Thibault Coppe
Biographic Data
| ID | 1231666 |
|---|---|
| NAME | Thibault Coppe |
| GIVEN NAMES | Thibault |
| FAMILY NAME | Coppe |
| SIGNATURE | COPPE T |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-5886-5435 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Interviewing Elite-Experts
In this methodological essay, we discuss the ontology and epistemology of research interviews. We anchor our methodological reflection in our experiences interviewing elite-experts. Our goal is to highlight the strengths of research interviews, particularly elite-expert interviews, as well as the importance of using a qualitative rather than quantitative logic when conducting and analyzing such interviews. In discussing this case, we reflect on q…
Bridging the gap in oral language assessment
Oral communication is a fundamental skill in education, yet its assessment remains a significant challenge due to the lack of valid and reliable tools designed for children, particularly for research purposes. This gap limits both the understanding and study of oral skills in educational contexts. In response, we developed ORAToR (Oral Recap Assessment Tool with Reliability), a comprehensive and rigorously validated tool designed specifically for…
The connection between the social network perspective and teacher professional development
What is teacher education in policy terms? Different imaginaries of the teacher and teacher education in England and France
The purpose and characteristics of a teacher are interesting socio-cultural imaginaries with important implications for education. Such imaginaries influence and even dictate the purpose and imaginary of teacher education. The imaginaries are often enshrined explicitly or implicitly in teacher education policy. In this article, we deconstruct the taken-for-granted imaginary of what a teacher is in England and France and relate this ontological co…
Teacher policies and teacher labor market outcomes
This quantitative comparative study looks at cross-national variations in the regulation of the teaching profession and the way they shape how teachers perceive the value of their profession, feel about their employment conditions, work environment, and profession, and their attrition intention within the next 5 years. It draws on a theoretical typology that distinguishes four models of profession regulation and tests their effects with a sample …
Créer, adapter, utiliser
Cette étude vise à explorer les différentes approches adoptées par les enseignants du primaire dans la préparation de leurs supports de cours, un aspect fondamental de leur pratique pédagogique influençant directement l’apprentissage des élèves. En nous basant sur une méthodologie mixte, alliant un questionnaire (N = 183) et des entretiens (n = 12), nous avons cherché à comprendre non seulement les tendances générales dans l’utilisation, l’adapta…
An illustrated tutorial on mixed-method social network analysis of embedded network agency
This paper presents an illustrated tutorial for conducting an embedded Mixed-Method Social Network Analysis (MMSNA) to examine the dynamic interplay between human agency and social networks. We draw on an empirical study in education that investigated how teachers enact relational agency within their school networks to support the integration of migrant students. We propose a replicable method and stepwise procedure for designing, implementing an…
Entre programmes d’insertion professionnelle et facteurs personnels et psychoprofessionnels
Cet article examine l’effet de la participation aux programmes d’insertion professionnelle (PIP) et de variables personnelles et psychoprofessionnelles sur la persévérance dans la profession. Les données analysées proviennent d’un échantillon (n = 612) d’une enquête par questionnaire réalisée auprès d’enseignants débutants québécois. La stratégie d’analyse combine un modèle linéaire généralisé et des modélisations par équations structurelles. Les…
Evidence-based research in education
info:eu-repo/semantics/published
Teacher networks
Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teach…
Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons
Specifically in the field of language teaching, it has been recognized that metacognitive strategies maximize language acquisition and improve performance. But despite this, it appears that few teachers currently consider metacognition in their teaching practices. The current study adopted a qualitative design to focus on the reasons that inhibit teachers in French‐speaking Belgium from prompting their students to engage in metacognition in first…
Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers
Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods …
How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
Improving the oral language skills of elementary school students through video-recorded performances
This study is situated in the context of teaching first language (L1) oral communication in elementary school in Fr-Belgium. According to the literature, the quality of oral performances can be improved through revision. Using video recording could offer this possibility. However, research on this topic addresses neither elementary students, nor L1 instruction. We compared two conditions in which students either did live performances or created v…
Professional learning of late-career teachers in early childhood education
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…
(Second career) teachers' work socialization as a networked process
Second career teachers’ work socialization process in TVET
Transitioning into TVET schools
Developing Student Teachers' Reflexivity Toward Their Course Planning
Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers' reflective writing was implemented and the program's results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The tra…
L’insertion professionnelle des enseignants au travers des multiples aspects de la socialisation au travail
Cette étude présente la conception et le processus de validation d’un instrument de mesure de la socialisation au travail des enseignants débutants. Un total de 1487 enseignants de différents niveaux d’enseignement obligatoire ont été interrogés. Les fondations théoriques ainsi que les analyses factorielles exploratoires et confirmatoires mettent en évidence quatre dimensions de socialisation au travail : la socialisation au groupe de travail, au…
Ouvrir la boîte noire du travail de préparation de l’enseignant
Cette contribution offre un modèle théorique du choix et de l’évolution des supports de cours des enseignants et l’illustre avec six enseignants de mathématiques du secondaire en Belgique francophone. Notre proposition théorique articule le processus de genèse documentaire et l’Actor-Network Theory dans une approche qui cherche à rendre son importance à la matérialité dans les sciences de l’éducation. L’illustration de ce modèle au travers d’une …
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…
Second career teachers’ work socialization process in TVET
(Second career) teachers' work socialization as a networked process
Transitioning into TVET schools
Improving the oral language skills of elementary school students through video-recorded performances
This study is situated in the context of teaching first language (L1) oral communication in elementary school in Fr-Belgium. According to the literature, the quality of oral performances can be improved through revision. Using video recording could offer this possibility. However, research on this topic addresses neither elementary students, nor L1 instruction. We compared two conditions in which students either did live performances or created v…
Professional learning of late-career teachers in early childhood education
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
Developing Student Teachers' Reflexivity Toward Their Course Planning
Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers' reflective writing was implemented and the program's results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The tra…
Ouvrir la boîte noire du travail de préparation de l’enseignant
Cette contribution offre un modèle théorique du choix et de l’évolution des supports de cours des enseignants et l’illustre avec six enseignants de mathématiques du secondaire en Belgique francophone. Notre proposition théorique articule le processus de genèse documentaire et l’Actor-Network Theory dans une approche qui cherche à rendre son importance à la matérialité dans les sciences de l’éducation. L’illustration de ce modèle au travers d’une …
L’insertion professionnelle des enseignants au travers des multiples aspects de la socialisation au travail
Cette étude présente la conception et le processus de validation d’un instrument de mesure de la socialisation au travail des enseignants débutants. Un total de 1487 enseignants de différents niveaux d’enseignement obligatoire ont été interrogés. Les fondations théoriques ainsi que les analyses factorielles exploratoires et confirmatoires mettent en évidence quatre dimensions de socialisation au travail : la socialisation au groupe de travail, au…
Transitioning into TVET schools
Developing Student Teachers' Reflexivity Toward Their Course Planning
Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers' reflective writing was implemented and the program's results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The tra…
(Second career) teachers' work socialization as a networked process
Second career teachers’ work socialization process in TVET
How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
Improving the oral language skills of elementary school students through video-recorded performances
This study is situated in the context of teaching first language (L1) oral communication in elementary school in Fr-Belgium. According to the literature, the quality of oral performances can be improved through revision. Using video recording could offer this possibility. However, research on this topic addresses neither elementary students, nor L1 instruction. We compared two conditions in which students either did live performances or created v…
Professional learning of late-career teachers in early childhood education
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 networks
Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teach…
Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons
Specifically in the field of language teaching, it has been recognized that metacognitive strategies maximize language acquisition and improve performance. But despite this, it appears that few teachers currently consider metacognition in their teaching practices. The current study adopted a qualitative design to focus on the reasons that inhibit teachers in French‐speaking Belgium from prompting their students to engage in metacognition in first…
Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers
Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods …
Entre programmes d’insertion professionnelle et facteurs personnels et psychoprofessionnels
Cet article examine l’effet de la participation aux programmes d’insertion professionnelle (PIP) et de variables personnelles et psychoprofessionnelles sur la persévérance dans la profession. Les données analysées proviennent d’un échantillon (n = 612) d’une enquête par questionnaire réalisée auprès d’enseignants débutants québécois. La stratégie d’analyse combine un modèle linéaire généralisé et des modélisations par équations structurelles. Les…
Evidence-based research in education
info:eu-repo/semantics/published
Interviewing Elite-Experts
In this methodological essay, we discuss the ontology and epistemology of research interviews. We anchor our methodological reflection in our experiences interviewing elite-experts. Our goal is to highlight the strengths of research interviews, particularly elite-expert interviews, as well as the importance of using a qualitative rather than quantitative logic when conducting and analyzing such interviews. In discussing this case, we reflect on q…
Bridging the gap in oral language assessment
Oral communication is a fundamental skill in education, yet its assessment remains a significant challenge due to the lack of valid and reliable tools designed for children, particularly for research purposes. This gap limits both the understanding and study of oral skills in educational contexts. In response, we developed ORAToR (Oral Recap Assessment Tool with Reliability), a comprehensive and rigorously validated tool designed specifically for…
The connection between the social network perspective and teacher professional development
What is teacher education in policy terms? Different imaginaries of the teacher and teacher education in England and France
The purpose and characteristics of a teacher are interesting socio-cultural imaginaries with important implications for education. Such imaginaries influence and even dictate the purpose and imaginary of teacher education. The imaginaries are often enshrined explicitly or implicitly in teacher education policy. In this article, we deconstruct the taken-for-granted imaginary of what a teacher is in England and France and relate this ontological co…
Teacher policies and teacher labor market outcomes
This quantitative comparative study looks at cross-national variations in the regulation of the teaching profession and the way they shape how teachers perceive the value of their profession, feel about their employment conditions, work environment, and profession, and their attrition intention within the next 5 years. It draws on a theoretical typology that distinguishes four models of profession regulation and tests their effects with a sample …
Créer, adapter, utiliser
Cette étude vise à explorer les différentes approches adoptées par les enseignants du primaire dans la préparation de leurs supports de cours, un aspect fondamental de leur pratique pédagogique influençant directement l’apprentissage des élèves. En nous basant sur une méthodologie mixte, alliant un questionnaire (N = 183) et des entretiens (n = 12), nous avons cherché à comprendre non seulement les tendances générales dans l’utilisation, l’adapta…
An illustrated tutorial on mixed-method social network analysis of embedded network agency
This paper presents an illustrated tutorial for conducting an embedded Mixed-Method Social Network Analysis (MMSNA) to examine the dynamic interplay between human agency and social networks. We draw on an empirical study in education that investigated how teachers enact relational agency within their school networks to support the integration of migrant students. We propose a replicable method and stepwise procedure for designing, implementing an…
Psychology (12 works) · Teacher Education and Leadership Studies (12 works) · Pedagogy (11 works) · Sociology (11 works) · Mathematics education (8 works) · Computer Science (6 works) · Education, sociology, and vocational training (4 works) · Medical education (4 works) · Medicine (4 works) · Motivation and Self-Concept in Sports (4 works)