Janssen, F., Westbroek, H.B. & Borko, H. (2023). The indispensable role of the goal construct in understanding and improving teaching practice. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2217426
Westbroek, H.B., Kaal, A.A. & Donszelmann, S. (in press). A motivational perspective on learning core practices: the case of a Dutch Teacher Education program. In: U. Freafel & P. Grossman (Eds.), Core Practices from a Cross-National Perspective. Harvard Education Press.
Ottenhof, K., Westbroek, H.B., Janssen, F., Meeter, M. & Muijlwijk-Koezen, J. (2022). Enhancing ecological reasoning about complex problems with domain-specific question agendas. International Journal of Science Education. doi.org/10.1080/09500693.2022.2138728
Westbroek, H.B., Jongejan, W., Kaal, A.A. & de Vries, B. (2021). Research literacy in initial teacher education: the development of personal theories. In P.Boyd, A.Szplit, Z.Zbróg. (eds.). Developing Teachers’ Research Literacy-International Perspectives (pp. 113-135), Libron: Kraków.
Scholten, D., Wijtmans, M., Dekker, S.J., Vuuregge, A.H., Boon, E.J.J., Vos, J.C., Siderius, M., Westbroek, H.B. & Muijlwijk-Koezen, J.E. (2021). Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format. Journal of Chemical Education, 98, 12, 3852–3863.
Westbroek, H.B., Janssen, F.J.J.M., Mathijssen, I. & Doyle, W. (2020). Teachers as researchers and the issue of practicality. European Journal of Teacher Education. DOI: org/10.1080/02619768.2020.1803268.
Landa, I., Westbroek, H., Janssen, F., van Muijlwijk, J., & Meeter, M. (2020). Scientifc perspectivism in secondary-school chemistry education. Science & Education, 29(5), 1361–1388. https://doi.org/10.1007/s11191-020-00145-3.
Janssen, F., Westbroek, H.B., Landa, I., van der Ploeg, B., van Muijlwijk-Koezen, J.E. (2020). Perspectives for Teaching About How Science Works. In Nature of Science in Science Instruction: Rationales and Strategies; McComas, W.F., Ed.; Springer Nature Switzerland AG: Cham, Switzerland, pp. 253–270. ISBN 9783030572389
Westbroek, H., van Rens, L., van den Berg, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976. https://doi.org/10.1080/09500693.2020.1744044, https://doi.org/10.1080/09500693.2020.1744044
Westbroek, H., de Vries, B., Walraven, A., Handelzalts, A., & McKenney, S. (2019). Teachers as Co-designers: Scientific and Colloquial Evidence on Teacher Professional Development and Curriculum Innovation. In J. Pieters, J. Voogt, & N. P. Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp. 35-54). Springer. https://doi.org/10.1007/978-3-030-20062-6_3
de Graaf, A., Westbroek, H.B. & Janssen, F.J.J.M. (2018). A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons. Journal of Science Teacher Education, 30 (1), 6–23. doi:10.1080/1046560X.2018.1523646.
Westbroek, H. B., Janssen, F. J. J. M., & Doyle, W. (2017). Perfectly reasonable in a practical world: Understanding chemistry teacher responses to a change proposal. Research in Science Education, 47(6), 1403–1423. https://doi.org/10.1007/s11165-0169560-8
Janssen, F. J. J. M., Westbroek, H.B. & Doyle, W. (2015). Practicality Studies: How to Move from What Works in Principle to What Works in Practice. Journal of the Learning Sciences 24 (1): 176–186. doi:10.1080/10508406.2014.954751.
Janssen, F. J. J. M., Grossman, P., & Westbroek, H. B. (2015). Facilitating decomposition and recomposition in practice based teacher education. The power of modularity. Teaching and Teacher Education, 51, 137–146.
Janssen, F. J. J. M., Westbroek, H. B., & Doyle, W. (2014). The practical turn in teacher education: Designing a preparation sequence for core practice frames. Journal of Teacher Education, 65, 195–206.
Janssen, F. J. J. M., Westbroek, H. B., Doyle, W., & Van Driel, J. H. (2013). How to make innovations practical. Teachers College Record, 115, 1–43.
Janssen, F. J. J. M., de Boer, E., Dam, M., Westbroek, H. B. & Wieringa, N. (2013). Design Research on Developing Teaching Repertoires. In Plomp, T. & N. Nieveen. Educational Design Research. Introduction and illustrative cases (pp. 757-780). Enschede. SLO. http:// international.slo.nl/bestanden/Ch36.pdf/
Janssen, F.J.J.M., Westbroek, H.B. &. van Driel, J.H. (2014). How to Make Guided Discovery Learning Practical for Student Teachers. Instructional Science, 42 (1), 67–90. doi:10.1007/s11251-013-9296-z.
Janssen, F. J. J. M., H. B. Westbroek, & Doyle, W. (2014). The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames. Journal of Teacher Education, 65, 195–206.
de Vries, B., Westbroek, H. B., Walraven, A., & Handelzalts, A. (2012). De stem van de praktijk: docentperspectieven op docentontwerpteams. Pedagogische studiën, 89(6), 388-398.
Voogt, J., Westbroek, H.B., Handelzalts, A., Walraven, A., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27, 1235–1244.
Westbroek, H., Klaassen, K., Bulte, A., & Pilot, A. (2010). Providing students with a sense of purpose by adapting a professional practice. International Journal of Science Education, 32, 603–627.
Bulte, A. M. W., Westbroek, H. B., De Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28, 1063–1086.
Westbroek, H., Klaassen, K., Bulte, A., Pilot, A. (2005). Characteristics of Meaningful Chemistry Education. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_6
Vakbladen
Westbroek, H., de Vries, B., Jongejan, W., Kaal, A. & Pauw, I. (2018). Opleiden voor de toekomst: Hoe praten over onderzoek professionele ruimte creëert, Tijdschrift voor Lerarenopleiders, 39(4), 49 - 64.
Westbroek, H., & Kaal, A. (2016). Leren onderzoeken in de eerstegraads lerarenopleiding. Tijdschrift voor Lerarenopleiders, 37(1), 5-14.
Proefschrift
Westbroek, H. B. (2005). Characteristics of meaningful chemistry education: The case of water quality. Utrecht: CD-ß Press.