Joke Voogt
Dados Biográficos
| ID | 6457478 |
|---|---|
| NOME | Joke Voogt |
| PRENOMES | Joke |
| SOBRENOME | Voogt |
| ASSINATURA | VOOGT J |
| AFILIAÇÕES | University of Amsterdam |
| ORCID | 0000-0001-5035-9263 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 38 |
| TOTAL DE CITAÇÕES | 30 |
| TOTAL COMO AUTOR | 38 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1994 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Teacher agency in the context of pedagogical reform in Rwanda
Learner-centred pedagogy (LCP) has been adopted in many low- and middle-income countries, including Rwanda, to enhance education quality. However, studies on educational reform often overlook teacher agency. This paper addresses that gap by examining primary and secondary teachers’ agency in Rwanda’s pedagogical reform. Findings show that all teachers believed in LCP and their capacity to implement it. Social and organizational structures in seco…
Retention effects of instruction in self-regulation strategies in blended learning environments
Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-te…
Measuring primary school teachers’ attitudes towards new technology use
This study concerns the development and validation of a questionnaire to measure primary school Teachers’ Attitudes towards New Technology use in teaching (TANT). Many researchers, policy makers and educators have emphasized the importance of using new technology in teaching. However, no instrument is available to measure teachers’ attitudes towards using new technology in teaching. In a previous literature study (authors), we used the well-known…
Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies
Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisations and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers foster the development of students’ boundary-crossing expertise through enhancing relevant learning pro…
Examining student profiles for dealing with wickedness
When addressing problems with wicked tendencies in higher professional education, students experience complexity, uncertainty, and value divergence. Furthermore, they are confronted with disciplinary, organisational, and sector boundaries. Prior research has revealed variability in students’ experiences and boundary-crossing behaviour when dealing with problems with wicked tendencies. In this study we explore these differences by identifying stud…
Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students
In order to gain insight into the factors that make up primary school teachers’ attitude toward using technology for stimulating higher-order thinking, we conducted two separate literature reviews on teachers’ attitudes toward (1) using technology (78 articles) and (2) stimulating higher-order thinking in students (18 articles). To structure the potential underlying constructs constituting teachers’ attitudes in these two contexts, we used the Th…
Strategies for developing digital competencies in teachers
Learners and learning contexts
Designing research to inform sustainability and scalability of digital technology innovations
Self-regulation strategies in blended learning environments in higher education
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies:…
Curriculum flexibility in a blended curriculum
This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enro…
Recontextualization of learner-centred pedagogy in Rwanda
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The…
Collaboration in teacher design teams
The development of data use, data skills, and positive attitude towards data use in a data team intervention for teacher educators
This study focuses on understanding how a participation in a data team develops data skills and data use in individual teacher educators. Five teacher educators collaborated in a data team that used data to solve the problem of student teachers dropping out during their course of study. This study aimed at understanding how teacher educators learn from their participation in the data team. We collected data through interviews, surveys, and a know…
Policy adoption of learner-centred pedagogy in Rwanda
Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
Teacher educators' professional identity under construction
Conditions for the successful implementation of teacher educator design teams for ICT integration
Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of …
Eliciting teachers’ technological pedagogical knowledge
This paper starts from the understanding that teachers’ knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers’ reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers’ reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how eleme…
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Elements of satisfactory online asynchronous teacher behaviour in higher education
In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages that are most often addressed to the whole group. These messages are characterised by careful listen…
Expert views on TPACK for early literacy
Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make effective use of technology for early literacy. Through three rounds of expert consultation using a Delphi st…
Collaborative Design of Technology-Enhanced Learning
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced lear…
Computer-Assisted Instruction
Computational thinking in compulsory education
Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and…
Teacher learning in collaborative curriculum design
Policy adoption of learner-centred pedagogy in Rwanda
Recontextualization of learner-centred pedagogy in Rwanda
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The…
Teacher educators' professional identity under construction
Collaborative Design of Technology-Enhanced Learning
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced lear…
The use of innovation and practice profiles in the evaluation of curriculum implementation
Facilitating digital video production in the language arts curriculum
Two studies were conducted to facilitate the development of feasible support for the process of integrating digital video making activities in the primary school language arts curriculum. The first study explored which teaching supports would be necessary to enable primary school children to create digital video as a means of fostering communications skills. A pupil workbook was determined to be the most appropriate solution, and a draft workbook…
Teacher learning in collaborative curriculum design
A comparative analysis of international frameworks for 21 st century competences
National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations wa…
Preparing pre-service teachers to integrate technology in education
Collaborative e-learning course design
Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). Six Teacher Design Teams (TDTs), each with 2 instructors, partici…
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of four pre-service mathematics teachers from the University of Cape Coast, Ghana, who worked in two design teams to develop lessons, and subsequently ta…
Developing technological pedagogical content knowledge in pre-service science teachers
The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and…
The cultural complexity of international collaboration
Technological pedagogical content knowledge – a review of the literature
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore nee…
Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional …
Computer-Assisted Instruction
Computational thinking in compulsory education
Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and…
Collaborative design as a form of professional development
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investig…
ICT Use in Science and Mathematics Teacher Education in Tanzania
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology …
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Elements of satisfactory online asynchronous teacher behaviour in higher education
In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages that are most often addressed to the whole group. These messages are characterised by careful listen…
Expert views on TPACK for early literacy
Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make effective use of technology for early literacy. Through three rounds of expert consultation using a Delphi st…
Collaborative Design of Technology-Enhanced Learning
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced lear…
Conditions for the successful implementation of teacher educator design teams for ICT integration
Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of …
Eliciting teachers’ technological pedagogical knowledge
This paper starts from the understanding that teachers’ knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers’ reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers’ reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how eleme…
Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
Teacher educators' professional identity under construction
Collaboration in teacher design teams
The development of data use, data skills, and positive attitude towards data use in a data team intervention for teacher educators
This study focuses on understanding how a participation in a data team develops data skills and data use in individual teacher educators. Five teacher educators collaborated in a data team that used data to solve the problem of student teachers dropping out during their course of study. This study aimed at understanding how teacher educators learn from their participation in the data team. We collected data through interviews, surveys, and a know…
Psychology (32 obras) · Mathematics education (30 obras) · Pedagogy (30 obras) · Computer Science (26 obras) · Sociology (18 obras) · Educational technology (13 obras) · Curriculum (11 obras) · Innovative Teaching and Learning Methods (11 obras) · Education and Technology Integration (10 obras) · Gender and Technology in Education (9 obras)