Eline Vanassche
Biographic Data
| ID | 6300164 |
|---|---|
| NAME | Eline Vanassche |
| GIVEN NAMES | Eline |
| FAMILY NAME | Vanassche |
| SIGNATURE | VANASSCHE E |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0003-0553-4258 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
School-based teacher educators’ professional identity and professional needs
The discursive positioning of teacher education in the Flemish teacher shortages policy debate
In recent discussions on teacher shortages in Flanders, the spotlight increasingly turns to teacher education as a crucial (f)actor in addressing the issue. This study uses positioning theory to examine the spaces and possibilities offered to teacher education in the Flemish policy debate on teacher shortages. Drawing on data from seven parliamentary hearings on the issue in 2020 and 2021, the analysis reveals an intricate push-and-pull relations…
A discursive analysis of teacher educator standards
In recognition of the vital role of teacher educators, many countries have developed standards to clearly outline the expectations and required competencies for the work of educating teachers. This study adopts a discursive approach to examine the discourse around teacher educator professionalism enacted in these standards. Through an analysis of the Dutch and Flemish standards, it reveals key characteristics of how standards (re)shape the nature…
Triadic mentoring through the lens of positioning theory and frame analysis
This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different…
Identifying school-based teacher educators’ professional learning needs
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
Conceptualising triadic mentoring as discursive practice
Mentoring is a favoured practice in many fields, including teacher education. This article challenges the uncritical acceptance of the beneficial effects of mentoring, by developing a novel conceptual model which allows to theorise and study mentoring as a discursive practice, focusing on the relations between all actors involved (i.e. teacher educator, student teacher, mentor), located in broader socio-cultural contexts. The model integrates (el…
Talking to learn
Four propositions on how to conceptualize, research, and develop teacher educator professionalism
This article offers four propositions on how to conceptualize, research, and develop teacher educator professionalism. These propositions start from one central thesis: teacher educator professionalism can only be fully understood by looking at actual teacher education practices and how these unfold and develop. Based on this conception of enacted professionalism, the first proposition questions the emphasis on teaching experience for teacher edu…
Mentors’ Beliefs About Their Roles in Health Care Education
PURPOSE: How mentors shape their mentoring is strongly influenced by their personal beliefs about the goals and purpose of mentoring, the possible activities associated with it, who decides on the focus of the mentoring relationship, and the strategies mentors choose to enact these beliefs in practice. In accordance with the personal interpretative framework, the authors operationalized mentors' beliefs as professional self-understanding (the wha…
The state of the art in Self-Study of Teacher Education Practices
Teacher educators' professionalism in practice
Stories of/on citizenship education
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers …
Teacher educators' professionalism in practice
Stories of/on citizenship education
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers …
Stories of/on citizenship education
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers …
Teacher educators' professionalism in practice
The state of the art in Self-Study of Teacher Education Practices
Mentors’ Beliefs About Their Roles in Health Care Education
PURPOSE: How mentors shape their mentoring is strongly influenced by their personal beliefs about the goals and purpose of mentoring, the possible activities associated with it, who decides on the focus of the mentoring relationship, and the strategies mentors choose to enact these beliefs in practice. In accordance with the personal interpretative framework, the authors operationalized mentors' beliefs as professional self-understanding (the wha…
Four propositions on how to conceptualize, research, and develop teacher educator professionalism
This article offers four propositions on how to conceptualize, research, and develop teacher educator professionalism. These propositions start from one central thesis: teacher educator professionalism can only be fully understood by looking at actual teacher education practices and how these unfold and develop. Based on this conception of enacted professionalism, the first proposition questions the emphasis on teaching experience for teacher edu…
Conceptualising triadic mentoring as discursive practice
Mentoring is a favoured practice in many fields, including teacher education. This article challenges the uncritical acceptance of the beneficial effects of mentoring, by developing a novel conceptual model which allows to theorise and study mentoring as a discursive practice, focusing on the relations between all actors involved (i.e. teacher educator, student teacher, mentor), located in broader socio-cultural contexts. The model integrates (el…
Talking to learn
Triadic mentoring through the lens of positioning theory and frame analysis
This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different…
Identifying school-based teacher educators’ professional learning needs
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
The discursive positioning of teacher education in the Flemish teacher shortages policy debate
In recent discussions on teacher shortages in Flanders, the spotlight increasingly turns to teacher education as a crucial (f)actor in addressing the issue. This study uses positioning theory to examine the spaces and possibilities offered to teacher education in the Flemish policy debate on teacher shortages. Drawing on data from seven parliamentary hearings on the issue in 2020 and 2021, the analysis reveals an intricate push-and-pull relations…
A discursive analysis of teacher educator standards
In recognition of the vital role of teacher educators, many countries have developed standards to clearly outline the expectations and required competencies for the work of educating teachers. This study adopts a discursive approach to examine the discourse around teacher educator professionalism enacted in these standards. Through an analysis of the Dutch and Flemish standards, it reveals key characteristics of how standards (re)shape the nature…
School-based teacher educators’ professional identity and professional needs
Pedagogy (9 works) · Psychology (8 works) · Sociology (8 works) · Teacher education (7 works) · Teacher Education and Leadership Studies (7 works) · Collaborative Teaching and Inclusion (5 works) · Mathematics education (5 works) · Computer Science (3 works) · Innovative Education and Learning Practices (3 works) · Medicine (3 works)