Edith C J Roefs
Biographic Data
| ID | 6509789 |
|---|---|
| NAME | Edith C J Roefs |
| GIVEN NAMES | Edith C J |
| FAMILY NAME | Roefs |
| SIGNATURE | ROEFS E C J |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-9483-3286 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Secondary teachers’ experiences of presence in teaching
This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development a…
Teachers’ Experiences of Presence in Their Daily Educational Practice
In the context of education, ‘presence’—a state of alert awareness, receptivity and connectedness to what is happening in class—is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers’ experiences of the emergence and manifestation of their own and students’ presence i…
Secondary school students’ experiences of presence in daily classroom practice
This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting.…
No prominent works on this page.
Teachers’ Experiences of Presence in Their Daily Educational Practice
In the context of education, ‘presence’—a state of alert awareness, receptivity and connectedness to what is happening in class—is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers’ experiences of the emergence and manifestation of their own and students’ presence i…
Secondary school students’ experiences of presence in daily classroom practice
This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting.…
Secondary teachers’ experiences of presence in teaching
This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development a…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Curriculum (2 works) · Educational Environments and Student Outcomes (2 works) · Epistemology (2 works) · Social Psychology (2 works) · Subject matter (2 works) · Action research (1 work)