Ida E Oosterheert
Biographic Data
| ID | 2748390 |
|---|---|
| NAME | Ida E Oosterheert |
| GIVEN NAMES | Ida E |
| FAMILY NAME | Oosterheert |
| SIGNATURE | OOSTERHEERT I E |
| AFFILIATIONS | Radboud University Nijmegen |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
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.…
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…
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…
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…
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.…
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…
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…
Mathematics education (4 works) · Psychology (4 works) · Educational Environments and Student Outcomes (3 works) · Pedagogy (3 works) · Teacher Education and Leadership Studies (3 works) · Art (1 work) · Art Education and Development (1 work) · Cognition (1 work) · Computer Science (1 work) · Curriculum (1 work)