Browsing Han Publications by Author "Oolbekkink, H."

Now showing items 1-38 of 38

Teacher educators' professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
Guberman, A. ; Ulvik, M. ; Macphail, A ; Oolbekkink, H.
2021, Article / Letter to editor (European Journal of Teacher Education, (2021))This study describes higher education-based teacher educators' professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and teaching are the main areas for on-the-job learning. Most teacher educators have positive attitudes towards research, are active researchers and contribute to teaching. However, they believe their respective institutes are not sufficiently appreciative of teaching, given that institutes do not prioritise practice-oriented research, nor align their policies with research findings. While socially coherent and idealistic attitudes are present among teacher educators, they are predominantly responsive to institutes' perceived individualistic and pragmatic expectations. Such expectations include contribution to their institutes' academic status through their academic publications.
The position of student teacher practitioner research in teacher education: teacher educators' perspectives
Oolbekkink, H. ; Oosterheert, I ; Lubberink, LS ; Denessen, E
2021, Article / Letter to editor (Educational Action Research, (2021))Teacher education institutes generally assume that practitioner research in teacher education contributes to student teachers' professional development as well as to school development and generalizable knowledge. As a consequence, the position of student teacher research in teacher education and its goals have become unclear. In this interview study, teacher educators' perspectives on the goals of practitioner research for student teachers and the relations between these goals were investigated. Teacher educators shared the view that practitioner research can contribute to novice teachers' professional development, particularly to the development of an inquiry stance. Teacher educators also mentioned several professional development goals and school development goals. The relations between these goals could be characterized as connections and consequences. Teacher educators mainly connected professional development goals and perceived school development goals as a possible consequence of professional development. This study can inform the discussion on the position of student teacher research in teacher education.
Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices
Broek, E. van den ; Oolbekkink, H. ; Kemenade, AMC van ; Meijer, P.C. ; Unsworth, S.
2021, Article / Letter to editor (Language Learning Journal, (2021))This study reports on EFL teachers' self-reported teaching practices aimed at stimulating students' language awareness. It investigates whether, and to what extent, awareness-raising practices are currently implemented in EFL secondary education in the Netherlands, how these practices can be characterised, and how awareness-raising practices can be developed and further integrated into foreign language education. In a semi-structured interview, 10 teachers were asked to provide examples which they believed stimulated students' awareness of language. A total of 41 teaching practices were collected. Analysis of teaching practices revealed that approximately half of all self-reported practices could be characterised as awareness-raising. These practices often integrated multiple topics, included authentic contexts, back-and-forth interaction and provided students with the opportunity to reflect on their own and other students' language difficulties. At the same time, numerous practices which were reported as awareness-raising could not yet be characterised as such, indicating that teachers' notion of what constitutes an awareness-raising practice may be incomplete. Nevertheless, these practices provide interesting leads for awareness-raising opportunities. In sum, the analysis of practices presents a valuable opportunity for teachers to discuss their notion of awareness-raising practices. In addition, such an analysis could support teachers in adjusting their own teaching practices.
Beginning teachers? opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members
Meirink, J.A. ; Want, A. van der ; Louws, M. ; Meijer, P.C. ; Oolbekkink, H. ; Schaap, H.
2020, Article / Letter to editor (European Journal of Teacher Education, vol. 43, iss. 2, (2020), pp. 243-257)Teacher leadership is often connected to experienced teachers as it is assumed that a certain level of knowledge and experience is needed. Informal teacher leadership, however, can also be expected from beginning teachers. The aim of this study is to study beginning teachers? opportunities for enacting leadership. Twelve pairs, consisting of one school management staff member (e.g. principal, administrators, head of departments) and one beginning teacher, were interviewed. For the analyses, three codes describing levels of leadership (witness, participation, ownership) were used to label the situations reported by the novices and staff members in which they experienced and observed leadership. The findings of this study show that it is possible for beginning teachers to enact leadership roles. They do, however, need to develop knowledge and skills for this purpose. To optimise these leadership competencies, teacher education programmes could consider including this more explicitly in their curriculum.
Exploring school leaders' dilemmas in response to tensions related to teacher professional agency
Louws, M. ; Zwart, R.C. ; Zuiker, I. ; Meijer, P.C. ; Oolbekkink, H. ; Schaap, H. ; Want, A. van der
2020, Article / Letter to editor (Professional Development in Education, vol. 46, iss. 4, (2020), pp. 691-710)This study explores a school leaders' perspective on teacher professional agency. Tensions may arise when teachers feel hindered in their professional agency and try to negotiate their 'space' with other stakeholders (colleagues, students, management). School leaders are expected to empower and support teachers, but how do they perceive teachers' agency tensions? What leadership instruments do they select for these situations? School leaders' sense-making and framing of situations can influence the way teachers subsequently interpret and act upon situations. Regular research methods (interviews/surveys) are not sufficient to study school leaders' framing of agency tensions. Therefore, we used a qualitative vignette questionnaire to study the dilemmas, responsible actors and leadership instruments of 50 school leaders from Dutch secondary schools in response to teachers' agency tensions. The results show that school leaders perceived dilemmas at both the organisation and teacher levels. Five different leadership instruments showed a variety of possible roles for school leaders (e.g. communicating vision, exchanging expectations, diagnosing problems). This paper discusses the ways in which school leaders attribute an important role to themselves in resolving tensions related to teacher professional agency and the consequences school leaders' roles and practices might have for how they lead professional learning.
Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher's Development
Kooloos, C ; Oolbekkink, H. ; Kaenders, R ; Heckman, G
2020, Article / Letter to editor (JOURNAL FUR MATHEMATIK-DIDAKTIK, vol. 41, iss. 2, (2020), pp. 357-389)Developing and orchestrating classroom discourse about students' different solution methods is an essential yet complex task for mathematics teachers. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. Four lessons in analytic geometry were developed iteratively, in collaboration with the teacher. The lessons consisted of students working on a mathematical problem plus classroom discourse concerning students' different solution methods. Classroom discourse video recordings were collected and analyzed in order to develop a framework to characterize the teacher's actions, and to describe the change in the teacher's role in classroom discourse. The results reveal three main changes in the teacher's role: First, the way the teacher reacted to correct or incorrect solution methods shifted from confirming or setting aside suggestions, toward making the solution methods the subject of discussion; second, the distribution of turns changed such that more students were involved in the discourse and in reacting to each other's solution methods; third, the teacher's actions shifted from convergent, teacher-led actions toward divergent, student-led actions. These results show that within four lessons, an important step has been taken toward establishing a discourse community.
Impact of early career teachers' professional identity tensions
Wal, M. van der ; Oolbekkink, H. ; Schaap, H. ; Meijer, P.C.
2019, Article / Letter to editor (Teaching and Teacher Education, vol. 80, (2019), pp. 59-70)This study gains insight into impact of professional identity tensions in terms of affective appraisal and behavioral response. Data consisted of 126 semi-structured reflective journals from early career teachers collected during one school year. Affective appraisals were 'low' (no impact on daily functioning, short occurrence), 'moderate' (reasonable impact for a couple of days) or 'high' (negative impact on work and private life, leading to personal doubts, long occurrence). Behavioral responses occurred as reflection, help seeking, support seeking, and directive actions. High affective appraisals occurred often in combination with reflection, while low and moderate affective appraisals often occurred with directive actions. This study concludes that impact is multidimensional and therefore, all tensions can be of significant importance for teacher induction programs. (C) 2019 Elsevier Ltd. All rights reserved.
Tensions experienced by teachers when participating in a professional learning community
Schaap, H. ; Louws, M. ; Meirink, J.A. ; Oolbekkink, H. ; Want, A. van der ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2019, Article / Letter to editor (Professional Development in Education, vol. 45, iss. 5, (2019), pp. 814-831)This article explores which tensions teachers experience during one year of participation in a professional learning community (PLC). Tensions are more or less temporal negative feelings of stress, loss of self-efficacy or anxiety caused by conflicting personal features and workplace affordances. A qualitative study including two semi-structured interviews with 18 teachers participating for one year in a PLC revealed that 15 out of 18 teachers experience one or more tensions. More specifically, eight different tensions are identified, in which tensions concerning high work pressure and a lack of shared learning are most commonly reported. The results further indicate temporal, contextual and personal nature of tensions. It is concluded that tensions are often caused by negatively perceived learning cultures in schools.
Exploring scientific, artistic, moral and technical reflection in teacher action research.
Luttenberg, J. ; Oolbekkink, H. ; Meijer, P.C.
2018, Article / Letter to editor (Educational Action Research, vol. 26, iss. 1, (2018), pp. 75-90)
Unravelling Upper-Secondary School Teachers’ Beliefs About Language Awareness: From Conflicts to Challenges in the EFL Context
Broek, E. van den ; Oolbekkink, H. ; Unsworth, S. ; Meijer, P.C. ; Kemenade, Everard van
2018, Article / Letter to editor (Language Awareness, (2018))
Teachers' professional agency in the context of a PhD scholarship
Oolbekkink, H. ; Leeferink, H. ; Meijer, P.C.
2018, Article / Letter to editor (Pedagogische Studiën, vol. 95, iss. 3, (2018), pp. 169-194)Teacher research is expected to bridge the gap between educational research and educational practice on the one hand and to improve the quality of education on the other hand. The impact of teacher research on school development is however limited. One of the reasons may be the lack of professional space teachers experience to achieve agency and contribute to school development. This study aims to gain insight in the professional space teachers experience and the agency they achieve in the context of a PhD scholarship to contribute to professional development and school development. During one school year, data were collected from twenty teachers with a PhD scholarship through semi-structured interviews and digital logs. The results show that teachers experience professional space for professional development but that they differ greatly in the extent to which they experience professional space for school development. For teachers who do experience professional space to contribute to school development, both personal (e.g. motive to do research, professional history) and contextual factors (e.g. active involvement of the school leader, learning culture) in combination make a positive contribution. In follow-up research, professional agency can be a useful perspective for interventions that improve the coordination between (PhD) research by teachers and school practice.
Feedback in een professionele leergemeenschap: een onderzoek naar het versterken van de onderzoekende houding bij beginnende docenten.
Ummels, M. ; Oolbekkink, H. ; Unsworth, S. ; Meijer, P.C.
2018, Article / Letter to editor (Tijdschrift voor Lerarenopleiders, (2018))
Spanningen van startende leraren: situaties om van te leren!
Schaap, H. ; Oolbekkink, H.
2018, Part of book or chapter of book (Start to teach: Inspiratiegids voor aanvangsbegeleiding in het voortgezet onderwijs)
Drie professionaliseringsinitiatieven onder de loep: de professionele ruimte van leraren in de context van professionele leergemeenschappen, de promotiebeurs en traineeships voor leraren.
Meijer, P.C. ; Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Zwart, R.C. ; Louws, M. ; Zuiker, I.
2018, External research report
Professionele ruimte van leraren voortgezet onderwijs in het kader van de promotiebeurs.
Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Zwart, R.C. ; Louws, M. ; Zuiker, I. ; Meijer, P.C.
2018, External research report
Professionele ruimte: geen one size fits all.
Zwart, R.C. ; Louws, M. ; Zuiker, I. ; Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Meijer, P.C.
2018, External research report
The professional development of higher education-based teacher educators: Needs and realities.
McPhail, A. ; Ulvik, M. ; Guberman, A. ; Oolbekkink, H. ; Gzerniawsky, G. ; Bain, Y.
2018, Article / Letter to editor (Professional Development in Education, (2018))
Professionele ruimte van leraren in professionele leergemeenschappen.
Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Oolbekkink, H. ; Louws, M. ; Want, A. van der ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2018, External research report
Professionele ruimte van leraren in het voortgezet onderwijs.
Meirink, J.A. ; Oolbekkink, H. ; Admiraal, W.F.
2018, Article / Letter to editor (Pedagogische Studiën, vol. 95, (2018), pp. 126-130)
Onderzoekende lerarenopleiders en lerarenopleiders als onderzoekers: twee verhalen.
Swennen, A. ; Oolbekkink, H.
2018, Part of book or chapter of book (Onderzoek in de lerarenopleidingen)
Professionele ruimte van beginnende leraren in het kader van het onderwijstraineeship en eerst de klas.
Meirink, J.A. ; Want, A. van der ; Leeferink, H. ; Louws, M. ; Oolbekkink, H. ; Schaap, H. ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2018, External research report
Professionele ruimte van promoverende leraren: bijdragen aan professionele ontwikkeling en schoolontwikkeling.
Oolbekkink, H. ; Leeferink, H.
2018, Article / Letter to editor (Pedagogische Studiën, (2018))
Tensions and Teacher Agency during the first year of teaching.
Wal, M. van der ; Oolbekkink, H. ; Schaap, H.
2017, Article in monograph or in proceedings (Presentatie in Symposium tijdens de EARLI, 2017, Tampere, Finland.)
Understanding the complexity of teacher reflection in action research.
Luttenberg, J. ; Meijer, P. ; Oolbekkink, H.
2017, Article / Letter to editor (Educational Action Research, vol. 25, iss. 1, (2017), pp. 88-102)
Leergemeenschappen Omgaan met verschillen mbv ict: Alliantie VO
Vijfeiken, M. van ; Oolbekkink, H. ; Steen, J. van der ; Kral, M.H.
2017, External research report
Teachers perceived professional space and their agency.
Oolbekkink, H. ; Smith, K.
2017, Article in monograph or in proceedings (Paper presentative tijdens de EARLI 2017, Tampere, Finland.)
Professionele ruimte in het kader van de promotiebeurs voor leraren.
Oolbekkink, H. ; Leeferink, H.
2017, Article in monograph or in proceedings (Presentatie in Symposium tijdens de Onderwijs Researchdagen, 2017, Antwerpen, Belgie.)
Professionele ruimte van beginnende leraren in het kader van het OnderwijsTraineeship en Eerst de Klas
Meirink, J.A. ; Want, A. van der ; Leeferink, H. ; Louws, M. ; Oolbekkink, H. ; Schaap, H. ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2017, External research report
Exploring teachers’ pck in foreign language writing instruction.
Oolbekkink, H. ; Eelkema, A.E.
2017, Article in monograph or in proceedings (Paper in symposium tijdens EARLI, 2017, Tampere, Finland.)
Teachers' perceived professional space and their agency.
Oolbekkink, H. ; Hadar, L.L. ; Smith, K. ; Helleve, I. ; Ulvik, M.
2017, Article / Letter to editor (Teaching and Teacher Education, vol. 62, (2017), pp. 37-46)
Professionele ruimte: Geen ‘one size fits all’. Opvattingen van leraren en schoolleiders over het inrichten en benutten van professionele ruimte in scholen.
Zwart, R.C. ; Louws, M. ; Zuiker, I. ; Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Meijer, P.
2017, External research report
Professionele Ruimte van leraren voortgezet onderwijs in het kader van de promotiebeurs.
Oolbekkink, H. ; Leeferink, H. ; Schaap, H. ; Meirink, J.A. ; Want, A. van der ; Zwart, R.C. ; Louws, M. ; Zuiker, I.
2017, External research report
Adapting mentoring to individual differences in novice teacher learning: the mentor's viewpoint
Ginkel, G van ; Oolbekkink, H. ; Meijer, P.C. ; Verloop, N
2016, Article / Letter to editor (Teachers and Teaching: Theory and Practice, vol. 22, iss. 2, (2016), pp. 198-218)Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices' emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices' competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed.
Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers
Oolbekkink, H. ; Driel, Jan van ; Verloop, N
2014, Article / Letter to editor (Teaching in Higher Education, vol. 19, iss. 7, (2014), pp. 799-811)Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles.
De waarde van praktijkonderzoek in de school: zicht op doelen en kwaliteit
Oolbekkink, H. ; Steen, J. van der
2014, Article / Letter to editor (Script, (2014))In het onderwijs is de heersende gedachte dat praktijkonderzoek door leraren belangrijk is, het draagt zowel bij aan de professionalisering van de leraar (Bolhuis & Kools, 2012) als aan de kwaliteit van het onderwijs (Leeman & Wardekker, 2010). In de afgelopen jaren zijn steeds meer docenten betrokken geraakt bij onderzoek in de school bijvoorbeeld als docentonderzoeker, als mede-begeleider van praktijkonderzoek van leraren in opleiding of als critical friend. We zien dus een duidelijke toename van onderzoek in de school uitgevoerd door leraren. Toch gaat dit niet vanzelf, zo blijken bijvoorbeeld de randvoorwaarden waaronder onderzoek plaats moet vinden in de ogen van leraren vaak onvoldoende (Meijer, Meirink, Lockhorst & Oolbekkink, 2010) en worden resultaten van onderzoek vaak niet verder de school ingebracht. Sceptici binnen en buiten de school vragen zich dan ook af wat onderzoek in de school nu eigenlijk waard is. Wat is de kwaliteit van praktijkonderzoek door leraren (Cochran-Smith & Lytle 2009; Zeichner & Noffke 2001)? Wij willen in deze bijdrage een voorstel doen voor kwaliteitscriteria die recht doen aan de specifieke kenmerken en doelen van onderzoek in de school.
Ontwikkelingen rondom onderzoek in de school
Steen, J. van der ; Oolbekkink, H.
2014, Article / Letter to editor (De Nieuwe Meso, vol. 2014, iss. 2, (2014), pp. 7-11)In de afgelopen jaren zijn steeds meer leraren betrokken geraakt bij onderzoek in de school: als docentonderzoeker, als medebegeleider van het praktijkonderzoek van leraren-in-opleiding of als critical friend. Daarnaast zien we ook verschillende vormen van onderzoek in de school, bijvoorbeeld in projectvorm bij leraren en schoolleiders die in het kader van bijvoorbeeld een opleiding een onderzoek uitvoeren. Onderzoek in de school kan ook onderdeel zijn van het dagelijks werk van leraren, in de vorm van een onderzoekende houding en/of onderzoekend handelen (Cochran- Smith & Lytle 2009; Van der Steen & Peters 2014). Daarnaast kan onderzoek op verschillende niveaus plaatsvinden, individueel of gezamenlijk worden uitgevoerd en verschillende doelen dienen. Kortom: waarover hebben we het als we het hebben over onderzoek in de school?
Kwaliteit van praktijkonderzoek door leraren in relatie tot de gestelde doelen : Implicaties voor professionele ontwikkeling en schoolontwikkeling
Oolbekkink, H. ; Steen, J. van der
2014, Article / Letter to editor (Tijdschrift voor Lerarenopleiders, vol. 35, iss. 3, (2014), pp. 17-30)Dit onderzoek biedt inzicht in de kwaliteit van praktijkonderzoek en de impact hiervan op de professionele ontwikkeling van de individuele leraar en op de schoolontwikkeling. We onderzochten de kwaliteit van praktijkonderzoek in relatie tot de doelen ervan. Hiervoor operationaliseerden we de kwaliteit van praktijkonderzoek in termen van de validiteiten van Anderson en Herr (1999). Deze kwaliteitscriteria pasten we vervolgens toe op 11 cases van leraaronderzoek in het voortgezet onderwijs. We concluderen dat het van belang is om afhankelijk van het doel van onderzoek (professionele ontwikkeling of schoolontwikkeling) in de begeleiding van praktijkonderzoek aandacht te hebben voor specifieke kwaliteitscriteria.
Teachers (learn to) do research in Dutch secondary education
Meijer, P.C. ; Meirink, J.A. ; Lockhorst, D ; Oolbekkink, H.
2010, Article / Letter to editor (Pedagogische Studiën, vol. 87, iss. 4, (2010), pp. 232-252)This article describes an empirical exploration of three Dutch projects in which secondary education' teachers (learn to) research their own practice in collaboration with research institutes within universities. These three projects are exemplary for a recent movement of doing research on education in close collaboration between teachers, schools, and universities. The article shows the results of the three projects for both teachers and schools, and how these results are related to organizational conditions within the three projects. Perceptions of revenues of 48 teachers and 17 managers of 11 schools were gathered with interviews. These data were analyzed using the criteria for practitioner research of Anderson and Herr (1999), consisting of five types of validity that together provided an indication of the quality of the teachers' research. The projects showed results mainly on the level of the individual teacher. Teachers reported development of their knowledge and skills with respect to doing research, a more critical attitude, and consciousness of and (intentions to) change of teaching performance. To a lesser extent results on school level were reported. Organizational conditions appeared to be related to results on school level, not to results on the level of individual teachers. The article concludes to state that, if these type of projects are about to lead to the collaborative development of more scientifically accepted knowledge, more attention needs to be paid to the dissemination of knowledge as well as to the quality assurance of the research performed.

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