Jo B Helgetun
Biographic Data
| ID | 6329405 |
|---|---|
| NAME | Jo B Helgetun |
| GIVEN NAMES | Jo B |
| FAMILY NAME | Helgetun |
| SIGNATURE | HELGETUN J B |
| AFFILIATIONS | Université Libre de Bruxelles |
| ORCID | 0000-0003-0512-286X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Interviewing Elite-Experts
In this methodological essay, we discuss the ontology and epistemology of research interviews. We anchor our methodological reflection in our experiences interviewing elite-experts. Our goal is to highlight the strengths of research interviews, particularly elite-expert interviews, as well as the importance of using a qualitative rather than quantitative logic when conducting and analyzing such interviews. In discussing this case, we reflect on q…
Follow-ups versus snapshots
In this article, we conduct a follow-up study of the smartphone application TeacherTapp. In a previous study, we analysed TeacherTapp as a multiple enactment with an emphasis on its differences across various spaces such as England/Flanders, and the multiple enactment of the app’s data streams across social media and policy documents/debates. Here, we follow up on that study by providing a spatio-temporal analysis to trace the evolution of Teache…
What is teacher education in policy terms? Different imaginaries of the teacher and teacher education in England and France
The purpose and characteristics of a teacher are interesting socio-cultural imaginaries with important implications for education. Such imaginaries influence and even dictate the purpose and imaginary of teacher education. The imaginaries are often enshrined explicitly or implicitly in teacher education policy. In this article, we deconstruct the taken-for-granted imaginary of what a teacher is in England and France and relate this ontological co…
Evidence-based research in education
info:eu-repo/semantics/published
One thing can be more than one thing
This article analyses the smartphone application TeacherTapp that is used to collect and disseminate information on teachers’ views on education and their classroom practices. The research takes as its object of analysis the use of TeacherTapp in England and Flanders. We analyze what TeacherTapp is, how it relates to a given localized community in its form and function, as well as how it impacts education by re-shaping discourse on teaching. We f…
From an age of measurement to an evidence era? Policy-making in teacher education in England
The Department for Education (DfE) in England seeks to determine the actions of educationists in both the public and private sectors through the use of targeted instructive documents and white papers where broader policy intention is presented. Since 2010, as we will show, there has been a shift in the nature of such papers towards justification with ‘evidence’ and transparency through referencing in a ‘scientific’ style, with ramifications for b…
From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-2019
In this paper, we aim to advance the understanding of the institutional mechanisms that have shaped the teacher education environment in England over the last forty years. Based on the analyses of policy documents and elite interviews rooted in a neo-institutionalist analytical framework, we argue that the changes from a laissez-faire policy in the 1970s to one of strict oversight and accountability are linked to mimesis of a (global) New Public …
From an age of measurement to an evidence era? Policy-making in teacher education in England
The Department for Education (DfE) in England seeks to determine the actions of educationists in both the public and private sectors through the use of targeted instructive documents and white papers where broader policy intention is presented. Since 2010, as we will show, there has been a shift in the nature of such papers towards justification with ‘evidence’ and transparency through referencing in a ‘scientific’ style, with ramifications for b…
From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-2019
In this paper, we aim to advance the understanding of the institutional mechanisms that have shaped the teacher education environment in England over the last forty years. Based on the analyses of policy documents and elite interviews rooted in a neo-institutionalist analytical framework, we argue that the changes from a laissez-faire policy in the 1970s to one of strict oversight and accountability are linked to mimesis of a (global) New Public …
From an age of measurement to an evidence era? Policy-making in teacher education in England
The Department for Education (DfE) in England seeks to determine the actions of educationists in both the public and private sectors through the use of targeted instructive documents and white papers where broader policy intention is presented. Since 2010, as we will show, there has been a shift in the nature of such papers towards justification with ‘evidence’ and transparency through referencing in a ‘scientific’ style, with ramifications for b…
One thing can be more than one thing
This article analyses the smartphone application TeacherTapp that is used to collect and disseminate information on teachers’ views on education and their classroom practices. The research takes as its object of analysis the use of TeacherTapp in England and Flanders. We analyze what TeacherTapp is, how it relates to a given localized community in its form and function, as well as how it impacts education by re-shaping discourse on teaching. We f…
Evidence-based research in education
info:eu-repo/semantics/published
Interviewing Elite-Experts
In this methodological essay, we discuss the ontology and epistemology of research interviews. We anchor our methodological reflection in our experiences interviewing elite-experts. Our goal is to highlight the strengths of research interviews, particularly elite-expert interviews, as well as the importance of using a qualitative rather than quantitative logic when conducting and analyzing such interviews. In discussing this case, we reflect on q…
Follow-ups versus snapshots
In this article, we conduct a follow-up study of the smartphone application TeacherTapp. In a previous study, we analysed TeacherTapp as a multiple enactment with an emphasis on its differences across various spaces such as England/Flanders, and the multiple enactment of the app’s data streams across social media and policy documents/debates. Here, we follow up on that study by providing a spatio-temporal analysis to trace the evolution of Teache…
What is teacher education in policy terms? Different imaginaries of the teacher and teacher education in England and France
The purpose and characteristics of a teacher are interesting socio-cultural imaginaries with important implications for education. Such imaginaries influence and even dictate the purpose and imaginary of teacher education. The imaginaries are often enshrined explicitly or implicitly in teacher education policy. In this article, we deconstruct the taken-for-granted imaginary of what a teacher is in England and France and relate this ontological co…
Global Educational Policies and Reforms (5 works) · Teacher Education and Leadership Studies (5 works) · Sociology (4 works) · Political science (3 works) · Politics (3 works) · Public relations (3 works) · Critical theory (2 works) · Educational research (2 works) · Epistemology (2 works) · Higher education (2 works)