Jasja Valckx

Ghent University | UGhent · Department of Educational Studies

De onderzoeksgroep ‘Lerarenopleiding & Professionele Ontwikkeling’ (LOPO) verbonden aan de Vakgroep Onderwijskunde van de Universiteit Gent, presenteert in dit beschouwend artikel evidence-informed strategieën die een mogelijk antwoord kunnen bieden op het huidige lerarentekort. Deze niet allesomvattende strategieën zijn in grote mate gebaseerd op...

This study explores the structure of French teachers’ educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers’ general beliefs about teaching and learning: ‘beliefs...

This study explores whether the relationship between departmental leadership (i.e. group-oriented and development-oriented departmental leadership) and the interpersonal characteristics of professional learning communities (PLC) (i.e. collective responsibility and reflective dialogue) varies between departments, depending on whether teachers displa...

Professional learning communities (PLCs) are considered ideal contexts for teachers’ professional development and school improvement. Therefore, it is necessary to explore the interplay between PLC characteristics (i.e. collective responsibility, reflective dialogue, and deprivatized practice) in secondary school departments, and understand what va...

Teachers’ professional development (PD) is important to improve the quality of education. Professional learning communities (PLCs) are considered as promising contexts for teachers’ PD. This study explores PLC characteristics (i.e. collective responsibility and reflective dialogue) in secondary school departments and the role of these characteristi...