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With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned professional protocols and their personal values, the latter being a component of the personal dimension. The personal dimension can be defined as a set of personal components that have a substantial impact on professional identity. In this study, we aim to improve the understanding of the role played by the personal dimension, by answering the following research question: What is known about the personal dimension of the professional identity of AHPs in (allied) health literature? In the scoping review, databases, CINAHL, ERIC, Medline, PubMed, and PsychINFO were searched for studies focusing on what is regarded as ‘the personal dimension of professional identity’ of AHPs in the health literature; 81 out of 815 articles were included and analyzed in this scoping review. A varying degree of attention for the personal dimension within the various allied health professions was observed. After analysis, we introduce the concept of four aspects in the personal dimension of AHPs. We explain how these aspects overlap to some degree and feed into each other. The first aspect encompasses characteristics like gender, age, nationality, and ethnicity. The second aspect consists of the life experiences of the professional. The third involves character traits related to resilience and virtues. The fourth aspect, worldview, is formed by the first three aspects and consists of the core beliefs and values of AHPs, paired with personal norms. These four aspects are visualized in a conceptual model that aims to make AHPs more aware of their own personal dimension, as well as the personal dimension of their colleagues intra- and interprofessionally. It is recommended that more research be carried out to examine how the personal dimension affects allied health practice.

Overzichtsuitgave bij het 10-jarig bestaan van de gecombineerde onderzoeksgroep LEVO/NP, bestaande uit de leerstoelgroep Levensbeschouwelijke Vorming aan de Universiteit Utrecht (UU) en het lectoraat Normatieve Professionalisering aan de Hogeschool Utrecht (HU). Met bijdragen van: Cok Bakker, Bram de Muynck, Inge Versteegt, Bas van den Berg, Elsbeth Vogel, Anne-Marije de Bruin-Wassinkmaat, George Lengkeek, Gertie Blaauwendraad, Peter Mesker, Dian Fluijt, Edwin van der Zande, Anouk Zuurmond, Jeannette den Ouden, Pim Klamer, Koen Wessels, Saro Lozano Parra, Robert Mentink, Anita Emans, Eline Belgraver, Marije Verkerk, Mathilde Tempelman-Lam, Nicolina Montessori, Ina ter Avest, Remco Coppoolse en Margreeth Kloppenburg.

This qualitative study examines the religious identity commitments of 18 emerging adults who grew up in strictly Reformed contexts in the Netherlands. During in-depth narrative interviews with photo elicitation, the participants reflected on who they are and the meaning of religion to their identity. Our thematic data analysis reveals that the participants’ religious identity commitments are diverse and diffuse, although they all were religiously socialised in more or less the same way. It, therefore, is inadequate to label the participants as Christian or not and as strictly Reformed or not. Second, the analysis reveals four commitments to trusting God, self, rational belief and not knowing yet.

Research shows that teachers and educators struggle to act when conflict appears in the classroom. This article argues that (political) conflict should not be avoided or eradicated. Teachers should enable conflict and attend to their pupils in the process, in order to enable further understanding of each other and their differences, as part of living together in a plural and diverse society. Scholars and educators often take a deliberative approach to citizen education by focusing on problem solving and consensus seeking. This article explores how conflict can be educational if we accept that antagonisms are inherent parts of human relations. The aim of this paper is not to propose moral boundaries to conflicts. Instead, it wants to contribute to a shift from teaching citizenship as conflict-free space towards learning democracy, in which educational conflict, or friction, is seen as an important part of the political education of pupils. This paper uses democratic theory, narrative theory, and the cultural-historical theory of play as described by Dutch historian Johan Huizinga, to construct analytical tools to further understand conflict in the classroom.

Citizenship education is an important part of current debates about future education. In contrast, educational philosopher Gert Biesta calls for a shift “from teaching citizenship to learning democracy”. This study wants to contribute to this shift. A Delphi-method is applied on a Dutch case study, presenting a way to collect and analyze data from experts that can be applied in different political, cultural and geographical contexts. The Delphi panel consists of experts from three categories of expertise in the field of democracy and Dutch education. A thematic analysis of the data collected through two succeeding rounds showed four emerging themes when turning the scope from citizenship to democracy: the distribution of responsibility of teachers and school leaders, the questions revolving around the freedom of education secured by the Dutch constitution, the nature of citizenship education, and most importantly, the school as a playground to practice democracy. This final theme was singled out by the experts as a higher purpose of democracy in education. This study argues that the concept of the school as a playground to practice democracy should be the focus to make the shift from teaching citizenship to learning democracy.

This study explores how 33 student teachers’ reflections during 106 ‘bumpy moments’ while in an international student teaching internship reveal their professional beliefs, and how the moments make the student teachers reflect upon their subjective educational theories. Student teachers described four themes of professional beliefs: (1) pedagogical content knowledge, (2) school context, (3) organisational skills and (4) self-reflection. Their reflections highlighted aspects of their subjective educational theories when they perceived they lacked an appropriate practical teaching strategy or they had pedagogical interactions with pupils or supervisors. The student teachers’ reflections on pedagogical interactions in a cross-cultural context made them aware of moral dimensions in teaching and their own position during normative (inter)actions. The findings of this study indicate that teacher educators should focus on everyday teaching details that occur during bumpy moments in a student’s teaching practice to explicate larger concepts such as the student teachers’ beliefs.

PurposeThe purpose of this paper aims to disclose shared beliefs and understandings about the concept of professionalism amongst Dutch commercial real estate valuers. It examines prevailing logics of action in a mature European valuation industry and reflects on the potential influence of these logics on the occurrence of judgement bias in valuation.Design/methodology/approachThe underlying study adopted a grounded theory approach to facilitate reflexive in-depth interview sessions with 20 experienced valuation professionals in the Netherlands. Emerging data on core categories of professionalism were initially identified and grouped; and subsequently conceptualised into ideal role types of valuers using institutional logics theory.FindingsThree different ideal types appear to guide Dutch valuation practice: the expert, the service provider and the reporter. The expert emphasises professional standards and technical quality, while the service provider advocates commercial quality and the reporter aims to uphold procedural quality. The authors find that the attention for technical quality associated with the expert role may be at risk of underexposure, fostering concerns about judgement quality and associated bias risks.Research limitations/implicationsThe potential impact of both commercial and bureaucratic logics on valuation quality may raise authoritative and educational concerns over judgement bias effects. However, while trends in professionalism may transcend national boundaries, the specifics of local real estate market structures and regulations require replication of results in other markets.Originality/valueInstitutional logics provide an alternative, socio-economic perspective on present-day valuer behaviour that progresses the understanding of the valuer–client relationship, thereby advancing the knowledge base on valuer judgement and client influence. Furthermore, the authors' role typology offers future research opportunities in terms of measurement and explanation of differences.

In dit artikel staat de rol van de schoolleider bij het al dan niet spreiden van leiderschap in de school centraal. Bij het geven van ruimte aan leraren nemen veel schoolleiders als het spannend wordt, al snel weer het heft in handen en vallen daarmee terug in het traditionele leiderschapsparadigma van verticale sturing en de leider als ‘held op de sokkel’. In een aantal gevallen, aldus Robert Mentink en zijn twee collega’s, heeft die terugval te maken met onbewuste, diepgewortelde overtuigingen oftewel ‘beliefs’ van de schoolleider. Ze laten dat zien aan de hand van een tweetal casussen en sluiten het artikel af met een handreiking voor het onderzoeken van de eigen beliefs.

This article presents the findings from a qualitative study on the religious identity exploration processes and experiences of emerging adults who grew up in strictly Reformed contexts in the Netherlands. We discuss three forms of exploration that appeared in our data: asking questions, exploring alternatives and rebelling against things that are disallowed or undesirable in the strictly Reformed tradition. We also discuss patterns that emerged from our analysis of exploration related to participants’ current religious identity commitments and a strictly Reformed upbringing. Finally, we discuss our findings and propose directions for further research and implications for those who guide youth in religious identity development.

Background: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE. Aim: The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum – the ‘old’ one – and the new curriculum to be developed, in the context of the Dutch plural society. Setting: Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands. Methods: For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals’ own and their colleagues’ positionality regarding teaching RE. Results: Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis. Conclusion: Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum.

Strictly religious adolescents grow up in highly religious contexts with orthodox beliefs and practices that usually contrast with those of pluralist and secularized societies that can be perceived as promoting unhealthy religious identity development. For these adolescents, religious identity development may be a challenge; however, there seems to be a lack of theoretical and empirical understanding of how these adolescents develop their religious identities. To address this, a literature review was conducted, and 15 studies were selected after the application of selection criteria. This review focuses on the characteristics of these studies to understand the religious identity development of strictly religious adolescents. Implications for theory development and further empirical research are discussed.

Our concern is with the increasing influence of instrumentality in education at the expense of personhood formation. In our contribution we focus on normative professionalisation, an approach to professionalisation that brings together instrumentality, value orientation and morality. In our contribution, the focus is on normative professionalisation of (future) teachers. In our theoretical framework, we combine the dialogical self theory (DST) with its method of self confrontation (SCM) in a provocative research instrument. With this instrument, respondents in our research are challenged to reflect on so-called ‘disruptive moments’ as motors for their professional development. We present two case studies situated in The Netherlands: one of a young women in her last year of teacher training, and one of a team of teacher trainers. Respondents evaluate the process positively, in particular because the process does justice to their personal and professional biography. In addition they appreciate their involvement in the analysis of the data. Our conclusion is that the adapted SCM is a promising instrument to stimulate the process of normative professionalisation.

Purpose: This paper aims to understand the debate about what constitutes good education in the Netherlands. The meaning of the concept of democracy in these public debates is divergent and rather diffuse. If teachers, citizens, advisory councils, and the Dutch government agree that democracy ought to be anchored in future education, we first and foremost need to understand its meaning within these current debates. Approach: In this study we conducted a frame analysis of eleven key documents from three relevant domains. The diagnostic frame shows that on the whole the authors of these documents view ‘neoliberalism’ and a ‘culture of measurement’ as undermining forces in education. Findings: The prognostic frame shows that all authors frame democracy as a prognosis, but with four different meanings: 1) democracy as organizational structure, 2) democracy as governmental policy, 2) democracy as knowledge and skill, and 4) democracy as a practice. We argue that these can be interpreted as four dimensions of a democratic solution, constructed as a response to neoliberal tendencies in Dutch education, JSSE - Journal of Social Science Education, Bd. 20 Nr. 1 (2021)

A boundary is a metaphor for an experience of discontinuity wherein a socio-cultural difference is perceived as a challenge or obstacle in action or interaction. This case study explores eight student teachers’ perceptions of boundaries during an international teaching internship to identify where experiences of professional learning originate. We found four types of boundary experiences related to discontinuity: (1) existing pedagogical approaches, (2) personal aspects, (3) a specific school type or culture, and (4) the world outside the classroom. Results suggest that the learning potential of experiencing discontinuity resides in situations wherein student teachers’ beliefs are being questioned, thus making the student teacher aware of their implicit beliefs. Student teachers’ attempts to reposition themselves while experiencing discontinuity resulted in questioning their existing ways of thinking and acting. Everyday teaching approaches were no longer always taken for granted, thus opening alternate perspectives. In this study, student teacher experiences of discontinuity had various dimensions (cultural, professional, and personal), which also determined their learning potential.

The aim of this paper is to examine valuer judgement behaviour, by exploring the manifestation of task complexity in Dutch commercial valuation practice. For this purpose, we adopted a grounded theory approach and undertook 18 in-depth interviews with senior valuation professionals across the Netherlands. Our findings indicate a strong presence of situational task complexity in commercial valuation practice, as professionals operating in large valuation teams perceive different elements of task complexity throughout commercial valuation practice in comparison to peers working in small valuation teams or self-employed valuers. Further, coping strategies used to deal with task complexity vary substantially by type of valuer as well. From our data, we deducted three types of task environment constructs in which valuers operate, which basically represent the various levels of professional standards required by clients as well as organisational settings composed to meet client standards. As such, we found that task environment settings strongly coincide with perceptions of task complexity. The presence of situational task complexity in commercial real estate valuation practice points to the need for customisation of professional valuer’s development programs to facilitate valuers to deal with task complexity in different stages of valuation practice and hence contribute to advancing valuer judgement skills.

In deze paper onderzoeken we oordeels- en besluitvorming door Nederlandse commercieel vastgoedtaxateurs, vanuit de invalshoek van het begrip ‘taakcomplexiteit’. Om een diepgaande verkenning mogelijk te maken is als onderzoeksmethode gekozen voor een gefundeerde theoriebenadering, uitgevoerd via diepte-interviews met ervaren Nederlandse taxateurs met diverse achtergronden. Onze bevindingen wijzen erop dat taakcomplexiteit zich op diverse wijzen manifesteert in het taxatieproces en sterk situationeel geladen is. Taxateurs die werkzaam zijn in grote organisaties hebben andere ervaringen met taakcomplexiteit in hun werk dan collega’s uit kleinere organisaties of zelfstandige taxateurs. Bovendien verschillen handelwijzen inzake taakcomplexiteit aanzienlijk per type taxateurs. De taakomgeving blijkt sterk mee bewegen met percepties van taakcomplexiteit. Uit onze data hebben we drie soorten taakomgevingen afgeleid, die geënt zijn op basis van professionele normen van opdrachtgevers, concurrentieverhoudingen in de markt en de organisatorische context waarin taxateurs opereren. De aanwezigheid van situationele taakcomplexiteit in de commerciële taxatiesector wijst op de behoefte aan meer maatwerk en ontwikkeling van oordeelsvorming in opleidingsprogramma’s, om taxateurs beter voor te bereiden op de omgang met taakcomplexiteit in de verschillende fasen van de eigen taxatiepraktijk.

Valuation judgement bias has been a research topic for several years due to its proclaimed effect on valuation accuracy. However, little is known on the emphasis of literature on judgement bias, with regard to, for instance, research methodologies, research context and robustness of research evidence. A synthesis of available research will establish consistency in the current knowledge base on valuer judgement, identify future research opportunities and support decision-making policy by educational and regulatory stakeholders how to cope with judgement bias. This article therefore, provides a systematic review of empirical research on real estate valuer judgement over the last 30 years. Based on a number of inclusion and exclusion criteria, we have systematically analysed 32 relevant papers on valuation judgement bias. Although we find some consistency in evidence, we also find the underlying research to be biased; the methodology adopted is dominated by a quantitative approach; research context is skewed by timing and origination; and research evidence seems fragmented and needs replication. In order to obtain a deeper understanding of valuation judgement processes and thus extend the current knowledge base, we advocate more use of qualitative research methods and scholars to adopt an interpretative paradigm when studying judgement behaviour.

Purpose Information verification is an important factor in commercial valuation practice. Valuers use their professional autonomy to decide on the level of verification required, thereby creating an opportunity for client-related judgement bias in valuation. The purpose of this paper is to assess the manifestation of client attachment risks in information verification. Design/methodology/approach A case-based questionnaire was used to retrieve data from 290 commercial valuation professionals in the Netherlands, providing a 15 per cent response rate of the Dutch commercial valuation population. Descriptive and inferential statistics have been used to test research hypotheses involving relations between information verification and professional features that may indicate client attachment such as an executive job level and brokerage experience. Findings The results reveal that valuers acting at partner level within their organisation obtain lower scores on information verification compared to lower-ranked valuers. Also, brokerage experience correlates negatively to information verification of valuation professionals. Both findings have statistical significance. Research limitations/implications The results reflect valuers’ reasoning behaviour rather than actual behaviour. Replication of findings through experimental design will contribute to research validity. Practical implications Maintaining close client contact in a competitive environment is important for business continuity yet may foster client attachment. The associated downside risks in valuation practice call for higher awareness of (subconscious) client influence and the development of attitudinal scepticism in valuer training programmes. Originality/value This paper is one of the few that explore possible sources of valuer judgement bias by relating client-friendly valuer features to a key area of valuation i.e. information verification.

The underlying normative question in this research is ‘What is good professionalisation?’. The perspective in this study to answer this question is the attention for personhood formation. Different contributions from the humanities have stated that personal development should be an integral element in education and professionalisation. The question is how we translate this assertion into daily practice. The claim of this research project is that (normative) professionalisation is a mode of worldview education, which has morality and personal positioning regarding ultimate life questions as its core. In professionalisation, this personal positioning is part of moral and existential learning processes. Our claim and the urgency for researching practices of personal development in professionalisation result in the following general research question ‘What is the meaning and contribution of a personal life view articulation to professionalisation?’ As a result of our conceptual study, we propose to replace the static ‘worldview’ for the processual concept of ‘life orientation,’ which we define as: An existential positioning process pertaining to the meaning of the human being, the world, and the meta-empirical, directed towards the horizon of the good life. This processual concept addresses an inclusive perspective on human being and includes the dialogical dimension of meaning-making. As professionals, people have to decide what is good to do in a specific situation. This decision-making is inherently dialectal because a decision has to be taken for which all bear a shared responsibility. The philosophies of Taylor and Ricoeur on the relationship between narrative, morality, and the self were important insights to describe how life orientation and professionalisation are related to each other. The definition of normative professionalisation specifies the process of life orientation: Normative professionalisation is an (inter)subjective dialectical reflection on the quality of the professional’s practice in connection with the societal context, from the dialogical perspective of a personal life orientation. The educational context of this research is a half-year university minor programme in Philosophy. World Religions. Spirituality. For this programme, we developed a list of facilitating questions to support students in articulating their life orientation. We collected 68 narratives that students developed during the minor and during their juniorship period. For the analysis of these documents, we drew on the dialogical self theory to develop two narrative analysis instruments that enabled us to describe the development in articulation as well as the integration of a life orientation into professionalisation. The analysis resulted in a description of seven typologies that show how ‘ambivalence’ functions in students’ articulations of their life orientation. The students’ descriptions show differences in development regarding articulating new positions, integrating new insights, and reflecting on the relationship between life orientation and professionalisation. The main conclusion is that education through life orientation stimulates moral and existential learning processes into professionalisation. This education improves the dialogical competency and the awareness of personal positions. In differing degrees, students need time to articulate their personal positions, to explore different positions and to integrate their new perspectives into their professionalisation.

The Dutch Law Passend Onderwijs (2014), and the Flemish M-Decree (2015) have a common goal: offering more inclusive education to all students under 18 years old. A policy objective is that students should participate in mainstream education. This dissertation attempts to discuss co-teaching as a substantive practical approach to create a powerful learning environment that meets the specific educational needs of students. The general goal is to understand the conditions of co-teaching regarding good collaboration and good teaching in education. In addition three specific goals aim to understand the implications of co-teaching: (1) clarifying the way co-teachers make their pedagogical approach visible in daily practice, (2) identifying the challenges in co-teaching and the relating professionalization needs of co-teachers, and (3) clarifying the meaning of sense making in co-teaching teams by structured team-reflection. To meet the research goals we formulated several research questions. 1.a. What are the thoughts of novice, experienced and supporting co-teachers about good teaching and good collaboration? What do co-teachers consider as important in regard to good teaching and good collaboration? 1.b. Which joint needs for professional development come forward from novice, experienced and supporting co-teachers? 1.c. How do novice, experienced and supporting co-teachers value the use of an instrument for structured team-reflection? 2. What conditions promote the creation of a more inclusive educational environment by means of co-teaching? The results of the studies reveal among other the following findings: (1) The meaning of co-teaching: from a technical instruction and collaboration model to a values-conscious pedagogical educational model. We propose an adapted definition of co-teaching that describes the need of a shared vision on good teaching and the mutual responsibility to the developments off all students in the classroom. We conclude that a small network of teachers working closely together in co-teaching teams can be regarded as an sustainable educational innovation and effective strategy to successful implementation of the Law ´Passend Onderwijs´ (2014) and M-Decree (2015). (2) Co-teaching shows an overlap and interaction between the professional educational domains of qualification, socialization, and subjectification (Biesta, 2015), in which we identify sixty-five supporting competences and attitudes to good collaboration and good teaching in co-teaching teams. (3) In co-teaching practices we recognize six movements towards a normative professionalism (Bakker & Wassink, 2015). We propose a seventh movement to realize more inclusive school environments: From alone to together. (4) Good collaboration is a precondition to good student achievement (McLeskey, et. al, 2017). In addition to the four phases of collaboration in co-teaching teams (Petrick, 2014, 2015), we propose the phase of pro-activity: co-teaching teams are acting proactively in teaching and organize their own development and the phase of resilience: co-teaching teams are able to deal with unexpected and difficult situations, are willing to experience complexity as a challenge and are acting based on their mutual moral beliefs.

This interview study examines the attitudes of orthoprax young Muslim adults in the Netherlands toward their context, by distinguishing their perceptions of society and their participation in society. In this study, we discover that orthoprax young Muslim adults oppose themselves to Dutch society and do not feel really connected to it. However, most of the time, they participate in society by having jobs, studying and having friends. We also see that respondents are particularly active in and involved with their own Islamic community. Respondents in many cases do not link their religious identity to their participation in society. This study shows three different styles of linking religion to participation: “Participating as far as Islam allows,” “Religion is very personal and individual,” and “Bridging the gap.” We discuss what the reason is for not linking religious identity to participation.

In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education good teaching and good learning is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams professional development and identified that challenges to co-teachers professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams.