Team learning processes of VET teacher work teams related to team cognition and educational effectiveness in competence-based education

Hildert Zoethout


Hildert Zoethout MSc. studied Educational Science at the University of Twente in Enschede, the Netherlands. He graduated in 2014 in the field of Human Resource Development on a mixed-method research on antecedents of work-related learning of registered nurses. Now he conducts multidisciplinary research on team learning in work-related settings. He has a specific interest in the professional development of teachers in vocational education and training (VET). Methodologically he is interested in video-based thematic content analysis, measuring team cognition and small group behaviour.


Team learning has become more important for teachers in vocational education and training (VET), because (1) team members have different backgrounds and (2) change is inherent to education and the occupations that  vocational education programmes educate for. Team learning is a compilation of processes that involves information acquisition, information processing and storage and retrieval and it takes place on the level of the team (Decuyper, Dochy, & Van den Bossche, 2010). In my research we want to see how team learning processes improve or inhibit team work. In addition we want to examine how team learning processes in these phases relate to team cognition (i.e. the shared understanding of team members about their education) and to educational effectiveness (i.e. the extent to which teacher teams are able to provide competence-based education). To research team learning processes we follow teacher teams during a project in which they are improving a competence-based aspect of their educational programme.


Project Team


Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111-133. doi: 10.1016/j.edurev.2010.02.002

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