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Virginie März
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Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum
V März, G Kelchtermans
Teaching and teacher education 29, 13-24, 2013
2832013
Understanding how structure and agency influence education policy implementation and organizational change
JG Rigby, SL Woulfin, V März
American Journal of Education 122 (3), 295-302, 2016
1272016
Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum
H Jonker, V März, J Voogt
Teaching and Teacher Education 71, 120-133, 2018
1002018
The networking teacher in action: A qualitative analysis of early career teachers' induction process
V März, G Kelchtermans
Teaching and teacher education 87, 102933, 2020
972020
Curriculum flexibility in a blended curriculum
H Jonker, V März, J Voogt
Australasian Journal of Educational Technology 36 (1), 68-84, 2020
882020
Stability and change of mentoring practices in a capricious policy environment: Opening the “black box of institutionalization”
V März, G Kelchtermans, X Dumay
American Journal of Education 122 (3), 303-336, 2016
492016
Workplace conditions for successful teacher professional development: School principals’ beliefs and practices
L Gaikhorst, V März, R du Pré, F Geijsel
European journal of education 54 (4), 605-620, 2019
452019
The what and why of primary and secondary school teachers’ informal learning activities
A Lecat, I Raemdonck, S Beausaert, V März
International Journal of Educational Research 96, 100-110, 2019
422019
Artifacts as authoritative actors in educational reform: Routines, institutional pressures, and legitimacy in student data systems
V März, G Kelchtermans, K Vermeir
Journal of Educational Change 18, 439-464, 2017
342017
Van acties naar interacties
V März, L Gaikhorst, R Mioch, D Weijers, F Geijsel
Een overzichtsstudie naar de rol van professionele netwerken bij duurzame …, 2017
342017
Implementing artifacts: An interactive frame analysis of innovative educational practices
K Vermeir, G Kelchtermans, V März
Teaching and Teacher Education 63, 116-125, 2017
292017
Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum
H Jonker, V März, J Voogt
Studies in Educational Evaluation 61, 138-149, 2019
252019
Quel accompagnement des étudiants dans la production d’un texte réflexif, à l’intérieur du travail de fin d’études? Le cas d’un module de formation des futurs enseignants du …
S Colognesi, C Deschepper, L Balleux, V März
Formation et pratiques d’enseignement en question 25, 79-101, 2019
222019
Transitioning into TVET schools: An exploration of second career teachers’ entry profiles
T Coppe, V März, L Coertjens, I Raemdonck
Teaching and Teacher Education 101, 103317, 2021
212021
Teacher preparation for urban teaching: A multiple case study of three primary teacher education programmes
L Gaikhorst, J Post, V März, I Soeterik
European Journal of Teacher Education 43 (3), 301-317, 2020
212020
L’insertion professionnelle des enseignants au travers des multiples aspects de la socialisation au travail: l’ISaTE, un instrument de mesure pour les appréhender
T Coppe, I Raemdonck, V März, M Parmentier, Q Brouhier, S Colognesi
Mesure et évaluation en éducation 43 (3), 67-102, 2020
202020
Worstelen met werkplekleren. Deel 1: naar een beschrijvend model van werkplekleren
G Kelchtermans, K Ballet, G Cajot, K Carnel, V März, J Maes, E Peeters, ...
VELON Tijdschrift voor lerarenopleiders 31 (1), 4-11, 2010
19*2010
Developing student teachers’ reflexivity toward their course planning: Implementation of a training program focused on writing and reflective skills
S Colognesi, A Deprit, T Coppe, C Van Nieuwenhoven, V März, V Hanin
Sage Open 11 (2), 21582440211016897, 2021
172021
Entrer dans le métier, c’est plus qu’enseigner
V März, L Gaikhorst, C Van Nieuwenhoven
Comment préparer les futurs enseignants à assumer leur rôle organisationnel …, 2019
162019
Ouvrir la boîte noire du travail de préparation de l’enseignant: essai de modélisation et d’illustration autour du choix et de l’évolution d’un document support de cours
T Coppe, V März, M Decuypere, F Springuel, S Colognesi
Revue française de pédagogie, 17-31, 2018
162018
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