Sanne Akkerman
Biographic Data
| ID | 658014 |
|---|---|
| NAME | Sanne Akkerman |
| GIVEN NAMES | Sanne |
| FAMILY NAME | Akkerman |
| SIGNATURE | AKKERMAN S |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-0658-2454 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 191 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Hope in conflict: History teachers balancing personal hope and professional responsibility
Socio-educational ecologies for learning, social change, and future thinking: Expanding educational psychology's boundaries
Rapid societal and technological developments have transformed how people live and learn in and across different contexts, challenging the ways in which educational psychology has traditionally conceptualized and studied learning and development. These transformations are today exacerbated by the ongoing planetary crises of sustainability, structural inequalities, and threats to democracy, further challenging educational psychology's relevance fo…
Multiplicity Matters: The Development of Multiple Interests During Dynamic Institutional Transitions
Recent findings from person-centered interest research call for an expansion of knowledge about interest development, particularly with regard to multiplicity of interest. The current study used a smartphone application to track the multiple interests of 309 Dutch emerging adults over a three-year period, which included a transition between educational institutions or into the labor market. Results from a growth mixture model (GMM) show four diff…
My Interests Are (Y)ours? A Multilevel Social Network Analysis of the Co-Evolution of Adolescents’ Interests and Friendships
Both interests and peer relations are crucial for adolescents in finding out who they are and want to be as a person. Yet, our knowledge of the co-evolution of friendships and interests is limited to studies focusing on single interest domains and/or practices predetermined by researchers. A total of 1599 Dutch adolescents participated in this study, which employs a unique design to examine the co-evolution of all participant-defined interests an…
Unraveling the contextuality of adolescents’ interest pursuits in daily life: Four latent configurations
While interest pursuits are widely recognized as being inherently contextual, what this contextuality entails for different interests has not been explored systematically. In this study, 410 adolescents reported on the temporal, epistemic, material, geographical, social, institutional, and cultural dimensions of 820 interest pursuits. Latent class analyses identified four interest pursuit configurations, revealing quantitative (overall high/low s…
How others are involved in interest development
Involvement of other people is beneficial, if not crucial, for adolescents' interest development. Our current understanding of how others can be involved in interest is mostly based on research into a particular kind of interest (e.g., STEM-interests) or particular contexts, most prominently school and hobby/affinity practices. This study explores the ways involvement of others unfolds when adolescents pursue different interests in and across dif…
The desire to learn: The alienation and reimagining of pedagogy on YouTube, Twitch and TikTok
Contains fulltext : 326244.pdf (Publisher’s version ) (Open Access)
Intertwined Development of Adolescents’ Interest Pursuits
While interest theories have long focused on describing the development of a single interest, research increasingly recognizes the multiplicity of interests. Adolescents are likely to relate their multiple interest pursuits to each other, and the development of these interest pursuits may become intertwined. The current study explored this intertwined development of interest pursuits in daily life through repeated interviews with thirty Dutch ado…
‘Undisciplining’ higher education without losing disciplines: Furthering transformative potential for students
In universities worldwide, there has been a movement away from mono-disciplinary towards multi-, inter- and transdisciplinary education, motivated by the notion that complex societal issues call for more than a single disciplinary perspective. To prepare students for a role in addressing these issues, flexibility within educational programs is needed for students to move within, across and beyond disciplines. Contrary to the intended orientation …
How students use the space provided by broad and specialised programmes to develop their interests in higher education
There is an ongoing debate in higher education about the value of broad programmes versus specialised programmes. Educational professionals argue that students use the space provided by broad programmes to develop interests in diverse domains, while the scope of specialised programmes allows students to converge in interests. The present study investigates whether students enrolled in broad and specialised programmes indeed differ in how their in…
Manifestations of non-interest: Exploring the situated nature of students’ interest
Widespread initiatives to promote learning in school by connecting to students’ long-standing interests are challenged by increasing recognition that actual experiences of interest are always situated. This study examines moments of non-interest: moments where students engage with a sustained object of interest, yet no actual experience of interest occurs. Sixty students aged 14–26 years repeatedly used a smartphone application to report on their…
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Vocational interest profiles in secondary school: Accounting for multiplicity and exploring associations with future-oriented choices
Secondary school students in the Netherlands already face future-oriented decisions about their educational careers, which are expected to be informed by their interests in specific vocations or occupations. However, vocational interest assessment tools generally do not account for the possibility that students are interested in multiple vocational domains, potentially challenging students' future-oriented decisionmaking processes. The present st…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: A case study of teaching about the holocaust in the Netherlands
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, carin…
Relevance of Educational Research: An Ontological Conceptualization
Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose t…
The role of school in adolescents’ interest in daily life
A developmental extension to the multidimensional structure of interests
Although interest has been repeatedly identified as a powerful basis for learning and academic achievement, limited empirical work has looked at the structural composition, persistence, stability, and development of interests over time. Such work is necessary to support developmental models of interest empirically. Using 6 dimensions identified in literature as underlying the development of interests (time, value, agency, frequency, intensity, an…
Mechanisms of interest sustainment
Sustaining an interest leads to a wealth of positive outcomes for adolescents. Whereas previous research has often attributed interest sustainment to deliberate reasons of the individual, one may argue that processes related to the daily routines and practices might also play a role in sustainment. The present study aims to provide a detailed and differentiated account of interest sustainment, which may shed light on how interest may be sustained…
Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip
Differences that matter: Boundary experiences in student teachers’ intercultural learning
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three di…
Multilevel Boundary Crossing in a Professional Development School Partnership
This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing what we call a multilevel boundary crossing approach, we look at the startup years of one academic PDS …
The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation
Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Regulating collaboration in teacher education
Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in…
A dialogical approach to conceptualizing teacher identity
Considering Diversity: Multivoicedness in International Academic Collaboration
International collaboration projects in academic work can be considered boundary-crossing projects with learning potential. Contrary to perceiving diversity as a barrier for understanding, we depart from dialogical arguments in perceiving ambiguity and diversity as continuous resources for meaning enrichment. Here, we report a study of an international academic project to gain more insight into how this resource is exploited. Using Bakhtin's theo…
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three di…
Relevance of Educational Research: An Ontological Conceptualization
Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose t…
The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: A case study of teaching about the holocaust in the Netherlands
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, carin…
Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Consequential research designs in research on teacher education
Student teachers’ collaborative research: Small-scale research projects during teacher education
Re‐theorising the student dialogically across and between boundaries of multiple communities
Both cognitive and sociocultural traditions have customarily theorised learning in terms of processes of progression within single communities. More recently, educational scholars have started to focus on learning as a horizontal process of boundary crossing between multiple communities. A problem of this approach is that boundaries are often laid out analytically on a system level, without explaining whether and how boundaries relate to disconti…
The desire to learn: The alienation and reimagining of pedagogy on YouTube, Twitch and TikTok
Contains fulltext : 326244.pdf (Publisher’s version ) (Open Access)
Intertwined Development of Adolescents’ Interest Pursuits
While interest theories have long focused on describing the development of a single interest, research increasingly recognizes the multiplicity of interests. Adolescents are likely to relate their multiple interest pursuits to each other, and the development of these interest pursuits may become intertwined. The current study explored this intertwined development of interest pursuits in daily life through repeated interviews with thirty Dutch ado…
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Differences that matter: Boundary experiences in student teachers’ intercultural learning
Challenging high-ability students
The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate honours course, Advanced Cell Biology, which has succeeded extremely well in challenging students. Methods included interviews with teachers and students,…
Considering Diversity: Multivoicedness in International Academic Collaboration
International collaboration projects in academic work can be considered boundary-crossing projects with learning potential. Contrary to perceiving diversity as a barrier for understanding, we depart from dialogical arguments in perceiving ambiguity and diversity as continuous resources for meaning enrichment. Here, we report a study of an international academic project to gain more insight into how this resource is exploited. Using Bakhtin's theo…
Auditing Quality of Research in Social Sciences
Contemporary Epistemological Research in Education: Reconciliation and Reconceptualization of the Field
In this article the authors challenge contemporary epistemological research within educational settings. After a reconciliation of the current models which treat epistemological beliefs as static and mechanical, the authors present a teaching experience to illustrate their enactivist view that epistemological beliefs should be conceptualized as fluid and dynamic constructs, emerging in web-like configurations. Answers to epistemological questions…
A dialogical approach to conceptualizing teacher identity
Boundary Crossing and Boundary Objects
Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so.…
Unity and diversity in a collaborative research project
Studies on crossing boundaries show evidence that diversity in perspectives amongst group members does not need to be overcome by unity in order for collaboration to take place. This study explores what mechanisms of collaboration allow groups to maintain both unity and diversity. A longitudinal study of a Dutch inter-university research project is reported. The analysis considered how the group pursues the aim to function as a unified collective…
Student teachers’ collaborative research: Small-scale research projects during teacher education
Consequential research designs in research on teacher education
Re‐theorising the student dialogically across and between boundaries of multiple communities
Both cognitive and sociocultural traditions have customarily theorised learning in terms of processes of progression within single communities. More recently, educational scholars have started to focus on learning as a horizontal process of boundary crossing between multiple communities. A problem of this approach is that boundaries are often laid out analytically on a system level, without explaining whether and how boundaries relate to disconti…
Regulating collaboration in teacher education
Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in…
Challenging high-ability students
The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate honours course, Advanced Cell Biology, which has succeeded extremely well in challenging students. Methods included interviews with teachers and students,…
Multilevel Boundary Crossing in a Professional Development School Partnership
This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing what we call a multilevel boundary crossing approach, we look at the startup years of one academic PDS …
The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation
Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Differences that matter: Boundary experiences in student teachers’ intercultural learning
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three di…
Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip
The role of school in adolescents’ interest in daily life
A developmental extension to the multidimensional structure of interests
Although interest has been repeatedly identified as a powerful basis for learning and academic achievement, limited empirical work has looked at the structural composition, persistence, stability, and development of interests over time. Such work is necessary to support developmental models of interest empirically. Using 6 dimensions identified in literature as underlying the development of interests (time, value, agency, frequency, intensity, an…
Mechanisms of interest sustainment
Sustaining an interest leads to a wealth of positive outcomes for adolescents. Whereas previous research has often attributed interest sustainment to deliberate reasons of the individual, one may argue that processes related to the daily routines and practices might also play a role in sustainment. The present study aims to provide a detailed and differentiated account of interest sustainment, which may shed light on how interest may be sustained…
Vocational interest profiles in secondary school: Accounting for multiplicity and exploring associations with future-oriented choices
Secondary school students in the Netherlands already face future-oriented decisions about their educational careers, which are expected to be informed by their interests in specific vocations or occupations. However, vocational interest assessment tools generally do not account for the possibility that students are interested in multiple vocational domains, potentially challenging students' future-oriented decisionmaking processes. The present st…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: A case study of teaching about the holocaust in the Netherlands
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, carin…
Relevance of Educational Research: An Ontological Conceptualization
Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose t…
Manifestations of non-interest: Exploring the situated nature of students’ interest
Widespread initiatives to promote learning in school by connecting to students’ long-standing interests are challenged by increasing recognition that actual experiences of interest are always situated. This study examines moments of non-interest: moments where students engage with a sustained object of interest, yet no actual experience of interest occurs. Sixty students aged 14–26 years repeatedly used a smartphone application to report on their…
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Psychology (31 works) · Sociology (22 works) · Pedagogy (18 works) · Epistemology (16 works) · Social Psychology (16 works) · Computer Science (13 works) · Mathematics education (11 works) · Political science (11 works) · Teacher Education and Leadership Studies (11 works) · Social science (9 works)