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Geert Kelchtermans

Geert Kelchtermans

D-Index & Metrics

Social Sciences and Humanities

D-Index
42
Citations
11435
World Ranking
4618
National Ranking
54

Overview

Geert Kelchtermans is affiliated with KU Leuven in Belgium and works primarily within the social sciences, with a focus on education. Their research spans several subfields, including education, information systems and management, sociology and political science, social psychology, and safety research.

The main areas of their work cover topics such as:

  • Teacher Education and Leadership Studies
  • Parental Involvement in Education
  • Early Childhood Education and Development
  • Educational Assessment and Improvement
  • Educator Training and Historical Pedagogy
  • Youth Development and Social Support
  • Collaborative Teaching and Inclusion

Kelchtermans has published extensively, with frequent contributions to notable academic journals. The venues where they have been most published include:

  • Teachers and Teaching
  • Teaching and Teacher Education
  • Cadernos de Pesquisa
  • Frontiers in Education
  • Research Papers in Education

Some recent papers authored or co-authored by Kelchtermans are:

  • "ABANDONO DOCENTE EN AMÉRICA LATINA: REVISIÓN DE LA LITERATURA," 2020, published in Cadernos de Pesquisa
  • "Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life," 2023, published in Teaching and Teacher Education
  • "Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education," 2021, published in Frontiers in Education
  • "Unpacking the dynamics of collegial networks in relation to beginning teachers' job attitudes," 2020, published in Research Papers in Education
  • "Parent-teacher relationships in school micropolitics: beginning teachers' stories," 2020, published in Teachers and Teaching

In their collaborative work, Kelchtermans frequently co-authors with several researchers, including:

  • Minna Uitto
  • Erkki T. Lassila
  • Eila Estola
  • Anne-Katrien Koenen
  • Jantine L. Spilt

Best Publications

  • Who I am in how I teach is the message: self‐understanding, vulnerability and reflection

    Geert Kelchtermans

  • The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation

    Geert Kelchtermans;Katrijn Ballet

  • Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy

    Geert Kelchtermans

  • Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research

    Fien Depaepe;Lieven Verschaffel;Geert Kelchtermans

  • GETTING THE STORY, UNDERSTANDING THE LIVES: FROM CAREER STORIES TO TEACHERS' PROFESSIONAL DEVELOPMENT

    Unknown

  • Teacher Vulnerability: understanding its moral and political roots

    Geert Kelchtermans

  • Conditions fostering the implementation of large-scale innovation programs in schools : Teachers' perspectives

    Femke Geijsel;Peter Sleegers;Rudolf van den Berg;Geert Kelchtermans

  • The state of the art in Self-Study of Teacher Education Practices: a systematic literature review

    Eline Vanassche;Geert Kelchtermans

  • Beyond Intensification towards a Scholarship of Practice: Analysing Changes in Teachers' Work Lives.

    Katrijn Ballet;Geert Kelchtermans;Jeffrey John Loughran

  • ‘Should I stay or should I go?’: unpacking teacher attrition/retention as an educational issue

    Geert Kelchtermans

  • Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum

    Virginie März;Virginie März;Geert Kelchtermans

  • Teacher collaboration and collegiality as workplace conditions. A review

    Geert Kelchtermans

  • Teachers’ professional development: a biographical perspective

    Geert Kelchtermans;Roland Vandenberghe

  • Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

    Eline Vanassche;Geert Kelchtermans

  • Micropolitical literacy: reconstructing a neglected dimension in teacher development

    Geert Kelchtermans;Katrijn Ballet

  • Struggling with workload: Primary teachers’ experience of intensification

    Katrijn Ballet;Geert Kelchtermans

  • Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers

    Fien Depaepe;Joke Torbeyns;Nathalie Vermeersch;Dirk Janssens

  • CPD for professional renewal: moving beyond knowledge for practice

    Geert Kelchtermans

  • Learning (Not) to become a Teacher: A Qualitative Analysis of the Job Entrance Issue.

    Isabel Rots;Geert Kelchtermans;Antonia Aelterman

  • Towards an ‘international forum for teacher educator development’: an agenda for research and action*

    Geert Kelchtermans;Kari Smith;Ruben Vanderlinde

  • Workload and willingness to change: disentangling the experience of intensification

    Katrijn Ballet;Geert Kelchtermans

Frequent Co-Authors

Peter Sleegers
Peter Sleegers University of Twente
Erik De Corte
Erik De Corte KU Leuven
Jeffrey John Loughran
Jeffrey John Loughran Monash University
Johan van Braak
Johan van Braak Ghent University
Jan H. van Driel
Jan H. van Driel University of Melbourne
Douwe Beijaard
Douwe Beijaard Eindhoven University of Technology
Bart Rienties
Bart Rienties The Open University

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