Johan van Braak
Dados Biográficos
| ID | 6100237 |
|---|---|
| NOME | Johan van Braak |
| PRENOMES | Johan |
| SOBRENOME | van Braak |
| ASSINATURA | VAN BRAAK J |
| AFILIAÇÕES | Ghent University |
| ORCID | 0000-0002-6989-7886 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAÇÕES | 56 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Teachers’ doings in the AI era
In search of adequate models of pedagogy
Teachers’ computational thinking content knowledge
Preparing preservice teachers to teach with digital technologies
This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated s…
Reflection on Value and Function of Information Technology Curriculum from the Reform of the British ICT Curriculum
In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and compara…
Examining reading comprehension in disadvantaged segregated classes. The role of class composition, teacher trust, and teaching learning strategies
At-risk students are overrepresented in disadvantaged segregated primary schools. Often, these students begin with an educational delay and have less parental support, which makes them more dependent on the quality of their education. Since quality of education depends in great measure upon mechanisms at the class level, it is crucial to gain insight into the interrelations between class input, teacher process variables and student outcomes. A mu…
Social citizenship competences at the end of primary school
This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducte…
Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills
This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students’ critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance…
Social citizenship competences of primary school students
In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students’ social citi…
Developing a validated instrument to measure preservice teachers’ ICT competencies
The main objective of this study is to develop a self‐report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final‐year preservice teachers in F landers ( B elgium). A first subsample was used for an exploratory factor analysis, and…
Eliciting teachers’ technological pedagogical knowledge
This paper starts from the understanding that teachers’ knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers’ reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers’ reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how eleme…
What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education
Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. With this study, we aim to gain insight into the way pupils interact with a CBLE whi…
Reading and listening progress in segregated primary schools
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the ave…
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Time for action! ICT Integration in Formal Education
Technological pedagogical content knowledge – a review of the literature
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore nee…
Getting inside the black box of technology integration in education
This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated …
Preparing pre-service teachers to integrate technology in education
ICT as cultural capital
This study explores the relationship between socioeconomic status (SES) and the computer-use profile of 1241 school students in Flanders, the northern region of Belgium. More specifically, the article examines whether varying patterns of computer access, attitudes, competencies and uses can be seen as constituting differences in cultural capital. Additionally, gender was included in the survey as an important background characteristic in digital …
The gap between educational research and practice
The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised wit…
Student teachers’ thinking processes and ICT integration
The impact of primary school teachers’ educational beliefs on the classroom use of computers
Technology Curriculum and Planning for Technology in Schools
ICT integration in the classroom
Development of the Beliefs about Primary Education Scale
The gap between educational research and practice
The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised wit…
ICT as cultural capital
This study explores the relationship between socioeconomic status (SES) and the computer-use profile of 1241 school students in Flanders, the northern region of Belgium. More specifically, the article examines whether varying patterns of computer access, attitudes, competencies and uses can be seen as constituting differences in cultural capital. Additionally, gender was included in the survey as an important background characteristic in digital …
Development of the Beliefs about Primary Education Scale
What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education
Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. With this study, we aim to gain insight into the way pupils interact with a CBLE whi…
Reading and listening progress in segregated primary schools
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the ave…
Social citizenship competences at the end of primary school
This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducte…
Social citizenship competences of primary school students
In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students’ social citi…
ICT teacher training
ICT integration in the classroom
Development of the Beliefs about Primary Education Scale
ICT teacher training
The impact of primary school teachers’ educational beliefs on the classroom use of computers
Technology Curriculum and Planning for Technology in Schools
Student teachers’ thinking processes and ICT integration
ICT as cultural capital
This study explores the relationship between socioeconomic status (SES) and the computer-use profile of 1241 school students in Flanders, the northern region of Belgium. More specifically, the article examines whether varying patterns of computer access, attitudes, competencies and uses can be seen as constituting differences in cultural capital. Additionally, gender was included in the survey as an important background characteristic in digital …
The gap between educational research and practice
The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised wit…
Preparing pre-service teachers to integrate technology in education
Technological pedagogical content knowledge – a review of the literature
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore nee…
Getting inside the black box of technology integration in education
This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated …
Time for action! ICT Integration in Formal Education
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Developing a validated instrument to measure preservice teachers’ ICT competencies
The main objective of this study is to develop a self‐report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final‐year preservice teachers in F landers ( B elgium). A first subsample was used for an exploratory factor analysis, and…
Eliciting teachers’ technological pedagogical knowledge
This paper starts from the understanding that teachers’ knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers’ reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers’ reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how eleme…
What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education
Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. With this study, we aim to gain insight into the way pupils interact with a CBLE whi…
Reading and listening progress in segregated primary schools
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the ave…
Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills
This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students’ critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance…
Social citizenship competences of primary school students
In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students’ social citi…
Reflection on Value and Function of Information Technology Curriculum from the Reform of the British ICT Curriculum
In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and compara…
Examining reading comprehension in disadvantaged segregated classes. The role of class composition, teacher trust, and teaching learning strategies
At-risk students are overrepresented in disadvantaged segregated primary schools. Often, these students begin with an educational delay and have less parental support, which makes them more dependent on the quality of their education. Since quality of education depends in great measure upon mechanisms at the class level, it is crucial to gain insight into the interrelations between class input, teacher process variables and student outcomes. A mu…
Social citizenship competences at the end of primary school
This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducte…
In search of adequate models of pedagogy
Teachers’ computational thinking content knowledge
Preparing preservice teachers to teach with digital technologies
This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated s…
Psychology (21 obras) · Computer Science (19 obras) · Mathematics education (18 obras) · Pedagogy (17 obras) · Gender and Technology in Education (12 obras) · Sociology (12 obras) · Digital literacy in education (9 obras) · Information and Communications Technology (8 obras) · Child Development and Digital Technology (7 obras) · Education and Technology Integration (7 obras)