Ruben Vanderlinde
Datos Biográficos
| ID | 2490210 |
|---|---|
| NOMBRE | Ruben Vanderlinde |
| NOMBRES | Ruben |
| APELLIDO | Vanderlinde |
| FIRMA | VANDERLINDE R |
| AFILIACIONES | Ghent University |
| ORCID | 0000-0002-4912-3410 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 55 |
| TOTAL DE CITAS | 56 |
| TOTAL COMO AUTOR | 55 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
The role of teacher gaze in speaking turns during interactive book reading
Gaze is foregrounded as a central interactional resource positioning individuals as speakers or bystanders. In early childhood education (ECE), where direct involvement in interactions with the teacher is central to language development and where unequal participation may lay the groundwork for far-reaching processes of educational inequality, research into gaze remains scarce. This study, including six teachers and thirty children, examines vari…
The connection between the social network perspective and teacher professional development
How to return to the classroom after burnout? Enabling and constraining factors experienced by teachers
Burnout among teachers is a pervasive issue with substantial implications for educational systems worldwide. While extensive research has explored the causes and manifestations of burnout, less attention has been directed towards understanding the process of returning to teaching after experiencing burnout. This study addresses this gap by examining the experiences of teachers who have navigated burnout and subsequently returned to the profession…
Can we professionally develop teachers’ visual attention? Video-based professional development of early childhood teachers’ in-action noticing during language-stimulating interactions
Exploring learners’ perspectives on team teaching
This mixed-method study delves into learners’ perceptions of the effectiveness of their teachers’ teaching behaviour and the benefits and challenges experienced during team teaching in primary educational settings. Analysing survey data from 428 learners and data from 15 focus groups, overall results indicate that the dimensions of ‘learning climate’ and ‘clear instruction’ are most frequently observed in classroom practices by learners. Furtherm…
From thesis to teacher
In response to the growing importance of educating student teachers with research competencies, political decisions have been made in Flanders as well to integrate research in academic teacher education programmes. From now on, teacher education students in Flanders who are attending a university-based academic teacher education programme are required to write an educational research-based master’s thesis. However, little is known about how stude…
What children get overlooked? The distribution of teachers’ attention in early childhood education
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions. PV refers to noticing and reasoning about key classroom interactions, a skill that can be trained and distinguishes experts from novices. The instrument targets the PV of three language-stimulation (LS) strategies: language input (LI), opportunities…
The Involvement in Inquiry-Based Working of Primary Teachers in China
Worldwide, educational systems have shown a growing interest in teachers as inquiry-oriented professionals. The present study reports on a large-scale quantitative study to explore the current involvement of Chinese primary school teachers in inquiry-based working. The latter reflects three forms of activities at both the classroom and school levels, including systematic reflection, using research, and conducting research. Data were collected fro…
Observing physical education teachers’ need-supportive and need-thwarting styles using a circumplex approach
Background: Self-Determination Theory-based studies showed that teachers’ need-supportive styles (i.e. autonomy-supportive and structuring) enhance students’ motivation and well-being, while teachers’ need-thwarting styles (i.e. being controlling and chaotic), have been related to several detrimental outcomes. The value of jointly depicting teachers’ need-supportive and need-thwarting styles in a circular structure has been shown based on multidi…
A teacher’s distribution of attention and interaction opportunities in early childhood education
Given the importance of one-on-one interactions between teachers and children for preschoolers’ language development, understanding teachers’ distribution of attention during interactions is essential. This mixed-methods single case study investigates how one teacher distributes her attention and interaction opportunities among four children. A data triangulation approach combining quantitative mobile eye-tracking data and qualitative data was us…
Teacher educators’ diversity-responsive practices
Teacher educators are pivotal in shaping how the educational field approaches matters of diversity and social inequality. This study addresses the lack of quantitative research in this topic by developing and validating a survey instrument to assess teacher educators’ diversity-responsive practices. Specifically, exploratory factor analysis, confirmatory factor analysis, and reliability analyses were performed on data collected from higher educat…
Higher education-based teacher educators’ researcherly disposition
By presenting the results of a large-scale international study, this study targets a better empirical understanding of teacher educators’ researcherly disposition or the teacher educators' habit of mind to engage with research to improve their practice and contribute to the knowledge base on teacher education. Data was collected from an international sample of 1158 higher education-based teacher educators in six countries, most of them being Euro…
Teacher educators’ distinctive contribution to education that serves all
By preparing the future teachers, teacher educators impact how the educational field approaches diversity. Yet, their crucial role is often overlooked in educational literature. The limited knowledge on the practices teacher educators can implement, regardless of their (teaching) assignments, has not yet been synthesised. This systematic literature review fills this gap. Following PRISMA guidelines, two databases were screened (n = 268). Thematic…
Capturing Competence
Complex competences, such as managing students' aggressive behaviour, are challenging to develop during teacher training. Recently, video‐based simulations have been considered promising, yet suitable assessment instruments are limitedly available. This paper reports on the design and evaluation of a video‐based assessment tool tailored to measure preservice teachers' verbal aggression management competence (V‐AMC) development. Design considerati…
Teachers’ effective teaching behaviour during team teaching
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. …
Early childhood education teachers' professional vision of language-stimulating interactions
Towards program coherence in secondary teacher education
Do teachers self-report teaching more effectively during team teaching? A large-scale survey study with multilevel analysis
Need satisfaction and frustration among early career teachers
Teachers’ self-efficacy in team teaching practices
Enhancing Teachers’ Interdisciplinary Professional Development through Teacher Design Teams
Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts—like those implemented in Teacher Design Teams (TDTs)—can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs rema…
Diversity-responsive teacher educators in Flanders
Higher education-based teacher educators are a unique group of practitioners: not only what they teach, but also how they teach is of instructional significance to students who want to become teachers themselves. Nonetheless, they are often overlooked in the research on inclusion, equity and social justice in education. This explorative study expands the knowledge base on teacher educators’ contribution to education that genuinely serves all stud…
Mentor teachers’ professional vision
A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative ju…
The gap between educational research and practice
The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised wit…
Measuring pre-service teachers' professional vision of inclusive classrooms
Short interims, long impact? A follow-up study on early career teachers' induction
Evaluating teachers’ professional development initiatives
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance …
Teacher Educators’ Professional Development
Since the beginning of the twenty-first century, the need for teacher educators' - or those who teach the teachers - professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher educator-researcher. This article assumes that teacher educators' professional development can be co…
Beginning teachers’ professional support
Burnout, motivation, and (de-)motivating teaching style in different phases of a teaching career
Exploring student teachers’ professional vision of inclusive classrooms in primary education
The growing diversity in pupil populations poses challenges to the professional development of student teachers. Therefore, teacher preparation has placed sufficient emphasis on the development of student teachers’ professional vision in the context of inclusive education. In this study, professional vision refers to student teachers ability to notice and reason about classroom events that are crucial for effective inclusive teaching. This study …
Early childhood education teachers' professional vision of language-stimulating interactions
Exploring the effectiveness of clinical simulations to develop student teachers’ parent-teacher communication competence
This study investigated the effectiveness of clinical simulations (CS) as an instructional strategy to prepare student teachers to conduct parent-teacher conferences. A pre-test/post-test study was set up in order to study the impact of online (n = 181) and face-to-face CS (n = 95) on student teachers’ parent-teacher communication competence (PTCC). Assessment of PTCC development was based on a video-based instrument and a self-efficacy scale. Re…
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 …
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of p…
In pursuit of beginning teachers’ competence in promoting reading motivation
Technology Curriculum and Planning for Technology in Schools
The gap between educational research and practice
The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised wit…
Getting inside the black box of technology integration in education
This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated …
Teacher Educators’ Professional Development
Since the beginning of the twenty-first century, the need for teacher educators' - or those who teach the teachers - professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher educator-researcher. This article assumes that teacher educators' professional development can be co…
ICT leadership in Higher Education
In this paper we analyze ICT integration in higher education institutions focusing on the leadership practices of ICT policies, a research field that has not received much attention in higher education studies. An empirical study was carried out using a distributed leadership approach to analyze such practice in higher education institutions in Colombia, a country where a national ICT policy has steered and promoted ICT policy plans. In particula…
Professional Self-Efficacy Scale for Information and Computer Technology Teachers
This study aims at developing a valid and reliable scale to measure information and communication technology (ICT) teachers' self-efficacy related to the Turkish national framework of ICT competencies. For statistical procedures, data were respectively analyzed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Furthermore, test-retest procedure was carried out to confirm the time invariance of the scale. EFA results r…
Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement
Measuring pre-service teachers' professional vision of inclusive classrooms
Evaluating teachers’ professional development initiatives
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance …
Exploring student teachers’ professional vision of inclusive classrooms in primary education
The growing diversity in pupil populations poses challenges to the professional development of student teachers. Therefore, teacher preparation has placed sufficient emphasis on the development of student teachers’ professional vision in the context of inclusive education. In this study, professional vision refers to student teachers ability to notice and reason about classroom events that are crucial for effective inclusive teaching. This study …
Beginning teachers’ professional support
Short interims, long impact? A follow-up study on early career teachers' induction
Measuring student teachers’ self-efficacy beliefs about family-teacher communication
Professional vision of inclusive classrooms
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of p…
In pursuit of beginning teachers’ competence in promoting reading motivation
Teacher beliefs, self-efficacy and professional vision
Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classroom…
Measuring and exploring the structure of teachers’ educational beliefs
The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity
Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physic…
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 …
Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders
All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresentation of NAMS in vocational tracks and a lack of interaction between reception and mainstream educa…
Emergency remote teaching, students' motivation and satisfaction of their basic psychological needs in higher education
Introduction The first part of the worldwide lockdown starting in March 2020 forced teachers in higher education to implement emergency remote teaching (ERT) in an online learning environment. Some students appreciated the autonomy they acquired and the appeal to their self-discipline. Other students, preferring structure and guidelines, perceived these new learning circumstances as ambiguous and unclear. Pressing circumstances, such as a pandemi…
‘Let’s Teach as We Preach’
(1) Background: In preparing the next generation of teachers, teacher educators are key actors in fostering diversity-responsive education. However, evidence-informed professional development initiatives (PDIs) are needed to raise teacher educators’ awareness and increase their diversity-responsive practices. This study provides insight into the design of a PDI that addresses this need. (2) Methods: After consulting the educational literature to …
Empowering Novice Teachers
(1) Background: Dealing with students’ maladaptive behaviour in the classroom, such as verbal aggressive behaviour, is challenging, particularly for novice teachers. They often encounter limited opportunities for training and practice in handling such incidents during their pre-service education, rendering them ill-equipped and uncertain when confronted with instances of verbal aggression during their initial teaching experiences. This article re…
Teaching in a Shared Classroom
This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teachi…
Psychology (45 obras) · Pedagogy (39 obras) · Mathematics education (36 obras) · Teacher Education and Leadership Studies (32 obras) · Computer Science (19 obras) · Professional development (19 obras) · Collaborative Teaching and Inclusion (18 obras) · Sociology (18 obras) · Teacher education (16 obras) · Social Psychology (15 obras)