Harmen Schaap
Biographic Data
| ID | 6328205 |
|---|---|
| NAME | Harmen Schaap |
| GIVEN NAMES | Harmen |
| FAMILY NAME | Schaap |
| SIGNATURE | SCHAAP H |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-7776-0740 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders
Increasingly, teachers are acknowledged as crucial actors whose informal leadership is essential for educational quality. This study aims to better understand teacher leadership in secondary schools, by exploring its intensity, context, impact, and the interaction between them. Semistructured interviews with 16 informal teacher leaders in secondary education in the Netherlands are conducted. The results show that teacher leaders use different int…
Experiences affecting early-career teachers’ self-esteem in secondary education
Professional learning communities to facilitate professional development for using digital technology in the classroom: A teacher-based program evaluation
This article presents a shift from traditional “technical” professional development (PD) to a PD of “praxis” and reflects on the benefits and barriers that this entails. Often, PD in digital technology is unsustainable because it provides simple tips or a few sample lessons that teachers are happy to deliver until the technology fails or becomes obsolete. PD in which teachers are actively engaged in exploring their own practice and understanding …
Exploring early-career teachers’ professional agency and its resources in the first year of teaching
This study aims to provide insight into early-career teachers’ (ECTs’) professional agency in their first year in secondary education. A qualitative study using semi-structured digital journals was employed, in which ECTs described situations which illustrated three components, namely their sense of agency, resources affecting that sense and the contexts in which agency occurred. Results indicate that ECTs’ sense of agency, their resources and co…
Illustrating conceptual understanding in international business undergraduate writing
Conceptual understanding is important for professionals because a broad and deep synthesis of knowledge enables flexible and original thinking in complex problem solving. However, little is known about the appearance of conceptual understanding at the student level. This article therefore investigates the appearance of conceptual understanding in writing, since writing skills are a highly rated competency in both education and professional domain…
A literature review of open-ended concept maps as a research instrument to study knowledge and learning
In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper d…
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay
In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development…
Exploring differences between international business undergraduates’ conceptual understanding
Higher education providers need to deliver graduates with the conceptual understanding required for professional life. Conceptual understanding entails a synthesis of relevant facts, theories and practices that influence occupational performance. To help align curricula with individual student differences, this study investigates differences in international business undergraduates’ conceptual understanding with regard to study progress. Seventy-…
Changes over time in the professional identity tensions of Dutch early-career teachers
This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identi…
Impact of early career teachers' professional identity tensions
Revealing conceptual understanding of international business
This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students’ conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept maps were used to determine how students’ conceptual understanding of international business can be rev…
Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Impact of early career teachers' professional identity tensions
Changes over time in the professional identity tensions of Dutch early-career teachers
This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identi…
Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Revealing conceptual understanding of international business
This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students’ conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept maps were used to determine how students’ conceptual understanding of international business can be rev…
Impact of early career teachers' professional identity tensions
Exploring differences between international business undergraduates’ conceptual understanding
Higher education providers need to deliver graduates with the conceptual understanding required for professional life. Conceptual understanding entails a synthesis of relevant facts, theories and practices that influence occupational performance. To help align curricula with individual student differences, this study investigates differences in international business undergraduates’ conceptual understanding with regard to study progress. Seventy-…
Changes over time in the professional identity tensions of Dutch early-career teachers
This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identi…
A literature review of open-ended concept maps as a research instrument to study knowledge and learning
In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper d…
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay
In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development…
Illustrating conceptual understanding in international business undergraduate writing
Conceptual understanding is important for professionals because a broad and deep synthesis of knowledge enables flexible and original thinking in complex problem solving. However, little is known about the appearance of conceptual understanding at the student level. This article therefore investigates the appearance of conceptual understanding in writing, since writing skills are a highly rated competency in both education and professional domain…
Professional learning communities to facilitate professional development for using digital technology in the classroom: A teacher-based program evaluation
This article presents a shift from traditional “technical” professional development (PD) to a PD of “praxis” and reflects on the benefits and barriers that this entails. Often, PD in digital technology is unsustainable because it provides simple tips or a few sample lessons that teachers are happy to deliver until the technology fails or becomes obsolete. PD in which teachers are actively engaged in exploring their own practice and understanding …
Exploring early-career teachers’ professional agency and its resources in the first year of teaching
This study aims to provide insight into early-career teachers’ (ECTs’) professional agency in their first year in secondary education. A qualitative study using semi-structured digital journals was employed, in which ECTs described situations which illustrated three components, namely their sense of agency, resources affecting that sense and the contexts in which agency occurred. Results indicate that ECTs’ sense of agency, their resources and co…
Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders
Increasingly, teachers are acknowledged as crucial actors whose informal leadership is essential for educational quality. This study aims to better understand teacher leadership in secondary schools, by exploring its intensity, context, impact, and the interaction between them. Semistructured interviews with 16 informal teacher leaders in secondary education in the Netherlands are conducted. The results show that teacher leaders use different int…
Experiences affecting early-career teachers’ self-esteem in secondary education
Psychology (9 works) · Teacher Education and Leadership Studies (8 works) · Pedagogy (7 works) · Sociology (7 works) · Mathematics education (6 works) · Political science (5 works) · Professional development (5 works) · Computer Science (4 works) · Educational Strategies and Epistemologies (4 works) · Engineering (4 works)