Both supervisors and students play an active role in facilitating workplace learning in healthcare placements. In workplace learning, affordances, referring to the opportunities for learning in the workplace, and agency, referring to the willingness and ability to engage with affordances, are central …

Vocational teachers are expected to keep their professional knowledge and skills up to date. In order to support their professional development effectively, we need to understand how vocational teachers learn, what they learn, and why they learn. This study characterises vocational teachers’ continuing …

In this study, a theory synthesis was conducted from a sociocultural perspective to specify the situated processes involved in teacher agency development in the dynamics of educational practices. Agency is closely related to teacher wellbeing and important for teachers to create situations that enable …

To provide high-quality education, teachers in vocational education are expected to keep their knowledge up to date. Vocational teachers’ knowledge includes both teaching knowledge and knowledge about the vocational practice teachers educate their students for. Research on teachers’ knowledge predominantly …

This study explores how teachers’ assessment literacy manifests within assessment practices in higher professional education. While assessment literacy is a multifaceted and dynamic construct, little is known about how it unfolds in practice. Showing how assessment literacy emerges and how its meaning …

Voor de grote opgaven waar we als maatschappij voor staan is samen leren en samen werken essentieel. Dat kan in een verrijkte leeromgeving, waar studenten, professionals, burgers en organisaties samen komen rondom een maatschappelijke opgave. Bijvoorbeeld rondom een thema als inclusief buitenspelen, …

Presentatie tijdens Themabijeenkomst slotconferentie bestuursakkoord flexibilisering van de lerarenopleidingen 6 februari 2025. Utrecht, Vereniging Hogescholen.

Second career teachers (SCT) are key role models in vocational education (VE) because they prepare students for the vocational practice they were part of, and they bring up-to-date vocational knowledge and skills into VE schools. Therefore, the early leaving of SCTs in VE is a problem, adding to the …

The value of the process of formative assessment is greatly diminished if it is not goal-directed and oriented towards students’ long-term development. This implies that teachers need deep pedagogical content knowledge. As a way to scaffold teachers’ use of pedagogical content knowledge when designing …

Bijdrage aan Even tot hier; Grenspraktijken van opleiders en onderzoekers. Boekje uitgegeven ter gelegenheid van de afronding van lectoraat Grenspraktijken van opleiders en onderzoekers bij Aeres Hogeschool Wageningen op 26 juni 2025.