Collaboration is increasingly common among teachers in schools. As such, teacher education should prepare prospective teachers to effectively interact with other teachers in different types of communities or groups.

How is collaborative learning in teacher education designed and implemented? How do students experience those collaborative learning assignments? What aspects of the design and the implementation lead to which perceived learning outcomes?

This study looks at the question of how and at what level students in primary teacher education can integrate theory and practice, and how the organisation of their learning environment, focusing especially on mathematics and pedagogy, can contribute to that.

How can a participatory theatre-based pedagogy support pre-service teachers in The Netherlands in developing critical awareness and an active change-agent identity with respect to diversity, equity and inclusion in educational contexts?

The Minor in Teaching was introduced in 2009 as a new initiative to introduce and prepare bachelor students for teaching. Student numbers are low, however, especially of mathematics and science students.

Assessment of teaching is currently becoming more and more common practice. As such assessment is generally based on complex, qualitative data from multiple sources (e.g., lesson plans, video-taped lessons, written reflections of the teacher on his or her performance), the overall quality of the assessment…

The topic of this study is the portfolio that is being used in a teacher education institute as an instrument for stimulating reflection on their development as teachers by student teachers.

To what extent do beginning teachers use, create and claim agency at their school?

What is students’ engagement in problem-based learning (PBL) and case-based learning (CBL) in teacher certification programs?

The aim of this thesis was to develop and evaluate a Ecological Professional Development Model to support preservice biology teachers to direct their own subject-specific ecological professional development route.

How can collaborative participatory action research by student-teachers and their students enhance student participation, improve educational practices, and generate knowledge about these practices that can be used for improving teacher education as well?

The elicitation of mentor teachers' practical knowledge by prospective teachers

Demonstration experiments are a potentially powerful instrument to improve the micro-macro thinking of students in secondary education. Therefore we want to design a practical and generative approach to assist teachers to develop lessons with a demonstration experiment.

On March 31, 2017, graduates of the teacher education programme received their diploma.

Leiden University organizes a course on quantum mechanics for high school Physics teachers. As the curriculum gains a new quantum component, the university enables teachers to give the best possible guidance to their students.

In November 2017, six status holders attended an introduction training course on Dutch education at ICLON.

Unraveling culturally responsive attitudes, noticing skills, knowledge and reasoned practices of expert teachers.

The motivation of student teachers for the teacher's profession depends on various factors. Teacher training can influence the commitment of students. That is stated in the doctoral thesis of Ikupa Moses, who graduates from the Leiden University Graduate School of Teaching (ICLON) on 7 September 201…

How can reciprocal learning of mentor and mentee about PCK (Pedagogical Content Knowledge) during the secondary school internship be established?

Assistant professor Markus Davidsen has received the Comenius grant, with which he wishes to improve secondary education on religion. In this interview, he will tell more about the content of his project and its aims.