Eline Vanassche
Eline Vanassche
Eline Vanassche is an Associate Professor at KU Leuven Kulak (Belgium). She is a former Marie Skłodowska-Curie fellow at the University of East London (United Kingdom) and Assistant Professor at Maastricht University (the Netherlands). Her research centres on the micro-meso-macro dynamics of educational practices, particularly exploring its meaning for the professional identities, work and knowledge of teachers and teacher educators. Theoretically and methodologically, she considers educational practices as discursive practices, mediated through language. Her work employs mostly qualitative research methods and draws upon interdisciplinary theories from both social psychology and social sciences (a.o. frame analysis and positioning theory). Her research has been widely disseminated in both ISI-listed journals and professional outlets.
Latest Publications
Vanassche, E. (2024). The discursive positioning of teacher education in the Flemish teacher shortages policy debate: Praise, blame, tensions, and contradictions. European Journal of Teacher Education.
Bruneel, S., & Vanassche, E. (2024). Triadic mentoring through the lens of positioning theory and frame analysis. European Journal of Teacher Education.
Vanassche, E. (2023). Talking to learn: Patterns of discursive interaction in post-lesson debriefs. Teaching And Teacher Education, 133, 1-10. https://doi.org/10.1016/j.tate.2023.104301
Vanassche, E. (2023). The (not so) curious case of English teacher education: An outsider looking in. Research in Teacher Education, 13(2), 43-48.
Key Publications
Vanassche, E., Rust, F., Conway, P. F., Smith, K., Tack, H., Vanderlinde, R. (2023). InFo-TED: Bringing policy, research, and practice together around teacher educator development. In C. J. Craig, J. Mena & R. G. Kane (Eds.), Teaching and teacher education in international contexts: ISATT 40th anniversary yearbook (pp. 211-229). Emerald.
Vanassche, E. (2023). Talking to learn: Patterns of discursive interaction in post-lesson debriefs. Teaching and Teacher Education, 133, 1-10. https://doi.org/10.1016/j.tate.2023.104301
Vanassche, E. (2022). Four propositions on how to conceptualize, research, and develop teacher educator professionalism. Frontiers in Education, 7, 1-11. https://doi.org/10.3389/feduc.2022.1036949
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127. https://doi.org/10.1016/j.tate.2014.08.006