Wouter Smets
Biographic Data
| ID | 6508913 |
|---|---|
| NAME | Wouter Smets |
| GIVEN NAMES | Wouter |
| FAMILY NAME | Smets |
| SIGNATURE | SMETS W |
| AFFILIATIONS | Erasmus University Rotterdam |
| ORCID | 0000-0002-6570-3116 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A structural and functional differentiation of knowledge for the history curriculum
Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certai…
The purposes of historical canons in multicultural history education
National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons.The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality.In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns.The aim of this article is to gain a more complex unde…
Differentiated Instruction in History Education – A Subject-specific Analysis of Why and How
Differentiated instruction is an approach to teaching in which teachers respond proactively to the needs and preferences of students in their classroom. This study seeks to increase insight in which instructional design pre-service history teachers use to cater for heterogeneity in the classroom. It draws on pre-service history teachers’ lesson plans. Data regarding pre-service teachers’ actual implementation of differentiated teaching practices …
Differentiating instruction
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active l…
Disentangling pre-service history teachers’ pedagogical content knowledge
History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies tha…
Wat is de meerwaarde van een canon voor het geschiedenisonderwijs
Er zijn zowel tegen de Canon van Nederland als de onlangs gelanceerde Canon van Vlaanderen bezwaren geopperd. In dit artikel gaan we in op de plaats van een canon in het geschiedenisonderwijs. We laten zien dat critici, waaronder de auteurs van het standpunt van de Vlaamse Koninklijke Academie, de inhoud van de Canon verwarren met de didactische mogelijkheden van een canon. Aan de hand van drie belangrijke kritiekpunten bespreken we de mogelijke …
Responding to students’ learning needs
As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students’ needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers’ professional development. Three teams of secondary education teachers were trained and coached to implement …
Differentiating instruction
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active l…
Disentangling pre-service history teachers’ pedagogical content knowledge
History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies tha…
Responding to students’ learning needs
As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students’ needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers’ professional development. Three teams of secondary education teachers were trained and coached to implement …
Wat is de meerwaarde van een canon voor het geschiedenisonderwijs
Er zijn zowel tegen de Canon van Nederland als de onlangs gelanceerde Canon van Vlaanderen bezwaren geopperd. In dit artikel gaan we in op de plaats van een canon in het geschiedenisonderwijs. We laten zien dat critici, waaronder de auteurs van het standpunt van de Vlaamse Koninklijke Academie, de inhoud van de Canon verwarren met de didactische mogelijkheden van een canon. Aan de hand van drie belangrijke kritiekpunten bespreken we de mogelijke …
The purposes of historical canons in multicultural history education
National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons.The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality.In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns.The aim of this article is to gain a more complex unde…
Differentiated Instruction in History Education – A Subject-specific Analysis of Why and How
Differentiated instruction is an approach to teaching in which teachers respond proactively to the needs and preferences of students in their classroom. This study seeks to increase insight in which instructional design pre-service history teachers use to cater for heterogeneity in the classroom. It draws on pre-service history teachers’ lesson plans. Data regarding pre-service teachers’ actual implementation of differentiated teaching practices …
Differentiating instruction
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active l…
Disentangling pre-service history teachers’ pedagogical content knowledge
History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies tha…
A structural and functional differentiation of knowledge for the history curriculum
Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certai…
Educator Training and Historical Pedagogy (5 works) · Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Teacher education (3 works) · Teacher Education and Leadership Studies (3 works) · Curriculum (2 works) · Sociology (2 works) · Teacher Preparation (2 works)