- ORCID iD
- 0000-0001-5891-2131
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Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom
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School actors navigating between implementor & arbiter : a qualitative study on the dynamics in multilingual schools’ language policy
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Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis
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- Journal Article
- A1
- open access
Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction
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- Journal Article
- A1
- open access
What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy
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Connecting beliefs, noticing and differentiated teaching practices : a study among pre-service teachers and teachers
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validation DISCO step 2 - in-service teachers
(2023) -
DISCO step 1 - teacher education
(2023) -
Education for all in action: Measuring teachers’ competences for inclusive education
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Functional multilingualism in educational assessment
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Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools
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- Journal Article
- A2
- open access
‘Let’s teach as we preach’ : the design of a professional development initiative to support teacher educators’ responsiveness to diversity
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DISCO : samen nadenken over inclusief onderwijs : DISCO-inzichten uit de praktijk : een interview met SDL-coach Koen
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- Conference Paper
- C1
- open access
Interrogating the role of teacher educators in the reduction of inequalities in education
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A Bourdieusian, intersectional analysis of in- and exclusion mechanisms for ECM students and from socio-economically vulnerable groups in higher education