Wouter Schelfhout
Biographic Data
| ID | 6508319 |
|---|---|
| NAME | Wouter Schelfhout |
| GIVEN NAMES | Wouter |
| FAMILY NAME | Schelfhout |
| SIGNATURE | SCHELFHOUT W |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0001-9674-8117 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Coach Matters: Facilitating Characteristics of PLC Coaches Within the Context of a Professional Development Trajectory for School Leaders
Group coaching for school leaders can make a positive contribution to supporting professional and school development. Little research has focused on the effect of group coaching as an integrated approach during a professional development trajectory. To maximize effectiveness, empirical research on perceived key factors is essential. A professional development trajectory for school leaders with integrated professional learning communities provided…
What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors
This study investigates the determinants of teacher retention, focusing on the Flemish region of Belgium, where early-career teacher attrition presents a significant challenge. Employing a mixed methods approach, the research combines quantitative survey data (N = 133) and qualitative interviews (N = 12) to examine variables related to initial guidance (general support, learning and sharing with colleagues, mentoring) and the supportive school co…
Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach
Workplace learning in teacher education is essential for creating and recreating the professional identity of student teachers. Innovative interventions, such as team teaching between student teachers and mentors at the workplace, are assumed to facilitate learning to teach. This experimental study provides valuable insight into the impact of team teaching on student teachers’ professional identity by implementing distinct student teaching format…
Professionalization Pathways for School Leaders Examined: The Influence of Organizational and Didactic Factors and Their Interplay on Triggering Concrete Actions in School Development
It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the influence of professionalization programs on learning outcomes of school leaders but empirical research on real effects and on…
Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities
Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher
The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into acco…
The role of students’ interests during computer-assisted learning: A field experiment
How to elicit and cease herding behaviour? On the effectiveness of a warning message as a debiasing decision support system
Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being
Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs’ phased development, this article grasps the learning processes that unfold, the catalyst states that emerge an…
The effects of computer-assisted adaptive instruction and elaborated feedback on learning outcomes. A randomized control trial
The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education
This study examines whether online teacher professional development (OTPD), in the form of an interactive webinar series that encourages collaborative learning, improves student achievement. We conducted a randomised controlled trial with 1102 students, 45 teachers and 30 secondary schools in Flanders, Belgium. As a basis for the study, we developed a digital learning path aimed at improving student scores on financial literacy–a multidimensional…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study
Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these…
The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials
The capabilities of secondary school teachers to provide financial education
This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad…
Evaluation of entrepreneurial competence through scaled behavioural indicators: Validation of an instrument
Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach
The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in …
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach
Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities
The capabilities of secondary school teachers to provide financial education
This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad…
The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in …
Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach
Evaluation of entrepreneurial competence through scaled behavioural indicators: Validation of an instrument
The capabilities of secondary school teachers to provide financial education
This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad…
The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study
Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these…
The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials
Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being
Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs’ phased development, this article grasps the learning processes that unfold, the catalyst states that emerge an…
The effects of computer-assisted adaptive instruction and elaborated feedback on learning outcomes. A randomized control trial
The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education
This study examines whether online teacher professional development (OTPD), in the form of an interactive webinar series that encourages collaborative learning, improves student achievement. We conducted a randomised controlled trial with 1102 students, 45 teachers and 30 secondary schools in Flanders, Belgium. As a basis for the study, we developed a digital learning path aimed at improving student scores on financial literacy–a multidimensional…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher
The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into acco…
The role of students’ interests during computer-assisted learning: A field experiment
How to elicit and cease herding behaviour? On the effectiveness of a warning message as a debiasing decision support system
Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach
Workplace learning in teacher education is essential for creating and recreating the professional identity of student teachers. Innovative interventions, such as team teaching between student teachers and mentors at the workplace, are assumed to facilitate learning to teach. This experimental study provides valuable insight into the impact of team teaching on student teachers’ professional identity by implementing distinct student teaching format…
Professionalization Pathways for School Leaders Examined: The Influence of Organizational and Didactic Factors and Their Interplay on Triggering Concrete Actions in School Development
It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the influence of professionalization programs on learning outcomes of school leaders but empirical research on real effects and on…
Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities
What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors
This study investigates the determinants of teacher retention, focusing on the Flemish region of Belgium, where early-career teacher attrition presents a significant challenge. Employing a mixed methods approach, the research combines quantitative survey data (N = 133) and qualitative interviews (N = 12) to examine variables related to initial guidance (general support, learning and sharing with colleagues, mentoring) and the supportive school co…
The Coach Matters: Facilitating Characteristics of PLC Coaches Within the Context of a Professional Development Trajectory for School Leaders
Group coaching for school leaders can make a positive contribution to supporting professional and school development. Little research has focused on the effect of group coaching as an integrated approach during a professional development trajectory. To maximize effectiveness, empirical research on perceived key factors is essential. A professional development trajectory for school leaders with integrated professional learning communities provided…
Psychology (17 works) · Mathematics education (14 works) · Pedagogy (11 works) · Computer Science (10 works) · Teacher Education and Leadership Studies (9 works) · Professional development (7 works) · Coaching (6 works) · Collaborative Teaching and Inclusion (5 works) · Medicine (5 works) · Business (4 works)