (28 obras) · Sociology (26 obras) · Environmental Education and Sustainability (21 obras) · Social Psychology (19 obras) · Educational Assessment and Improvement (15 obras) · Sustainable development (15 obras)