Klaas Van Veen
Biographic Data
| ID | 3656541 |
|---|---|
| NAME | Klaas Van Veen |
| GIVEN NAMES | Klaas |
| FAMILY NAME | Van Veen |
| SIGNATURE | VAN VEEN K |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-7898-2014 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 107 |
| WORKS AS AUTHOR | 32 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Pre-service teacher research
Internationally, the attention to pre-service teacher research and inquiry in teacher education is growing. In the Netherlands, pre-service teacher research has been a compulsory component of primary teacher education for a decade. The assumption is that such research can help ‘future-proof’ teachers. This study examines the relationships among the quality of inquiry, the quality of teaching and pre-service teachers’ perception of this research. …
Sustaining data use professional learning communities in schools
Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary s…
The importance of an explicit, shared school vision for teacher commitment
This study investigated the relationship of different explicit school visions and the presence of a shared school vision among teachers with teachers’ personal commitment to their work. Multilevel analyses of four types of schools show that teachers in schools with an explicit school vision more strongly share the school vision and this shared vision is positively related to their affective and normative commitment. The practical implications of …
The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice
This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations, and examinations can lack clarity …
Understanding teacher learning in lesson study through a cultural–historical activity theory lens
Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of significance for teacher learning. Using mixed-methods analysis of questionnaire and interview data drawn from 17 secondary school teachers, we find multiple variables of r…
The hullabaloo of schooling
This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were hel…
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in stu…
The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change
Although it is generally known that distributed leadership is relevant for reinforcing teachers’ capacity to change, how leadership roles are distributed among teachers largely depends on how principals perceive distributed leadership. Specifying principals’ perceptions and how these are related to teachers’ capacity to change leads to theories about the knowledge and beliefs of leaders with regard to distributed leadership that are crucial for a…
Key actors leading knowledge brokerage for sustainable school improvement with PLCs
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
Decomposing the observation-based coaching process
Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their pedagogy by establishing coaching culture and credibility, which were embedded in four general coac…
Between lethal and local adaptation
We examine whether and how teachers embed lesson study in their schools. • Teachers who maintained the script of lesson study often embedded the practice. • Teachers who modified the script discontinued or lethally adjusted lesson study. Professional development practices remain at the forefront of ways to support teacher learning but are difficult to sustain. We investigate whether and how teachers continued to perform the professional developme…
Under pressure? Primary school teachers’ perceptions of their pedagogical practices
The aim of this study is to explore Dutch primary school teachers’ perceptions regarding their pedagogical practices, and, specifically, whether they consider these practices under pressure. We conducted a survey among a sample of 261 primary school teachers from 115 schools, that included open and closed questions. The analyses showed that primary school teachers’ perceptions of pressure varied: 75% of the teachers indicated that their pedagogic…
Unraveling the implicit challenges in fostering independence
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
It's important, but I'm not going to keep doing it!”
The longitudinal effects of induction on beginning teachers' stress
BackgroundTeaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.AimsThis study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement element…
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects …
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
Professional growth in adaptive teaching competence as a result of Lesson Study
Teachers' self-directed learning and teaching experience
Once is not enough
Towards Sustaining Levels of Reflective Learning
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal st…
Fostering teacher learning in VET colleges
The Role of Research in Teaching
Beyond the dichotomy of teacher- versus student-focused education
One teacher's identity, emotions, and commitment to change
Emotions as a lens to explore teacher identity and change
Professional orientations of secondary school teachers towards their work
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
It's important, but I'm not going to keep doing it!”
Teachers' self-directed learning and teaching experience
Looking for cohesion
Teachers’ reactions to reforms are often perceived in terms of agreement or resistance. In this article, an alternative is explored. More specifically, the interaction between teachers and reforms within the school are explored in order to gain greater insight into the manner in which teachers make sense of the reforms confronting them: How do teachers relate their own frames of reference to the perceived frames of reference of the reforms. Based…
Towards Sustaining Levels of Reflective Learning
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal st…
Beyond the dichotomy of teacher- versus student-focused education
Professional growth in adaptive teaching competence as a result of Lesson Study
Educational Policy Diffusion and Transfer
The importance of an explicit, shared school vision for teacher commitment
This study investigated the relationship of different explicit school visions and the presence of a shared school vision among teachers with teachers’ personal commitment to their work. Multilevel analyses of four types of schools show that teachers in schools with an explicit school vision more strongly share the school vision and this shared vision is positively related to their affective and normative commitment. The practical implications of …
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in stu…
Fostering teacher learning in VET colleges
Teacher Perceptions of Bologna Reforms in Armenian Higher Education
The perceptions of the implementation of the Bologna reforms in Armenian higher education were examined in a questionnaire study with 279 university teachers, revealing how eight leading higher education institutions have adapted to the political directive to create alignment with the Bologna principles. The literature on educational change is used to evaluate the diffusion of Western European policies in addition to the perceptions of those univ…
Key actors leading knowledge brokerage for sustainable school improvement with PLCs
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
The longitudinal effects of induction on beginning teachers' stress
BackgroundTeaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.AimsThis study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement element…
Professional orientations of secondary school teachers towards their work
Emotions as a lens to explore teacher identity and change
One teacher's identity, emotions, and commitment to change
How does it feel? Teachers' emotions in a context of change
This exploratory study examines how teachers perceive their work within the current context of educational reform. A cognitive social‐psychological approach to emotions offers the theoretical framework for understanding what teachers have at stake within the context of the reforms. Six Dutch secondary school teachers with strongly differing professional orientations were interviewed. The results show the ways in which teachers appraise the relati…
Educational Policy Diffusion and Transfer
Teacher Perceptions of Bologna Reforms in Armenian Higher Education
The perceptions of the implementation of the Bologna reforms in Armenian higher education were examined in a questionnaire study with 279 university teachers, revealing how eight leading higher education institutions have adapted to the political directive to create alignment with the Bologna principles. The literature on educational change is used to evaluate the diffusion of Western European policies in addition to the perceptions of those univ…
Looking for cohesion
Teachers’ reactions to reforms are often perceived in terms of agreement or resistance. In this article, an alternative is explored. More specifically, the interaction between teachers and reforms within the school are explored in order to gain greater insight into the manner in which teachers make sense of the reforms confronting them: How do teachers relate their own frames of reference to the perceived frames of reference of the reforms. Based…
The Role of Research in Teaching
Beyond the dichotomy of teacher- versus student-focused education
Towards Sustaining Levels of Reflective Learning
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal st…
Fostering teacher learning in VET colleges
Once is not enough
Professional growth in adaptive teaching competence as a result of Lesson Study
Teachers' self-directed learning and teaching experience
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects …
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
It's important, but I'm not going to keep doing it!”
The longitudinal effects of induction on beginning teachers' stress
BackgroundTeaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.AimsThis study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement element…
Decomposing the observation-based coaching process
Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their pedagogy by establishing coaching culture and credibility, which were embedded in four general coac…
Between lethal and local adaptation
We examine whether and how teachers embed lesson study in their schools. • Teachers who maintained the script of lesson study often embedded the practice. • Teachers who modified the script discontinued or lethally adjusted lesson study. Professional development practices remain at the forefront of ways to support teacher learning but are difficult to sustain. We investigate whether and how teachers continued to perform the professional developme…
Under pressure? Primary school teachers’ perceptions of their pedagogical practices
The aim of this study is to explore Dutch primary school teachers’ perceptions regarding their pedagogical practices, and, specifically, whether they consider these practices under pressure. We conducted a survey among a sample of 261 primary school teachers from 115 schools, that included open and closed questions. The analyses showed that primary school teachers’ perceptions of pressure varied: 75% of the teachers indicated that their pedagogic…
Unraveling the implicit challenges in fostering independence
The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change
Although it is generally known that distributed leadership is relevant for reinforcing teachers’ capacity to change, how leadership roles are distributed among teachers largely depends on how principals perceive distributed leadership. Specifying principals’ perceptions and how these are related to teachers’ capacity to change leads to theories about the knowledge and beliefs of leaders with regard to distributed leadership that are crucial for a…
Key actors leading knowledge brokerage for sustainable school improvement with PLCs
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
Psychology (29 works) · Pedagogy (26 works) · Teacher Education and Leadership Studies (23 works) · Mathematics education (20 works) · Political science (12 works) · Computer Science (11 works) · Sociology (11 works) · Perception (10 works) · Social Psychology (9 works) · Early Childhood Education and Development (8 works)