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.

How can formative assessment be used to promote teacher professional learning? This book contains various studies into professionalization approaches and courses in which formative assessment is used with a view to teacher learning.

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.

What are ‘missing links’ in research on teacher professional development trajectories? We focus on the role and development of teacher facilitators in designing and implementing (collaborative) professional development trajectories.

This dissertation set out to provide both an integrated framework for the practices of teacher peer feedback and an in-depth understanding of teacher peer feedback in the Chinese vocational education context.

How do secondary school teachers’ professional learning preferences relate to teaching experience and the school context?

In this project we investigate how the professional development around the theme of inquiry based teaching of teachers from three international schools takes place.

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.

The present project aims to provide valuable insights for the professional development of international teachers, and also for improving the quality of foreign language education.

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 teachers best learn from each other and develop? Jacobiene Meirink is conducting research on professional development for teachers in secondary education. She is particularly interested in how teachers collaborate on and learn from the development of teaching programmes. More insight into effective…

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

The aim of this thesis was to examine what teachers want to learn themselves. The main research question was: what, how and why teachers want to learn? And does this depend on their years of teaching experience and the school at which they work?

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.

Leiden University Graduate School of Teaching

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.

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.

Professional learning communities are useful for professionalization but also for the development of induction programmes. In this project, we combine these two worlds into a professional learning communities in which mentors or novice teachers learn about mentoring and at the same time develop an induction…

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

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…

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…

To what extent are university teachers' individual learning paths influenced by their teaching experience, motivation, and conceptions of teaching and learning through educational technology?

Social relationships of students are important. Especially for students with problem behavior. How can a teacher support students in their social relationships via their own interactions with students? A lot, as is shown by a meta-analyses of Hinke Endedijk. She assessed almost 300 studies about teacher-student…

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.

This dissertation focuses on teacher professional learning and collaboration in secondary schools.

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 objective of this project is to understand the content and structure of science teachers’ knowledge and beliefs, and how these change in the context of pre-service teacher education and educational innovation.

Contact us about initial teacher education, educational research and teacher professional development

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

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

In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams.

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…

The motivation of student teachers for the teacher's profession depends on various factors. Teacher training can influence the commitment of students.

The research reported in this thesis is concerned with the knowledge development of a small sample of experienced science teachers in the context of a broad innovation in Dutch secondary education, including the introduction of a new syllabus on Public Understanding of Science.

The objective of this project is to show how teacher research can encourage teachers’ learning process as professionals, improve teaching practices and generate knowledge about these practices.

University-school partnerships are important constellations for teachers’ professional learning. The present study investigates how both teacher characteristics and contextual factors are related to teachers’ motivation to participate in the university-school partnership, and the relationship between…

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?’

The University encourages you, as members of our staff, to use and develop your talents.

The overarching aim of the ICLON research programme is to improve the quality of teaching-learning situations through a deep theoretical understanding of teaching and teacher learning.

What are relationships between student teachers’ personal characteristics, learning experiences and perception of external environmental aspects impacting teacher career and their commitment to teaching?

A new face is strengthening FGGA's Faculty Board as vice-dean in the coming months. Maarja Beerkens comes from the Institute of Public Administration, where she has been teaching since 2010 and has also been Associate Professor and Educational Director for many years. The enthusiastic The Hague resident…

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.

This thesis investigates the historical development of Japanese pitch accent.

On the 21st of September, Benjamin Suchard succesfully defended his PhD-thesis and graduated. LUCL congratulates Benjamin on this great result.

The studies reported in this thesis were situated in the context of an innovation of Dutch secondary school biology curricula. As in any innovation, the practical knowledge of teachers determine the outcomes through the decisions they make while planning and teaching their lessons. The aim of the studies…