Ghent University Academic Bibliography

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Reading text when studying in a second language : an eye‐tracking study

Nicolas Dirix (UGent) , Heleen Vander Beken (UGent) , Ellen De Bruyne (UGent) , Marc Brysbaert (UGent) and Wouter Duyck (UGent)

(2020) READING RESEARCH QUATERLY.
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Towards an ‘international forum for teacher educator development’ : an agenda for research and action

Geert Kelchtermans, Kari Smith and Ruben Vanderlinde (UGent)

(2018) EUROPEAN JOURNAL OF TEACHER EDUCATION. 41(1). p.120-134
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- PhD Thesis
Professional development initiatives in higher education : empirical insights into teacher's autonomy support and motivation to transfer

Christian Jaramillo Baquerizo (UGent)

(2018)
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Uncovering a hidden professional agenda for teacher educators : a mixed method study on Flemish teacher educators and their professional development

Hanne Tack (UGent) , Martin Valcke (UGent) , Isabel Rots (UGent) , Katrien Struyven and Ruben Vanderlinde (UGent)

(2018) EUROPEAN JOURNAL OF TEACHER EDUCATION. 41(1). p.86-104
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Dusting off the looking-glass : a historical analysis of the development of a nursing identity in Chile

Ricardo Ayala Valenzuela (UGent) and E. Rocío Núñez

(2017) NURSING INQUIRY. 24(3).
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The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Melissa Tuytens (UGent) and Geert Devos (UGent)

(2017) TEACHERS AND TEACHING. 23(1). p.6-24
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Exploring the link between experienced teachers' learning outcomes and individual and professional learning community characteristics

Bénédicte Vanblaere (UGent) and Geert Devos (UGent)

(2016) SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 27(2). p.205-227
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Exploring elements that support teachers engagement in online professional development

Sarah Prestridge and Jo Tondeur (UGent)

(2016) EDUCATIONAL SCIENCES. 5. p.199-219
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Measuring teacher educators' researcherly disposition : item development and scale construction

Hanne Tack (UGent) and Ruben Vanderlinde (UGent)

(2016) VOCATIONS AND LEARNING. 9(1). p.43-62
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- Journal Article
- A2
- open access
Teacher design teams as a strategy for professional development : the role of the facilitator

Heleen Becuwe (UGent) , Jo Tondeur (UGent) , Natalie Pareja Roblin (UGent) , Jeroen Thys and Els Castelein

(2016) EDUCATIONAL RESEARCH AND EVALUATION. 22(3-4). p.141-154

Academic Bibliography

Reading text when studying in a second language : an eye‐tracking study

Towards an ‘international forum for teacher educator development’ : an agenda for research and action

Professional development initiatives in higher education : empirical insights into teacher's autonomy support and motivation to transfer

Uncovering a hidden professional agenda for teacher educators : a mixed method study on Flemish teacher educators and their professional development

Dusting off the looking-glass : a historical analysis of the development of a nursing identity in Chile

The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Exploring the link between experienced teachers' learning outcomes and individual and professional learning community characteristics

Exploring elements that support teachers engagement in online professional development

Measuring teacher educators' researcherly disposition : item development and scale construction

Teacher design teams as a strategy for professional development : the role of the facilitator

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