Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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    Teaching for innovation competence in higher education Built Environment engineering classrooms : teachers’ beliefs and perceptions of the learning environment
    Ovbiagbonhia, A.R. ; Kollöffel, Bas ; Brok, Perry Den - \ 2020
    European Journal of Engineering Education (2020). - ISSN 0304-3797
    built environment engineering education - creative self-efficacy - innovation competence - Teachers’ learning environment perceptions

    In this study we investigated teachers’ beliefs about innovation competence relevance and their creative self-efficacy and compared teachers’ and students’ perceptions of the learning environment in the Built Environment engineering education domain. In total, 94 teachers participated in this study by completing a questionnaire. Teachers perceived their creative self-efficacy and the learning environment in their classrooms to be supportive of innovation competence. However, only a minority of the teachers considered teaching for innovation competence relevant; most teachers perceived a focus on innovation competence in the curriculum as neutral. Multiple regression analyses showed that teachers’ creative self-efficacy beliefs significantly predicted their perception personal relevance. Similarly, perception of focus on innovation competence in the curriculum significantly predicted perceived uncertainty, while creative self-efficacy significantly predicted perceived knowledge-building through teacher–student and student–student negotiation. Findings of the study are discussed with respect to developing students’ innovation competence in the Built Environment education domain.

    A framework for exploration of relationship between the psychosocial and physical learning environment
    Baars, S. ; Schellings, G.L.M. ; Krishnamurthy, S. ; Joore, J.P. ; Brok, P.J. den; Wesemael, P.J.V. van - \ 2020
    Learning Environments Research (2020). - ISSN 1387-1579
    Conceptual analysis - Conceptual framework - Multidisciplinarity - Physical learning environment - Psychosocial learning environment - Thematic literature review

    In order to construct a shared body of knowledge, research involving the relationship between the psychosocial learning environment (PSLE) and the physical learning environment (PLE) needs a commonly-accepted conceptual framework. By means of a thematic literature review, we collected the main aspects of the PSLE and PLE, their definitions and their relations as identified by earlier research. These findings led to a conceptual framework that structures the dimension of the PSLE into the sub-dimensions of personal development, relationships, and system maintenance and change, and the dimension of the PLE into the sub-dimensions of naturalness, individualisation, and stimulation. For each of these sub-dimensions, the framework distinguishes an intended, implemented and attained representation. A conceptual PSLE-PLE Relationship (PPR) model enables relations to be visualised. The review confirms that PSLE and PLE are interrelated in interactions between different sub-dimensions and their representations. However, evidence regarding these relationships is still weak because of the limited number of studies and their methodological limitations.

    Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles
    Oonk, Carla ; Gulikers, Judith T.M. ; Brok, Perry J. den; Wesselink, Renate ; Beers, Pieter Jelle ; Mulder, Martin - \ 2020
    Higher Education (2020). - ISSN 0018-1560
    Boundary crossing competence - Higher education - Teacher competence profile - University-society engagement

    Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency ‘stimulating a collaborative learning attitude’, might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories.

    Developing preservice teachers’ interpersonal knowledge with 360-degree videos in teacher education
    Theelen, Hanneke ; Beemt, Antoine van den; Brok, Perry den - \ 2020
    Teaching and Teacher Education 89 (2020). - ISSN 0742-051X
    Highlights: A combination of 360-degree videos and theoretical lectures contributes to more organised knowledge structures of preservice teachers.
    Preservice teachers expanded their knowledge structures with more relevant concepts after a video-lecture combination. Preservice teachers’ knowledge application focused mainly on high level of interpersonal teacher control after a video-lecture combination. Watching 360-degree videos with a Virtual Reality headset contributes positively to preservice teachers’ interpersonal knowledge application.
    Virtual internships in blended environments to prepare preservice teachers for the professional teaching context
    Theelen, H. ; Willems, M.C. ; Beemt, A. van den; Conijn, R. ; Brok, P. den - \ 2020
    British Journal of Educational Technology 51 (2020)1. - ISSN 0007-1013 - p. 194 - 210.
    This study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers’ (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master’s courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre‐ and post‐test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs’ professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education
    The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?
    Jansen in de Wal, Joost ; Beemt, Antoine van den; Martens, Rob L. ; Brok, Perry J. den - \ 2020
    Studies in Continuing Education 42 (2020)1. - ISSN 0158-037X - p. 17 - 39.
    Job demands - job resources - motivation - self-determination theory - teacher professional learning

    Although teachers’ commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers’ learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job resources (i.e. task autonomy, transformational leadership, and collegial support) on teachers’ learning commitment (i.e. learning frequency and engagement) can be explained by basic psychological need satisfaction and autonomous motivation, as posited by self-determination theory. At two occasions, approximately one year apart, data was collected in a sample of 678 (T1) and 536 (T2) Dutch secondary school teachers. Structural equation models showed the consecutive positive longitudinal relationships between teachers’ experience of job resources, basic psychological need satisfaction, autonomous motivation, and commitment to professional learning. Job demands were not related to basic need satisfaction over and above the effects of job resources. Implications for how self-determination theory and the job demands resources model can mutually inform each other are discussed. In addition, implications for stimulating teachers’ professional learning in practice are provided.

    De ontwikkeling van klassenmanagement competenties van aanstaande leraren op de werkplek
    Adams, Tom ; Koster, Bob ; Brok, Perry den - \ 2019
    Determining factors of access and equity in higher education: A systematic literature review
    Megawanti, M. ; Wesselink, R. ; Biemans, H.J.A. ; Brok, Perry den - \ 2019
    Using 360-degree videos in teacher education to improve preservice teachers’ professional interpersonal vision
    Theelen, Hanneke ; Beemt, Antoine van den; Brok, Perry den - \ 2019
    Characteristics of educational innovations at Wageningen University: now and in the future
    Brok, Perry den - \ 2019
    Brok, P. den (2019). Characteristics of educational innovations at Wageningen University: now and in the future. Keynote during the WUR annual Teachers’ Day, 11 December 2019, Wageningen.
    Hoe bereid je leerlingen voor op de groeiende vraag naar hoger opgeleid personeel met multidisciplinaire vaardigheden?
    Brok, Perry den - \ 2019
    Lezing tijdens de jaaropening van het Food Valley Netwerk, 19 September, Wageningen.
    Course innovations at the university: innovative education or educated innovations?
    Brok, Perry den - \ 2019
    Building a boundary crossing Master course through an intervention-based approach.
    Oonk, Carla ; Gulikers, Judith ; Brok, Perry den - \ 2019
    Doing Multi-Level Statistical Modelling with Hierarchically Nested Samples
    Mainhard, T. ; Wubbels, T. ; Brok, Perry den - \ 2019
    In: Doing educational research: Overcoming Challenges in practice / Hoveid, M.H., Ciolan, L., Paseka, A., Marques da Silva, S., Sage - ISBN 9781526435545 - p. 132 - 154.
    Factors influencing students’ proficiency development in the fraction domain : the role of teacher cognitions and behaviour.
    Koopman, M. ; Thurlings, M.C.G. ; Brok, Perry den - \ 2019
    Research Papers in Education 34 (2019)1. - ISSN 0267-1522 - p. 14 - 37.
    In this study, we investigated which teacher characteristics influence student proficiency development regarding fractions in Grade 5 of Dutch primary education. At least three domains of research (i.e. perspectives) on effective teaching can be distinguished: studies focusing on teachers’ background characteristics, on their knowledge and conceptions regarding the subject they are teaching and on the domain-specific and general pedagogical characteristics of their teaching. In this study, effects of the three perspectives on student fraction proficiency were examined simultaneously using multilevel analyses. Findings revealed that teachers’ age and experience in the upper grades, their pedagogical content knowledge and the degree of student participation in their lessons had positive effects. Their subject matter knowledge, quality of their concept maps and the richness of the mathematics in their lessons had negative effects. Thus, effects were found pertaining to all three perspectives on teachers and their teaching we included in our study.

    Formative Assessment Practices of Secondary School teachers: the use of the FA-Cycle.
    Veugen, Marijke ; Gulikers, Judith ; Brok, Perry den; Baartman, Liesbeth - \ 2019
    Formative Assessment Practices of Secondary School teachers: the use of the FA-Cycle. Marijke Veugen, Judith Gulikers, Perry Den Brok, Wageningen University and Research Centre, Netherlands; Liesbeth Baartman, Utrecht University of Applied Sciences, Netherlands. 27 November 2019.
    Characteristics of Educational Innovations at Wageningen University : An Executive Summary of a Research Study
    Tassone, V.C. ; Brok, Perry den; Biemans, H.J.A. ; Runhaar, P.R. - \ 2019
    Wageningen University Papers (2019). - ISSN 2210-2272Wageningen University & Research - 21 p.
    Using video in teacher education and in professional development activities to stimulate teaching for active learning in Cambodia
    Lok, L. - \ 2019
    Eindhoven University of Technology. Promotor(en): Perry den Brok, co-promotor(en): G.L.M. Schellings. - Technische Universiteit Eindhoven - ISBN 9789038647616
    Portraying primary fraction teaching: A variety of mathematical richness, pedagogic strategies, and use of curriculum materials
    Thurlings, Marieke ; Koopman, Maaike ; Brok, Perry den; Pepin, Birgit - \ 2019
    International Journal of Education in Mathematics, Science and Technology 7 (2019)2. - ISSN 2147-611X - p. 170 - 185.
    Cluster analysis - Explorative study - Fraction lessons - Instruction - Mathematical quality of

    In this study, the variety in quality of instruction in fraction lessons at Grade 5 in Dutch primary schools was investigated. Twenty-four teachers participated in the study. To examine the quality of instruction of fraction lessons, Hill‟s mathematical quality of instruction framework and general pedagogical instruction strategies (seen to contribute to effective teaching) were combined into an observational scheme. In particular, it was investigated if profiles based on lesson observations could be identified using cluster analysis, and how these profiles could be characterized. The cluster analysis was validated by comparing different types of cluster analyses, discriminant analysis as well as via expert consultation sessions. Results showed six profiles of fraction lessons, which differed in terms of the extent to whether teaching was connectivist or transmissionist in nature, and the extent to which teaching was student-focused or content-focused. The study contributes to existing studies by developing the Quality of Instruction for Fraction Lessons (QIFL) framework, and by showing a more nuanced and richer picture of the teaching of fractions than previous studies. In terms of practical implications, the study showed that it is the combination of organizing a lesson well, a good pedagogical climate, and a focus on understanding the subject matter that contributes to good teaching.

    Using 360-degree videos in teacher education to improve preservice teachers' professional interpersonal vision
    Theelen, Hanneke ; Beemt, Antoine van den; Brok, Perry den - \ 2019
    Journal of Computer Assisted Learning 35 (2019)5. - ISSN 0266-4909 - p. 582 - 594.
    360-degree videos - affordances - computer-based classroom simulation - tags - teacher education

    Noticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed-method study about a classroom simulation using 360-degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360-degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory-based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360-degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events.

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