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Klaas van Veen
Klaas van Veen
Professor Educational Studies, University of Groningen
Zweryfikowany adres z rug.nl
Tytuł
Cytowane przez
Cytowane przez
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One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms
K Van Veen, P Sleegers, PH Van de Ven
Teaching and teacher education 21 (8), 917-934, 2005
5162005
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
R Harmsen, M Helms-Lorenz, R Maulana, K Van Veen
Teachers and Teaching 24 (6), 626-643, 2018
5032018
How does it feel? Teachers' emotions in a context of change
K Van Veen, P Sleegers
Journal of Curriculum studies 38 (1), 85-111, 2006
4812006
Professionele ontwikkeling van leraren: een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren
K Van Veen, RC Zwart, JA Meirink, N Verloop
ICLON/Expertisecentrum Leren van Docenten, 2010
3462010
What makes Teacher professional development effective?: A Literature Review
K Van Veen, R Zwart, J Meirink
Teacher learning that matters, 3-21, 2012
3322012
Current trends and missing links in studies on teacher professional development in science education: A review of design features and quality of research
JH Van Driel, JA Meirink, K van Veen, RC Zwart
Studies in science education 48 (2), 129-160, 2012
2812012
Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn
ML Louws, JA Meirink, K van Veen, JH van Driel
Teaching and teacher education 66, 171-183, 2017
2702017
Emotions as a lens to explore teacher identity and change: Different theoretical approaches.
K van Veen, S Lasky
Elsevier Science, 2005
2452005
Professional orientations of secondary school teachers towards their work
K Van Veen, P Sleegers, T Bergen, C Klaassen
Teaching and teacher education 17 (2), 175-194, 2001
1972001
Developing an instrument for teacher feedback: using the rasch model to explore teachers' development of effective teaching strategies and behaviors
RM Van der Lans, WJCM Van de Grift, K van Veen
The journal of experimental education 86 (2), 247-264, 2018
1582018
Teachers’ professional learning goals in relation to teaching experience
ML Louws, K van Veen, JA Meirink, JH van Driel
European journal of teacher education 40 (4), 487-504, 2017
1392017
Professional growth in adaptive teaching competence as a result of Lesson Study
T Schipper, SL Goei, S de Vries, K van Veen
Teaching and teacher education 68, 289-303, 2017
1382017
Teachers’ emotions in a context of reforms: To a deeper understanding of teachers and reforms
K Van Veen, P Sleegers
Advances in teacher emotion research: The impact on teachers’ lives, 233-251, 2009
1352009
Teacher learning as workplace learning
J Imants, K van Veen
International encyclopedia of education 7, 569-574, 2010
1252010
Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study
T Schipper, SL Goei, S de Vries, K van Veen
International journal of educational research 88, 109-120, 2018
1242018
The longitudinal effects of induction on beginning teachers’ stress
R Harmsen, M Helms‐Lorenz, R Maulana, K van Veen
British journal of educational psychology 89 (2), 259-287, 2019
1062019
Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy
TM Schipper, S de Vries, SL Goei, K van Veen
Professional development in education 46 (1), 112-129, 2020
912020
Looking for cohesion: The role of search for meaning in the interaction between teacher and reform
J Luttenberg, K Veen, J Imants
Research papers in education 28 (3), 289-308, 2013
912013
Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals
ML Louws, JA Meirink, K van Veen, JH van Driel
Professional development in education 43 (5), 770-788, 2017
882017
Beyond the dichotomy of teacher-versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education
NAH Belo, JH van Driel, K van Veen, N Verloop
Teaching and teacher education 39, 89-101, 2014
852014
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