Ruben Vanderlinde
Ruben Vanderlinde
Prof. Dr. Ruben Vanderlinde is a professor at the Department of Educational Studies at Ghent University in Belgium and coordinator of the research group ‘Teacher Education & Professional Development.’ His main research interests are in the field of educational innovation, teacher education and professional development. He publishes widely on these topics, both in ISI listed journals and more practitioner-oriented journals. He teaches “Educational Innovation” and “Pedagogy of Teaching” at the bachelors and masters of Educational Sciences, and “Teaching Methodology” in the Educational Masters programme at Ghent University. At Ghent University, he is also the chairman of the teacher education programme committee. Dr. Ruben Vanderlinde is a founding member of InFo-TED (International Forum for Teacher Educator Development).
Latest Publications
Ponet, B., Vantieghem, W., Tack, H., & Vanderlinde, R. (2024). Diversity-responsive teacher educators in Flanders. EUROPEAN JOURNAL OF TEACHER EDUCATION, 1–19. https://doi.org/10.1080/02619768.2024.2425341
Decuyper, A., Tack, H., Vanblaere, B., Simons, M., & Vanderlinde, R. (2024). The complexity of team teaching models : the relationship with collaboration and shared responsibility. EDUCATIONAL STUDIES, 1–16. https://doi.org/10.1080/03055698.2024.2416106
Ponet, B., De Clerck, A., Vantieghem, W., Tack, H., & Vanderlinde, R. (2024). Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis. SOCIAL PSYCHOLOGY OF EDUCATION, 27(3), 859–882. https://doi.org/10.1007/s11218-023-09818-7
Valckx, J., Vanderlinde, R., & Devos, G. (2024). Do teachers’ educational beliefs affect the relationship between departmental leadership and interpersonal PLC characteristics? PROFESSIONAL DEVELOPMENT IN EDUCATION, 1–18. https://doi.org/10.1080/19415257.2021.1973071
Key Publications
Vanderlinde, R., Smith, K., Murray, J., & Lunenberg, M. (2021). Teacher educators’ professional development : looking to the future. In R. Vanderlinde, K. Smith, J. Murray, & M. Lunenberg (Eds.), Teacher educators and their professional development : learning from the past, looking to the future (pp. 158–171). https://doi.org/10.4324/9781003037699-13
Ponet, B., Vantieghem, W., Tack, H., & Vanderlinde, R. (2024). Diversity-responsive teacher educators in Flanders. EUROPEAN JOURNAL OF TEACHER EDUCATION, 1–19. https://doi.org/10.1080/02619768.2024.2425341
Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ’international forum for teacher educator development’ : an agenda for research and action. EUROPEAN JOURNAL OF TEACHER EDUCATION, 41(1), 120–134. https://doi.org/10.1080/02619768.2017.1372743
Tack, H., & Vanderlinde, R. (2014). Teacher educators’ professional development: towards a typology of teacher educators’ researcherly disposition. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 62(3), 297–315. https://doi.org/10.1080/00071005.2014.957639