The platform for open and practice-oriented research

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Learning to notice

Uit onderzoek blijkt de kwaliteit van de leraar voor de klas de meest belangrijke factor is op het leerresultaat van leerlingen.Leraarschap is een professie en net als andere professionals moeten leraren hun vak bijhouden en constant hun eigen handelen evalueren en verbeteren. Soms gaat dat vanzelf, bijvoorbeeld bij beginnende leraren. Om te overleven, zijn zij gedwongen heel snel te leren en zich verder te ontwikkelen. Maar meer ervaren leraren hebben inmiddels allerlei routines opgebouwd en missen vaak wat Koffeman (2011) noemt de 'noodzaak tot leren'. Het proefschrift beschrijft mogelijkheden om de professionalisering van leraren te stimuleren door middel van reflectiegesprekken met collega's en het gebruik van videofeedback. Het proefschrift betreft een ontwerponderzoek met als doel: op onderzoek gebaseerde oplossingen te ontwikkelen voor complexe problemen uit de onderwijspraktijk en tevens bij te dragen aan wetenschappelijke theorievorming, door het bestuderen van de onderliggende ontwerpprincipes. Samen met een school voor voortgezet onderwijs is een concreet programma ontworpen dat meer informele vormen van leren op de werkplek tussen leraren stimuleert. Door het ontwerpproces en de uitkomsten stap voor stap te beschrijven, levert dit onderzoek niet alleen een kant-en-klaar professionaliseringsprogramma dat andere scholen kunnen gaan gebruiken, maar levert het vooral ook bouwstenen op in de vorm van ontwerpprincipes en kennis over hoe en onder welke voorwaarden deze in de school kunnen werken. Met deze bouwstenen worden ook andere scholen in staat gesteld om het programma aan te passen aan de context van de eigen school.

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Interdisciplinary project-led education

Professionals are increasingly expected to collaborate in interdisciplinary settings. Higher education institutes offer students opportunities to develop necessary skills, often in the context of project-led education. In such types of education, the role of the tutor is changing, from a focus on teacher-oriented teaching towards learner-oriented coaching, facilitating students’ knowledge construction. Hardly any research focuses on how teachers apply this new didactical approach and how it impacts student learning. In our research, we study how tutors in interdisciplinary engineering education take on the coaching role; how tutors and students value this coaching behavior as beneficial for student learning; and what support (new) tutors need to develop the coaching role.

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Whether and how coaching for mental health and well-being should be offered in post-Covid-19 pandemic Dutch higher vocational education: coaches’ perceptions

In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches’ perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which this help should be provided. The author conducted a survey that gathered qualitative and quantitative data from coaches (N 5 82) at a Dutch University of Applied Sciences in the north of the Netherlands. A differentiation in coaches’ number of years of teaching and coaching experience was considered.

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Whether and how coaching for mental health and well-being should be offered in post-Covid-19 pandemic Dutch higher vocational education: coaches’ perceptions

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Application of three different coaching strategies through a virtual coach for people with emotional eating

Background: Around 13% of the world’s population suffers from obesity. More than 40% of people with obesity display emotional eating behaviour (eating in response to negative emotions or distress). It is an alternate to moreeffective coping strategies for negative emotions. Our study explored the opportunities for helping adults with emotional overeating using a virtual coach, aiming to identify preferences for tailored coaching strategies applicable in a personal virtual coach environment. Three different coaching strategies were tested: a validating, a focus-on-change, and a dialectical one – the latter being a synthesis of the first two strategies. Methods: A qualitative study used vignettes reflecting the two most relevant situations for people with emotional eating: 1. experiencing negative emotions, with ensuing food cravings; and 2. after losing control to emotional eating, with ensuing feelings of low self-esteem. Applied design: 2 situations × 3 coaching strategies. Participants: 71 adult women (Mage 44.4/years, range 19–70, SD = 12.86) with high scores on the DEBQ-emotional eating scale (Memo 3.65, range 1.69–4.92, SD = .69) with mean BMI 30.1 (range 18–46, SD = 6.53). They were recruited via dieticians’ practices, were randomly assigned to the conditions and asked how they would face and react to thepresented coaching strategies. Data were transcribed and a thematic analysis was conducted. Results: Qualitative results showed that participants valued both the validating coaching strategy and the focus-onchange strategy, but indicated that a combination of validation and focus-on-change provides both mental supportand practical advice. Data showed that participants differed in their level of awareness of the role that emotions play in their overeating and the need for emotion-regulation skills. Conclusion: The design of the virtual coach should be based on dialectical coaching strategies as preferred by participants with emotional eating behaviour. It should be tailored to the different stages of awareness of their emotions and individual emotion-regulation skills.

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Application of three different coaching strategies through a virtual coach for people with emotional eating

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Translating dialectic dialogues into persuasive coaching strategies for personalized virtual coach

Obesity has become a major societal problem worldwide [1][2]. The main reason for severe overweight is excessive intake of energy, in relation to the individual needs of a human body. Obesity is associated with poor eating habits and/or a sedentary lifestyle. A significant part of the obese population (40%) belongs to a vulnerable target group of emotional eaters, who overeat due to negative emotions [3]. There is a need for self-management support and personalized coaching to enhance emotional eaters in recognising and self-regulating their emotions.Over the last years, coaching systems have been developed for behavior change support, healthy lifestyle, and physical activity support [4]-[9]. Existing virtual coach applications lack systematic evaluation of coaching strategies and usually function as (tele-)monitoring systems. They are limited to giving general feedback to the user on achieved goals and/or accomplished (online) assignments.Dialectical Behavior Therapy (DBT) focuses on getting more control over one’s ownemotions by reinforcing skills in mindfulness, emotion regulation, and stress tolerance [10]. Emotion regulation is about recognizing and acknowledging emotions and accepting the fact that they come and go. The behavior change strategies within DBT are based on validation and dialectics [11]. Dialectics changes the users’ attitude and behavior by creating incongruence between an attitude and behavior since stimuli or the given information contradict with each other.The ultimate goal of the virtual coach is to raise awareness of emotional eaters on their own emotions, and to enhance a positive change of attitude towards accepting the negative emotions they experience. This should result in a decrease of overeating and giving in to binges. We believe that the integration of the dialectical behavior change strategies and persuasive features from the Persuasive System Design Model by Kukkonen and Harjumaa [12] will enhance the personalization of the virtual coach for this vulnerable group. We aim at developing a personalized virtual coach ‘Denk je zèlf!’ (Dutch for ‘Develop a wise mind and counsel yourself’) providing support for self-regulation of emotions for young obese emotional eaters. This poster presents an eCoaching model and a research study protocol aiming at the validation of persuasive coaching strategies based on behavior change techniques using dialectical strategies. Based on the context (e.g., location), emotional state of the user, and natural language processing, the virtual coach application enables tailoring of the real-time feedback to the individual user. Virtual coach application communicates with the user over a chat timeline and provides personal feedback.The research protocol decribes the two weeks field study on validating persuasive coaching strategies for emotional eaters. Participants (N=30), recruited via a Dutch franchise organization of dietitian nutritionists, specialized in treating emotional eating behaviors, will voluntarily participate in this research study. Participants will be presented with short dialogues (existing questions and answers) and will be asked to select the preferred coaching strategy (validating or a dialectical), according to their (current) emotions. To trigger a certain emotion (e.g., the affect that fits best with the chosen coaching strategy), a set of pictures will be shown to the user that evoke respectively sadness, anger, fear, and disgust [13].Participants will be asked to fill out the demographics data ((nick) name, age, gender, weight, length, place of residence) and three questionnaires: • Dutch Eating Behavior Questionnaire (DEBQ) [14],• Five Factor Personality Inventory (FFPI) [15], • Quality of Life Index Questionnaire [16].This research study aims at answering the following research questions: “Which coaching strategies do users with a specific type of emotional eating behavior benefit most from while consulting their personalized virtual coach?; “Which coaching strategies are optimal for which emotions?” and “Which coaching approach do users prefer in which context, e.g. time of the day, before/after a craving?”

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Experienced teacher learning within the context of reciprocal peer coaching

A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated form. Even though empirical evidence shows effects of peer coaching and teacher satisfaction about coaching, the actual individual professional development processes have not been studied extensively. This article offers a way to analyze and categorize the learning processes of teachers who take part in a reciprocal peer coaching trajectory by using the Interconnected Model of Teacher Professional Growth as an analytical tool. Learning is understood as a change in the teacher's cognition and/or behavior. The assumption underlying the Interconnected Model of Teacher Professional Growth is that change occurs in four distinct domains that encompass the teacher's professional world: the personal domain, the domain of practice, the domain of consequence and the external domain. Change in one domain does not always lead to change in another, but when changes over domains do occur, different change patterns can be described. Repeated multiple data collection methods were used to obtain a rich description of patterns of change of four experienced secondary school teachers. The data sources were: audiotapes of coaching conferences, audiotapes of semi-structured learning interviews by telephone, and digital diaries with teacher reports of learning experiences. Qualitative analysis of the three data sources resulted in two different types of patterns: including the external domain and not including the external domain. Patterns of change within a context of reciprocal peer coaching do not necessarily have to include reciprocal peer coaching activities. When, however, patterns do include the external reciprocal peer coaching domain, this is often part of a change process in which reactive activities in the domains of practice and consequence are involved as well. These patterns often demonstrate more complex processes of change.

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Experienced teacher learning within the context of reciprocal peer coaching

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Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students

In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. To study the associations between five categories of characteristics of a peer coaching context (independent variable) and teacher learning (dependent variable), questionnaire results (quantitative data) and digital diaries (qualitative data) were examined. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy reciprocal peer coaching environment.

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Teacher learning through reciprocal peer coaching

Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.

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Teacher learning through reciprocal peer coaching

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Peer coaching in an international context

The first year of study is very exciting for many students. Everything is new: the school, your schedule, the teachers, and your fellow students. How can a university ensure a smooth transition for first-year students? For this, Inholland launched the Students for Students (S4S) project in the 2019-2020 academic year. In this project, second-year students (studentcoaches) support first-year students with their studies. They do this based on their own experience and the training they receive during their year as studentcoaches. Research shows that peer-mentoring is very successful in aiding first-year students through their first year of the study program. Peer-mentoring has the potential to increase well-being, social bonding, the feeling of belonging, and student resilience. It also ensures smoother academic integration, as peer-mentoring focuses on developing academic skills as well. Additionally, a studentcoach is often a low threshold point of contact for students where they can go with questions.

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Learning to notice

Interdisciplinary project-led education

Whether and how coaching for mental health and well-being should be offered in post-Covid-19 pandemic Dutch higher vocational education: coaches’ perceptions

Application of three different coaching strategies through a virtual coach for people with emotional eating

Translating dialectic dialogues into persuasive coaching strategies for personalized virtual coach

Experienced teacher learning within the context of reciprocal peer coaching

Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students

Teacher learning through reciprocal peer coaching

Peer coaching in an international context

Editorials 1

Onderwijstransitie vraagt anders denken van docenten: over formatief handelen en professionalisering

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Learning to notice

Interdisciplinary project-led education

Whether and how coaching for mental health and well-being should be offered in post-Covid-19 pandemic Dutch higher vocational education: coaches’ perceptions

Application of three different coaching strategies through a virtual coach for people with emotional eating

Translating dialectic dialogues into persuasive coaching strategies for personalized virtual coach

Experienced teacher learning within the context of reciprocal peer coaching

Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students

Teacher learning through reciprocal peer coaching

Peer coaching in an international context

Editorials 1

Onderwijstransitie vraagt anders denken van docenten: over formatief handelen en professionalisering