The aim of this research is to gain insight into the approaches of learning to teach. Teacher learning processes, feedback in novice-expert interaction and the impact of the interaction are explored.

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…

This thesis reports on the influence of induction programs on beginning teachers’ well-being and professional development, and the essential characteristics of an induction program. These topics were explored by means of an interview study and large scale survey study.

Teachers of English as a foreign language in China and the Netherlands have different notions of themselves as teachers in relation to cultures associated with the English language.

Work placement as a professional development programme for vocational teachers has been widely implemented. This dissertation provides insight into vocational teachers’ learning process in this programme within Chinese vocational education.

The main aim of this dissertation was to provide insight into possible subtle forms of bias in youth socialization by various socializing agents in the Netherlands, and exploring new ways to document bias. Additionally, it addresses the importance of using sound statistical methods for calculating effect…

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.

Beginning teachers often experience difficulties making activating lessons. This study investigates how and if the practical teaching model can offer them a hand in learning to design lessons.

The literature indicates that teacher professional development and learning may be improved by using formative assessment procedures. This thesis focuses on a specific form of formative assessment, negotiated assessment, which is characterised by the exchange of views between assessor and assessee and…

Dissatisfied older teachers regularly quit teaching before reaching retirement age. In her dissertation, Ietje Veldman advocates specific coaching for this group to retain them for education.

This project focuses on vocational teachers’ professional development in work placement. Teachers’ learning motivation, learning experience and learning outcomes within work placement will be explored in depth.

How do teachers’ knowledge, practices, perceptions, job satisfaction and workload in secondary education develop during a school innovation in the context of differentiated student development?

In this research project characteristics of effective instructional development were identified that are appealing to medical teachers and relevant for medical education.

This project is situated within the context of an innovation of the biology curriculum in Dutch secondary schools. The main purposes are (1) to clarify the relation between teachers’ practical knowledge and the decisions they make when planning and implementing their lessons and (2) to develop a professional…

This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science.

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?

Leiden University Graduate School of Teaching

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.

This dissertation reports on the requirements for the design and development of teacher assessments, and examines the possibility of developing an assessment procedure that complies with the formulated requirements.

This thesis comprises four closely related interpretative studies and set out to answer the compound question: ‘How do teachers interpret their classroom interactions in terms of their pupils’ best interest?’

Students in EFL (English as a foreign language) classes may regard their non-native teachers as successful models of intercultural communication and mediators between the cultures of English-speaking countries (ES cultures) and their own cultures. Teachers who are aware of such roles may introduce and…

What are the impacts of digital educational resources on rural teachers and their teaching in China?

This doctoral thesis comprises four studies on the content and structure of physics teachers’ belief systems about teaching and learning physics in secondary education in the Netherlands.

Which basic characteristics and skills and knowledge influence the use of and actions based on real-time student data presented on a teacher dashboard in primary education?

How do Chinese language teachers negotiate who they are as teachers when they work abroad? This dissertation offers clear, practice-oriented answers. It examines teacher identity - the everyday answer to 'What kind of teacher am I here?' - as it is reshaped through classroom interactions, institutional…

In this book Adam Fairclough chronicles the odyssey of black teachers in the South from emancipation in 1865 to integration one hundred years later.

Despite the value of technology integration for educational equity and quality being emphasized by numerous studies, many gaps exist about how technology integration can be approached in policy plans, implemented in pedagogical practices, and embraced by teachers, students, and parents.

This thesis investigated the extent to which participation of school students in decision-making processes can be achieved, including through participatory action research (PAR) in teacher education.

The dissertation by Max Kusters (PhD at ICLON) examined ‘teacher agency’: the capacity of university lecturers to actively and purposefully influence their teaching practices and work conditions.

This dissertation reports on the beliefs and perceptions of Chinese and Dutch university teachers regarding the role of research in university teaching and how these beliefs and perceptions can be explained by their cultural, institutional and individual background characteristics

Reflective dialogue is an effective instrument for professional learning of teachers. This research considers the characteristics, development, stimulating and limiting conditions for reflective dialogues in the context of Dutch primary school teachers who collaborate and learn together. The goal is…

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In what ways can the professionalisation of teachers and supervisors in police education around diversity, inclusion and diverse professionalism be increased?

What relationships exist between different types of PLCs and cognitive differentiated teaching?

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

This thesis reports on a study that examined the development of L1 teachers’ practical knowledge when they researched and implemented concept-context rich education in an action-research setting.

The research study presented in this dissertation focuses on issues pertaining to the reliability, generalizability, and validity of authentic performance assessments of teachers.

The topic of this PhD thesis is teachers' perspectives on self-regulated learning.

For a successful implementation of an educational reform, teachers need to regard the proposal as being practical. I used a modular, success-oriented approach to make a context-based reform practical for implemtentation in Duthc biology education. educational reform, modular, teachers, biology, success-oriented,…

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 secondary education, teacher collaboration is used to further teachers’ professional development. In her dissertation, Loes de Jong (PhD candidate at ICLON) examines how various collaborative initiatives stimulate teacher learning. Her thesis defence is on 20 May 2021.

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

On the brand-new Leiden Teachers Blog, Leiden teachers share their experiences with educational innovation. They show colleagues, students, and everyone else who is interested the different facets of creating university education.

Open Educational Resources (OER) have the potential to change teaching in Higher Education, but adoption is low despite the growing amount of resources available. The current project aims to investigate if and how teacher communities can foster adoption of OER in curricula.

Studies on representative bureaucracy have often confirmed the positive performance effects of bureaucracies mirroring the demographic characteristics of their clientele. However, little is known about the underlying individual level mechanisms leading to these outcomes.