Ruben Vanderlinde

Ruben Vanderlinde
Ghent University | UGhent · Department of Educational Studies

Professor

About

158
Publications
68,665
Reads
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2,959
Citations
Introduction
Prof. Dr. Ruben Vanderlinde is an Associate Professor at the Department of Educational Studies at Ghent University in Belgium. His research interests are in the field of educational innovation, teacher training and professionalisation, and the integration of Information and Communication Technologies (ICT) in education. He publishes widely on these topics, both in ISI listed journals and more practitioner oriented journals. He teaches “Educational Innovation” and “Pedagogy of Teaching” at the bachelors and masters of Educational Sciences, and "Teaching Methodology" in the Specific Teacher Training Program. Dr. Ruben Vanderlinde is methodologically experienced in mixed method research, and a founding member of InFo-TED (International Forum for Teacher Educator Development).

Publications

Publications (158)
Conference Paper
Full-text available
Teacher educators are increasingly perceived as crucial players for maintaining the quality of the teacher workforce. As such, the literature on teacher educators’ professional development keeps steadily growing. One area of focus in this specific research field, like educational research in general, are current issues of diversity, inclusion, equi...
Book
Full-text available
Blended learning is door de Corona pandemie niet meer weg te denken uit het onderwijs. Ook het Vlaams secundair onderwijs schakelde noodgedwongen over op blended learning. Terwijl blended learning in eerste instantie werd geïmplementeerd vanuit noodzaak, willen sommige scholen blended learning ook structureel implementeren. Een eerste doel van het...
Book
Full-text available
Tijdens de eerste lockdown ten gevolge van de Covid-19-pandemie schakelden scholen over op nood-afstandsonderwijs.1 Bij aanvang van de tweede lockdown, in het najaar van 2020, werd door onze secundaire scholen vaak een vorm van blended learning georganiseerd.2 Hierbij werden zowel face-to-face (F2F) als online onderwijsleeractiviteiten ontworpen. V...
Conference Paper
The use of virtual reality simulations to foster competence development of preservice teachers. Over the last decade, there has been increasing interest in the use of virtual reality (VR)-based simulations in teacher education to incorporate authentic learning experiences. However, effectiveness studies mainly rely on teachers' self-reports. The cu...
Conference Paper
Many (inter)national policy agendas state the ambition to ensure equity and justice in education for all, regardless of someone’s personal traits (European Commission, 2017; UNESCO, 2017). As such, all educational professionals are challenged to deal with the diversity in society to help realize this ambition (Gay, 2018; Vantieghem et al., 2020). T...
Article
Full-text available
All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresen...
Article
As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way of teaching. This is especially the case for synchronous online learning through videoconferencing technology, an emergent and so far understudied form of online education. Based on a systematic literature review of 30 studies...
Article
To ensure inclusion and equity in education, both teacher beliefs and practice are cited as influential. However, the connection between beliefs on student diversity and inclusive practice is often more complex than straightforward. Professional vision is theorised to be important in aligning beliefs with practice. Hence, this study investigates wh...
Article
Full-text available
Onderzoek naar hoe lerarenopleiders omgaan met diversiteit is eerder schaars. Het gebrek aan een gemeenschappelijke taal bemoeilijkt het uitbouwen van een consistente onderzoeksbasis rond dit topic, evenals de gerichte professionalisering van lerarenopleiders. Om hieraan tegemoet te komen werd een systematische literatuurstudie opgezet die antwoord...
Presentation
Full-text available
Recently, teacher training programs implement more authentic learning experiences in their courses. For aiding preservice teachers (PSTs) to practice their classroom management skills for example, desktop (video-based) simulations are increasingly used. However, due to a lack of authenticity, these simulations appear to make a limited contribution...
Conference Paper
Teacher educators are tasked with preparing student teachers to deal with diversity (Han et al., 2014). While extensive literature focuses on teacher education programmes and curricula to fulfill this task (Cochran-Smith et al., 2016), little research exists on how higher education-based teacher educators carry out this task or deal with diversity...
Article
Military academies request initiatives for better pedagogy to keep their cadets motivated and successful. Following the self-determination theory, one could promote autonomous motivation by fulfilling the three basic psychological needs of students: the need for autonomy, relatedness and competence. In this qualitative research, we investigated whi...
Conference Paper
Despite their crucial role, Flemish teacher educators remain an under-researched professional group with particularly limited fundamental knowledge on how they deal with diversity (Vanderlinde et al., 2021). This is rather surprising since Flemish policy documents increasingly stress the need for teacher education to prepare teachers to teach in di...
Article
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...
Article
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...
Poster
Full-text available
Although reacting properly to students’ aggressive behaviour in the classroom is considered a key competence (Emmer & Stough, 2001), novice teachers often fail to react properly to students’ problem behaviour such as (verbal) aggressive behaviour. Furthermore, they report feeling ill-prepared to deal with problem behaviour (Brouwers & Tomic, 2000)....
Article
This study investigated the effectiveness of clinical simulations (CS) as an instructional strategy to prepare student teachers to conduct parent-teacher conferences. A pre-test/post-test study was set up in order to study the impact of online (n = 181) and face-to-face CS (n = 95) on student teachers’ parent-teacher communication competence (PTCC)...
Article
Full-text available
Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined...
Chapter
Globally, large numbers of early career teachers (ECTs) drop out of the profession in the first years of practice. This chapter reports about Flemish research focusing on the role of collegial support networks in keeping ECTs in the profession, using mixed-methods social network analysis. Links to Communities of Practice—as the central theme of thi...
Article
Full-text available
Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy...
Article
Because of the evolution towards inclusive education, professional vision becomes a central skill, which is teachers’ ability to notice and reason about classroom situations. Two aspects are quintessential for maximal learning outcomes among diverse learners: positive teacher-student interactions (PTSI) and differentiated instruction (DI). Conseque...
Article
As teachers’ reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students’ reading motivation, this study evaluated the impact of a year-long CPD program for beginning primary school teachers. A convergent parallel mixed-methods design with repeate...
Article
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher edu...
Article
Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers’ work-related network (p...
Article
This article describes the development of a self-report survey measure of student teachers’ self-efficacy beliefs about family-teacher communication. Consistent with a guiding conceptual framework (Walker & Dotger, 2012), an exploratory factor analysis (n = 266) suggested a two-factor structure: (1) structuring the conversation (α = .92) and (2) re...
Article
In deze bijdrage vertrekken we vanuit de belangstelling voor het concept competenties in de lerarenopleiding met daaraan gekoppelde conceptuele en methodologische uitdagingen. Deze uitdagingen verwijzen naar de moeilijkheid om op een valide en betrouwbare wijze competenties te meten en te beoordelen. De intrede van competentiegericht opleiden in de...
Article
Full-text available
De laatste decennia worden scholen en klassen steeds diverser. Lerarenopleidingen worden verantwoordelijk gesteld om toekomstige leraren daarop voor te bereiden. Dat kunnen ze doen door opleidingsmodellen te introduceren waarbij student-leraren de mogelijkheid krijgen om cruciale aspecten van inclusief lesgeven te identificeren en te interpreteren...
Article
Standardised measurement of teachers' professional vision (i.e., noticing and reasoning) is commonly done through analytic assessment methods. These are effective to measure teachers' reasoning but are inadequate to measure noticing in an uninfluenced way. Video-based comparative judgement (CJ) is presented as a holistic alternative to measure teac...
Article
Grounded in the Self-Determination Theory, this study examines the relations between teacher educators’ experienced work pressure and opportunities for professional growth, their work related basic needs satisfaction (i.e. autonomy, competence and relatedness) and their researcherly disposition (i.e. being a smart consumer of research, being able t...
Article
Drawing theoretically from the social network perspective, this article focuses on the collegial support networks of two beginning teachers, and how this is related to their job attitudes. A whole-school survey to investigate the support network structure of their primary school team, and an in-depth interview with the beginning teacher to explore...
Article
Full-text available
The growing diversity in pupil populations poses challenges to the professional development of student teachers. Therefore, teacher preparation has placed sufficient emphasis on the development of student teachers' professional vision in the context of inclusive education. In this study, professional vision refers to student teachers ability to not...
Article
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...
Article
This study reports on the development and validation of a video-based measurement instrument to assess pre-service teachers' (n = 278) professional vision of inclusive classrooms (PVIC). PVIC includes two dimensions of teacher quality that are essential in effective inclusive classrooms: (positive) teacher-student interactions (TSI) and differentia...
Article
In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of profession...
Chapter
Full-text available
Clinical simulations have recently been presented as a promising instructional strategy to overcome the theory-practice gap in teacher education. Taking this into account, this chapter aims to enhance insight into the core ideas underlying the design and construction of simulation-based learning environments. For this purpose, this chapter first pr...
Article
Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers’ competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth min...
Article
In deze praktijkbijdrage beschrijven we een tweejarig project waarbij blended leren werd geïmplementeerd in de lerarenopleiding van de Universiteit Gent. Bij de implementatie van dit blended leren zijn docenten en opleidingsonderdelen uit verschillende faculteiten betrokken. In deze bijdrage schetsen we enkele praktijkvoorbeelden, belichten we het...
Article
Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e....
Presentation
Full-text available
This presentation reports about a quasi-experimental study in which the impact of clinical simulations on the development of student teachers' competences needed to communicate successfully with parents is studied.
Article
Full-text available
The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teache...
Article
Universities seek innovation by designing and implementing professional development initiatives (PDI) for their teachers. Here it is expected that teachers will apply their learning to the workplace. However, such transfer does not always occur. To address this problem, we analyse the PDI design process of 12 universities in terms of how they consi...
Article
This study reports on the design of a video-based instrument to assess student teachers’ parent–teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent–teacher conferences. Taking into account both conceptual and methodolo...
Chapter
This chapter introduces the concept “researcherly disposition” (Tack H: Towards a better understanding of teacher educators’ professional development: theoretical and empirical insight into their researcherly disposition. Ghent University Press, Ghent, 2017) as a promising concept to enhance theoretical and empirical understanding of teacher educat...
Article
This article reports on the development and validation of a standardised video-based assessment instrument to measure professional vision of inclusive classrooms in general secondary education through comparative judgement. An expert study (n=30) was set up to (1) investigate whether the selected videoclips elicit experts’ professional vision of tw...
Conference Paper
Responding appropriately to aggression in the classroom is crucial to maintain a safe and productive learning environment. However, novice teachers often feel ill prepared to deal with aggression. In the present study, we explore the vision that teachers should be challenged in their Perception, Interpretation and Decision-making skills to foster c...
Article
Full-text available
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...
Article
Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 te...
Article
The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research i...
Presentation
Full-text available
Globally, schools and teachers are facing a growing diversity in student populations, which is reflected in worldwide educational policies to implement more inclusive learning environments. According to the literature, (student) teachers need to be supported in their new role as facilitators of inclusion, as they play a major role in the success of...
Conference Paper
Full-text available
The intended outcome of a Professional Development Program (PDP) for academic staff in higher education (HE) is the application of what has been learned to improve student learning. Teachers struggle to implement PDP outcomes effectively to consistently apply them in the classroom. The lack of accompaniment, support, content relevance, etc. make up...
Preprint
Although there is a growing body of literature about the integration of information and communication technologies (ICT) into K-12 schools and the ways how individually school principals can lead and support these initiatives, little is known about to what extent principals’ technology leadership (TL) practices are predictable by school’s organizat...
Article
Full-text available
Although there is a growing body of literature about the integration of information and communication technologies (ICT) into K-12 schools and the ways how individually school principals can lead and support these initiatives, little is known about to what extent principals’ technology leadership (TL) practices are predictable by school’s organizat...
Article
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an exten...
Article
A considerable amount of beginning teachers leave the profession within the first years of practice. In this research we examine the development of beginning teachers’ social network during their first year in relation to their professional self. Ten beginning secondary teachers are interviewed three times during one school year by using the method...
Article
In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national borders....