Bibliography
(Google translation)
Ardui, J., Cornelissen, G., Decuypere, N., De Meyere J., Frans, R., Geerinck, I., Masschelein, J., Simons, M., & Verellen, N. (2012). Being a teacher: Glossary. Leuven: Acc.
Ardui, J., Cornelissen, G., Decuypere, N., De Meyere J., Frans, R., Geerinck, I., Masschelein, J., Simons, M., & Verellen, N. (2012). The love for the profession: In search of a pedagogy(k) of mastery. Impulse for Educational Guidance, 42 (4), 178-187.
Biesta, G. (2012). Good education and the culture of measurement: Ethics, politics and democracy. The Hague: Boom Lemma publishers.
Biesta, G. (2015). The wonderful risk of education. Culemborg: Phronese.
Biesta, G. (2018). The return of teaching. Culemborg: Phronese.
Biesta, G. (2019, Nov.). What does a (three-year) teacher training course (in Flanders) have essential to do? In G. Decin (Chairman), Spots on teacher training. Study day organized by the Teacher Training of University College UCLL, Leuven.
Burggraeve, R. (2000). Self-Wise Love: Fragments of Biblical Thought. Leuven: Acc.
Cohen, L. (1992). Anthem. On The Future. Londen: Columbia.
The New Bible Translation. (2005). Publisher Jongbloed.
Ijsseling, H. (2020, January). Inspired and inspiring education: Pedagogy of interruption and connection. In Professionalising with heart and soul: Learning together and living together in a metropolis, Lectoraat organized by the Thomas More Hogeschool, Rotterdam.
Opportunities through the crisis : Gert Biesta on the teacher as an artist. (2020, June 10). Retrieved September 18, 2020, from https://www.verus.nl/actueel/blogs/anoniem/kansen-door-de-crisis-gert-biesta-over-de-leraar-als-kunstenaar
Kelchtermans, G. (2003/4). Vulnerability as a pedagogical quality: Comments on good education. Journal of Education Law and Education Policy, 2003/4 (6), 494-497.
Kelchtermans, G. (1999). Vulnerability and professional identity of primary school teachers: An exploration of the moral and political roots. Pedagogical Journal, 24 (4), 471-492.
Kelchtermans, G., & Simons, M. (2007). In search of the pedagogical meaning of education: Beyond functionalism and paradigm pressure. Pedagogical Studies 84 (2), 145-152.
La Jevic, L. & Springgay, S. (2008). A/r/tography as an Ethics of Embodiment : Visual Journals in Preservice Education. Qualitative Inquiry, 14(1), 67-89. http://doi.org/10,1177/1077800407304509
Levinas, E. (1971). Totality and Infinity: Essay on exteriority. Den Haag: Martinus Nijhoff.
Levinas, E. (2001). By discovering the existence with Husserl and Heidegger (3rd of druk), Parijs: Vrin.
UCLL teacher training. Moving teachers: Vision text Group Teacher Training. Consulted on 6 May 2021, from https://www.ucll.be/sites/default/files/documents/lerarenopleiding/bako_balo_hasselt/opleidingsvisie_programma/170926_visietekst_lerarenopleiding_leraarsbewegen_def.pdf
Lewis, T.E. (2015), Suspending the Ontology of Effectiveness in Education: Reclaiming the Theatrical Gestures of the Ineffective Teacher. In T.E. Lewis & M.J. Laverty (eds.), Art’s Teachings, Teaching’s Art: Philosophical, Critical and Educational Musings (pp. 165-178). New York: Springer. DOI 10.1007/978-94-017-7191-7
Masschelein, J. (Eds.). (2008). The lightness of parenting: An exercise in looking, reading and thinking. Leuven: Lannoo Campus.
Masschelein, J., & Simons, M. (2012). School Apology: A Public Affair. Leuven: Acc.
Nussbaum, M. (2011). Not for profit: Why democracy needs the humanities. Amsterdam: Ambo/Anthos.
Pfeijffer, IL (2018). Grand hotel Europe. Amsterdam: The Workers' Press.
Ruijters, M. (2012). Donald Shön and Chris Argyris: Double-loop Learning. In M. Ruijters, R. Simons & R. Schut (Eds.), Canon of Learning (pp. 197-210). Amsterdam: Boom.
Schmidt, P. (1991). Word of God, Book of Men: Introduction to the Gospels and Acts. Averbode: Altiora.
School of Education (September 2010-August 2012). The love for the profession: Towards a pedagogy(k) of mastery. Consulted on September 25, 2020, from https://www.liefdevoorhetvak.be
Simons, M., & Masschelein, J. (2017). The student at the center of education? Limits of personalization. Leuven/The Hague: Acco.
Springgay, S., Irwin, R. L., Kind, S. W. (2005). A/r/tography as Living Inquiry Through Art and Text. Qualitative Inquiry, 11(6), 897–912. http://doi.org/10.1177/1077800405280696
Standaert, R. (2014). The calculated school: Measurement cult and measurement culture. Leuven: Acc.
St. Pierre, E. A. (2014). A brief and personal history of post qualitative research: Toward “post inquiry”. Journal of Curriculum Theorizing, 30(2), 2–19.
Tempest, K. (2019). Hold your own. On The Book of Traps and Lessons. Burbank: American Recordings.
VanSlyke-Briggs, K. (2009). Consider ethnofiction, Ethnography and Education, 4(3), 335-345. http://doi.org/10.1080/17457820903170143
Visker, R. (2001). Whistling in the dark. Ethical Perspectives 11(3), 147-157.
Weyts, B. (2019-2020). Policy memorandum Education and Training 2019-2024. Retrieved on June 26, 2020, from https://www.vlaanderen.be/ (pp.7-8).
