Ida Oosterheert
Datos Biográficos
| ID | 6100421 |
|---|---|
| NOMBRE | Ida Oosterheert |
| NOMBRES | Ida |
| APELLIDO | Oosterheert |
| FIRMA | OOSTERHEERT I |
| AFILIACIONES | Radboud University Nijmegen |
| ORCID | 0000-0002-9537-0316 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2002 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Deciding to engage
When faced with an unplanned controversial issue, teachers must decide whether to engage with it or leave it unaddressed. This study examines how 60 primary and secondary school teachers from 13 European countries justified their decision to engage. Drawing on post hoc justifications generated through structured reflection, the study identifies five forms of justification: safeguarding and harm prevention; moral boundary setting; challenging prej…
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects
This study compared visual art teachers’ experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequen…
Secondary teachers’ experiences of presence in teaching
This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development a…
Why teachers address unplanned controversial issues in the classroom
This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood wi…
The position of student teacher practitioner research in teacher education
Teacher education institutes generally assume that practitioner research in teacher education contributes to student teachers’ professional development as well as to school development and generalizable knowledge. As a consequence, the position of student teacher research in teacher education and its goals have become unclear. In this interview study, teacher educators’ perspectives on the goals of practitioner research for student teachers and t…
Teachers’ Experiences of Presence in Their Daily Educational Practice
In the context of education, ‘presence’—a state of alert awareness, receptivity and connectedness to what is happening in class—is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers’ experiences of the emergence and manifestation of their own and students’ presence i…
The classroom in turmoil
Controversial issues characterise life in democratic societies and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Semi-structured int…
Secondary school students’ experiences of presence in daily classroom practice
This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting.…
The power of video feedback with structured viewing guides
Assessing orientations to learning to teach
Background. An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach.Aims. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to l…
Why teachers address unplanned controversial issues in the classroom
This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood wi…
Assessing orientations to learning to teach
Background. An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach.Aims. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to l…
The power of video feedback with structured viewing guides
Assessing orientations to learning to teach
Background. An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach.Aims. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to l…
The power of video feedback with structured viewing guides
Teachers’ Experiences of Presence in Their Daily Educational Practice
In the context of education, ‘presence’—a state of alert awareness, receptivity and connectedness to what is happening in class—is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers’ experiences of the emergence and manifestation of their own and students’ presence i…
The classroom in turmoil
Controversial issues characterise life in democratic societies and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Semi-structured int…
Secondary school students’ experiences of presence in daily classroom practice
This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting.…
The position of student teacher practitioner research in teacher education
Teacher education institutes generally assume that practitioner research in teacher education contributes to student teachers’ professional development as well as to school development and generalizable knowledge. As a consequence, the position of student teacher research in teacher education and its goals have become unclear. In this interview study, teacher educators’ perspectives on the goals of practitioner research for student teachers and t…
Why teachers address unplanned controversial issues in the classroom
This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood wi…
Secondary teachers’ experiences of presence in teaching
This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development a…
Deciding to engage
When faced with an unplanned controversial issue, teachers must decide whether to engage with it or leave it unaddressed. This study examines how 60 primary and secondary school teachers from 13 European countries justified their decision to engage. Drawing on post hoc justifications generated through structured reflection, the study identifies five forms of justification: safeguarding and harm prevention; moral boundary setting; challenging prej…
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects
This study compared visual art teachers’ experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequen…
Psychology (9 obras) · Mathematics education (7 obras) · Pedagogy (7 obras) · Teacher Education and Leadership Studies (6 obras) · Curriculum (3 obras) · Educational Environments and Student Outcomes (3 obras) · Educator Training and Historical Pedagogy (3 obras) · Epistemology (3 obras) · Social Psychology (3 obras) · Teacher education (3 obras)