Anna van der Want
Biographic Data
| ID | 6510133 |
|---|---|
| NAME | Anna van der Want |
| GIVEN NAMES | Anna |
| FAMILY NAME | van der Want |
| SIGNATURE | VAN DER WANT A |
| AFFILIATIONS | University of Applied Sciences Leiden |
| ORCID | 0000-0003-1248-5351 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders
Increasingly, teachers are acknowledged as crucial actors whose informal leadership is essential for educational quality. This study aims to better understand teacher leadership in secondary schools, by exploring its intensity, context, impact, and the interaction between them. Semistructured interviews with 16 informal teacher leaders in secondary education in the Netherlands are conducted. The results show that teacher leaders use different int…
Exploring the self-perceived expertise-development of mentor teachers of newly qualified teachers during a professional development programme in teacher teams
The lack of knowledge about mentor teachers’ expertise-development is problematic for ensuring the necessary high-quality support for newly qualified teachers during their induction period. The aim of this research is to explore the expertise-development of mentor teachers (n = 82) of newly qualified teachers in the context of a Professional Development (PD) programme. Data were collected using questionnaires and semi-structured interviews. Four …
Implementation models for teacher peer feedback: A systematic review
Experiences affecting early-career teachers’ self-esteem in secondary education
Exploring early-career teachers’ professional agency and its resources in the first year of teaching
This study aims to provide insight into early-career teachers’ (ECTs’) professional agency in their first year in secondary education. A qualitative study using semi-structured digital journals was employed, in which ECTs described situations which illustrated three components, namely their sense of agency, resources affecting that sense and the contexts in which agency occurred. Results indicate that ECTs’ sense of agency, their resources and co…
Virtual Reality in Preservice Teacher Education: Core Features, Advantages and Effects
This article presents a review of the research into the use of virtual reality (VR) for preservice teacher education. In addition to generating a description of the nature of VR, the analysis of the 24 included studies showed that the use of VR in preservice teacher education can have several benefits for student teachers and their educators, such as practicing professional competence in safe and diverse VR environments, the possibility of monito…
The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers
The self-efficacy and professional engagement of novice teachers were examined in the context of a teacher development programme (TDP) in the Chinese vocational education context. A pre- and post-test control group design was used. The experimental and control groups contained 41 and 42 novice teachers, respectively, who were mostly in their first year. Multivariate analysis of co-variance and paired samples t-tests showed that the TDP had signif…
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay
In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development…
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between …
Changes over time in the professional identity tensions of Dutch early-career teachers
This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identi…
‘I did not feel any passion for my teaching’: A narrative inquiry of beginning teacher attrition in China
This study conceptualises teacher attrition as a dynamic process of identity construction and interpretation in shifting professional knowledge landscapes, which attunes to both individual and contextual milieus. From this perspective, this narrative inquiry describes the attrition experiences of two Chinese beginning teachers after two years of employment in two middle schools after being prepared in the Free Teacher Education (FTE) Program. Spe…
Changes over time in teachers’ interpersonal role identity
Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2…
Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of th…
Real-time teacher–student interactions: A Dynamic Systems approach
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-…
Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of th…
Real-time teacher–student interactions: A Dynamic Systems approach
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-…
Changes over time in the professional identity tensions of Dutch early-career teachers
This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identi…
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between …
Real-time teacher–student interactions: A Dynamic Systems approach
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-…
Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of th…
Changes over time in teachers’ interpersonal role identity
Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2…
‘I did not feel any passion for my teaching’: A narrative inquiry of beginning teacher attrition in China
This study conceptualises teacher attrition as a dynamic process of identity construction and interpretation in shifting professional knowledge landscapes, which attunes to both individual and contextual milieus. From this perspective, this narrative inquiry describes the attrition experiences of two Chinese beginning teachers after two years of employment in two middle schools after being prepared in the Free Teacher Education (FTE) Program. Spe…
Changes over time in the professional identity tensions of Dutch early-career teachers
This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identi…
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay
In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development…
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between …
The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers
The self-efficacy and professional engagement of novice teachers were examined in the context of a teacher development programme (TDP) in the Chinese vocational education context. A pre- and post-test control group design was used. The experimental and control groups contained 41 and 42 novice teachers, respectively, who were mostly in their first year. Multivariate analysis of co-variance and paired samples t-tests showed that the TDP had signif…
Virtual Reality in Preservice Teacher Education: Core Features, Advantages and Effects
This article presents a review of the research into the use of virtual reality (VR) for preservice teacher education. In addition to generating a description of the nature of VR, the analysis of the 24 included studies showed that the use of VR in preservice teacher education can have several benefits for student teachers and their educators, such as practicing professional competence in safe and diverse VR environments, the possibility of monito…
Exploring early-career teachers’ professional agency and its resources in the first year of teaching
This study aims to provide insight into early-career teachers’ (ECTs’) professional agency in their first year in secondary education. A qualitative study using semi-structured digital journals was employed, in which ECTs described situations which illustrated three components, namely their sense of agency, resources affecting that sense and the contexts in which agency occurred. Results indicate that ECTs’ sense of agency, their resources and co…
Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders
Increasingly, teachers are acknowledged as crucial actors whose informal leadership is essential for educational quality. This study aims to better understand teacher leadership in secondary schools, by exploring its intensity, context, impact, and the interaction between them. Semistructured interviews with 16 informal teacher leaders in secondary education in the Netherlands are conducted. The results show that teacher leaders use different int…
Exploring the self-perceived expertise-development of mentor teachers of newly qualified teachers during a professional development programme in teacher teams
The lack of knowledge about mentor teachers’ expertise-development is problematic for ensuring the necessary high-quality support for newly qualified teachers during their induction period. The aim of this research is to explore the expertise-development of mentor teachers (n = 82) of newly qualified teachers in the context of a Professional Development (PD) programme. Data were collected using questionnaires and semi-structured interviews. Four …
Implementation models for teacher peer feedback: A systematic review
Experiences affecting early-career teachers’ self-esteem in secondary education
Teacher Education and Leadership Studies (12 works) · Psychology (11 works) · Mathematics education (8 works) · Pedagogy (8 works) · Professional development (8 works) · Teacher education (7 works) · Sociology (6 works) · Collaborative Teaching and Inclusion (5 works) · Medicine (5 works) · Social Psychology (5 works)