T.C.M. Theo Bergen

• PhD
• Professor Emeritus at Radboud University

Globally, teacher education (TE) is challenged to change relationships with schools and teachers and become more collaborative in teaching and research. This study examined the way knowledge is developed, shared, and used when school and institution of higher education (IHE) partners create research networks in the context of master’s programs for...

This study investigated the way developing, sharing and using of research-based knowledge occurred in the school–university research network of a master’s programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels:...

Het begeleiden van leerprocessen van nieuwe leraren 1 door werkplekbegeleiders (mentoren) staat de laatste jaren sterk in de belangstelling van scholen en leraren-opleidingen. De opbrengst van werkplekbegeleiding hangt onder meer af van de kwaliteit van begeleidingsgesprekken. Een belangrijk aspect van effectieve begeleidingsgesprekken is de mate w...

Postgraduate master’s programs for in-service teachers may be a promising new avenue in developing research partnership networks that link schools and university and enable collaborative development, sharing and use of knowledge of teacher research. This study explores the way these knowledge processes originating from master’s students’ research o...

Professional Development Schools (PDS) have been established to realise supportive and stimulating environments for practice-based research activities for both teachers and student teachers. The questions investigated in this study concerned the perceptions of experienced teachers and student teachers with respect to different aspects of practice-b...

Learning environments research has a long tradition in investigating perceptions of students and teachers of all kinds of in-school and out-of-school learning environments (Fraser, 1998, 2002, 2007). Interestingly, the vast majority of these studies has investigated student perceptions of teacher behavior or the learning environment, and related su...

Leader perceptions of higher education reforms in Armenia are examined in order to gain an insight into how they view the reforms, their role in the reforms and the roles of others. Semi-structured interviews were conducted with six Armenian higher education leaders and analysed in terms of the following five aspects relevant to leadership: policy...

The perceptions of the implementation of the Bologna reforms in Armenian higher education were examined in a questionnaire study with 279 university teachers, revealing how eight leading higher education institutions have adapted to the political directive to create alignment with the Bologna principles. The literature on educational change is used...

This study aims to provide deeper insight into participants’ (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school princip...

School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school–university research network in a Dutch master’s program. The research question wa...

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian h...

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the dif...

The aim of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as off...

The central goal of this study is to gain insight into students' study approach, their personal reasons and the relations between them regarding students who continue or withdraw from the educational system within one year. Results of our questionnaire study show that students who continue their educational careers show higher scores on a meaningfu...

The central goal of this study is to clarify to what degree former education and students’ personal characteristics (the ‘Big Five personality characteristics’, personal orientations on learning and students’ study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of 1...

This paper explores the quality of the implementation of the West European Bologna reforms in higher education in a post-soviet country. This process of policy diffusion is analysed using concepts of policy diffusion/transfer and innovation literature, attempting to combine both streams of literature. Despite strong motivation to improve the educat...

In this study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440 mentor teacher utterances emerged. Correlations betw...

School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can enhance teachers’ professional knowledge development, and can benefit both schools and university. This paper reports on 21 participants of a school–university research network embedded in a Master...

The focus of this study is on how teachers' professional and religious orientations relate to their reaction intentions when confronted with morally critical incidents. The context of the study is the increasing importance of the moral task of teachers which is complex in current secularized and individualized Western society. The main assumption i...

In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' i...

The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two mentoring dialogues were analyzed: one before and one afte...

In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instrumen...

In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted combining...

In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook. Teacher...

In the Netherlands, a relatively large percentage of the male student teachers primary for education appears to drop out prematurely and leave without a diploma. After five years the percentage of males leaving with a diploma is 47.0 versus 70.6 of the females. A small-scale research project was set up to explore the question: Can gender-specific s...

Leren op de werkplek is een nieuwe vorm van leren onderwijzen voor lerarenopleidingen primair en voortgezet onderwijs. Een belangrijke vraag voor de opleidingen is wat de kenmerken zijn van een krach- tige werkplekleeromgeving voor aanstaande leraren. Op basis van literatuuronderzoek zijn achttien kenmerken geselec- teerd die een indicatie zijn voo...

This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically examining empirical literature on key aspects of mentor teachers’ behaviour during dialogues with prospective teachers. From the findings a model is derived which can be used to study mentor teache...

In this article, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. However, just what constitutes broad and deep reflection and the relations between the two remain unclear. After consideration of the characteristics of broad and deep reflection,...

Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of l...

Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings of 60 mentoring dialogues were analysed, both before and after a mentor teacher training aimed at developing the encourag...

A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated for...

Systematisch onderzoek naar het leren van leraren op de werkplek is tamelijk schaars. In het kader van het door NWO gesubsidieerde aandachtsgebied 'Leren van docenten in de beroepspraktijk' is in drie contexten onderzoek gedaan naar het leren van leraren opgevat als het veranderen van cognities en/of gedrag. De drie contexten waren: het leren van l...

Factorial Analysis is an important method of multivariate statistical analysis, describing the variance and covariance relations between many variables by using a few linear combinations, which can help (1) simplify the data; (2) reveal the relations between variables. This thesis makes a factorial analysis on the raw data results of the non-intell...

The present study1 focuses on divergence and convergence between student and teacher perceptions of teachers’ instructional behaviour in terms of control of student learning, classroom management and clarity. These elements of teachers’ instructional behaviour were measured with the Questionnaire on Instructional Behavior (QIB, Lamberigts & Bergen,...

Supervisie is een vorm van werkplekleren die zich in diverse werkvelden een belangrijke plaats verworven heeft in opleiding en begeleiding van professionals. Effectiviteit van interventies gericht op opleiden en leren in arbeidsorganisaties staat als thema volop in de belangstelling. In het kader van initiële opleidingen, maar ook bij deskundigheid...

Student perceptions of the kind and extent of control in their teachers’ control behaviours during learning activities were investigated. Theorists distinguish between ‘student-initiated’ and ‘teacher-initiated’ regulation of students’ learning activities; or between ‘strong,’ ‘shared’ and ‘loose’ control of students’ activities during learning tas...

In this article we will address the issue of obtaining insight into the way in which teachers deal with the normative side of their profession. We outline the problem that forms the context of our question (the difference in the meaning of good teaching in the process-product model and in ethical models) and we discuss Oser's discourse approach as...

Research on ICT implementation within schools indicated five phases of gradual ICT transformation of teaching and learning processes. Phases 4 and 5 reveal curriculum, didactic, and ICT management conditions which may optimise learning processes, in particular for pupils at risk. Phase 5, however, was a theoretical construct that needs further empi...

Against a background of current reforms which involve a diversity of strong expectations with regard to how teachers should work, this study explores how teachers themselves view their professionality. Four hundred and fifty two secondary school teachers were asked about their professional orientations. Teachers were found to differ in their orient...

The Mathematics Department of the University of Nijmegen in collaboration with the Graduate School of Education has developed a math course in the field of fractals and dynamic processes for volunteer students in the second phase of secondary education in the Netherlands. The students, of approximately 16 years of age, show a special interest in, a...

This study was designed to examine student and teacher perceptions of teachers' instructional behaviour in schools for secondary agricultural education. For this purpose, two questionnaires (a teacher version and a student version) were used, consisting of the scales 'teacher-led activation', 'student-led activation', 'clarity', and 'control'. Clar...

A sense of belonging is conceptualized with the help of some theoretical notions of J. Searle. According to Searle institutional facts are created by constitutive rules. Through these rules people coordinate their actions within institutions. Institutional facts need collective acceptance or agreement. Activities of Catholic schools by which they e...

Sleegers, Bergen and Giesbers all work at the Department of Education of the University of Nijmegen in the Netherlands. In this paper they consider two key questions. Firstly, is it possible to distinguish types of schools on the basis of their policy-making capacity. Secondly, do schools currently differ in their use of the scope for policy-making...

1 Het hier beschreven onderzoek is een deel van een promotieonderzoek, waarin gezocht wordt naar verklaringen voor seksespecifieke studie- resultaten bij studenten in opleiding voor leerkracht basisonderwijs. We onderzoeken of seksespecifieke studentfactoren in samenhang met opleidingsfactoren van invloed zijn op de seksespecifieke studieresultaten...

Special issue. Incl bibl., abstracts