Piet Van Den Bossche
Biographic Data
| ID | 2749016 |
|---|---|
| NAME | Piet Van Den Bossche |
| GIVEN NAMES | Piet Van Den |
| FAMILY NAME | Bossche |
| SIGNATURE | VAN DEN BOSSCHE P |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0003-4459-7008 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
From Imposter to Original: How Organizational Leaders Shape and Develop a Leader Identity Through Meaning‐Making of Experiences
This article describes how people in formal leadership roles shape and develop a leader identity through meaning‐making of experiences across time and situations. Drawing on qualitative data from in‐depth life narrative interviews with 22 organizational leaders, enriched through photo and object elicitation techniques as well as timeline mapping, we offer an understanding of how meanings made and meaning‐making modes impact leader identity develo…
Expected to be calm in any storm: An exploration of the stress experiences of crisis team leaders
Crisis team leaders face exceptionally high performance standards. Prior research has identified acute and chronic stress in these roles, yet little is known about crisis team leaders' personal stress experiences in high-stakes environments. This qualitative study explores crisis team leaders' stress appraisals, coping strategies, and reactions through 17 semi-structured interviews, addressing: (1) Which stressors do crisis team leaders appraise …
Building an explanatory framework for co-workers’ responses to teacher underperformance
Vertical or shared? When leadership supports team learning for educational change
University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning beha…
Theories of Workplace Learning in Changing Times
Flemish Teachers’ Age-related Stereotypes: Investigating Generational Differences
This quantitative study examines the existence of Flemish teachers’ age-related stereotypical beliefs and investigates differences between generational cohorts (N = 558). Results indicated that all generational cohorts studied attribute being interested in technological change, making use of ICT, having creative and innovative ideas, and considering another profession to younger teachers. At the same time, teachers in all cohorts perceive taking …
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
The networked instructor: The quality of networks in different stages of professional development
Teachers' perceptions of intergenerational knowledge flows
Uncovering changes in university teachers’ professional networks during an instructional development program
Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments: Team Learning Beliefs and Behaviors
A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration how social processes in groups and teams affect performance. This article investigates when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition, leading to increased perceived performance. In doi…
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and…
Effects of problem-based learning: A meta-analysis
Evaluating the effects of redesigning a problem-based learning environment
The networked instructor: The quality of networks in different stages of professional development
Teachers' perceptions of intergenerational knowledge flows
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Effects of problem-based learning: A meta-analysis
Evaluating the effects of redesigning a problem-based learning environment
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and…
Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments: Team Learning Beliefs and Behaviors
A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration how social processes in groups and teams affect performance. This article investigates when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition, leading to increased perceived performance. In doi…
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations
Uncovering changes in university teachers’ professional networks during an instructional development program
The networked instructor: The quality of networks in different stages of professional development
Teachers' perceptions of intergenerational knowledge flows
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
Vertical or shared? When leadership supports team learning for educational change
University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning beha…
Theories of Workplace Learning in Changing Times
Flemish Teachers’ Age-related Stereotypes: Investigating Generational Differences
This quantitative study examines the existence of Flemish teachers’ age-related stereotypical beliefs and investigates differences between generational cohorts (N = 558). Results indicated that all generational cohorts studied attribute being interested in technological change, making use of ICT, having creative and innovative ideas, and considering another profession to younger teachers. At the same time, teachers in all cohorts perceive taking …
Building an explanatory framework for co-workers’ responses to teacher underperformance
Expected to be calm in any storm: An exploration of the stress experiences of crisis team leaders
Crisis team leaders face exceptionally high performance standards. Prior research has identified acute and chronic stress in these roles, yet little is known about crisis team leaders' personal stress experiences in high-stakes environments. This qualitative study explores crisis team leaders' stress appraisals, coping strategies, and reactions through 17 semi-structured interviews, addressing: (1) Which stressors do crisis team leaders appraise …
From Imposter to Original: How Organizational Leaders Shape and Develop a Leader Identity Through Meaning‐Making of Experiences
This article describes how people in formal leadership roles shape and develop a leader identity through meaning‐making of experiences across time and situations. Drawing on qualitative data from in‐depth life narrative interviews with 22 organizational leaders, enriched through photo and object elicitation techniques as well as timeline mapping, we offer an understanding of how meanings made and meaning‐making modes impact leader identity develo…
Psychology (12 works) · Pedagogy (8 works) · Computer Science (7 works) · Mathematics education (7 works) · Knowledge management (6 works) · Innovative Teaching and Learning Methods (5 works) · Social Psychology (4 works) · Sociology (4 works) · Job Satisfaction and Organizational Behavior (3 works) · Knowledge Management and Sharing (3 works)