Many teachers in secondary education take differences between pupils into account . PhD research by Saskia Stollman (ICLON) shows that they need room to experiment and the support of the school management

The research project focuses on teachers’ learning motivation and learning performance in professional learning activities.

Each year, the Faculty of Science celebrates exceptional teaching with its annual award. Here you’ll find how the tradition began, how the winner is chosen, and where to explore the lecturers who have earned the title in previous years.

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.

Chemist Sylvestre Bonnet has received a Proof of Concept grant from the European Research Council (ERC). With the grant of 150,000 euros, Bonnet will investigate whether chemotherapy that is activated by light can be used against eye cancer.

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?

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

Getting started with active learning & teaching can be as simple as assessing on what is already accomplished. Here are some practical courses of action to begin experimenting with active learning, whether you are a teacher or responsible for the spaces.

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

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?’

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.

Student cooperativeness underlies high quality teacher-student relationships, and has been positively associated with students’ school engagement. Fostering cooperative rather than oppositional student behavior might be especially helpful for protecting at-risk students against academic failure.

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?

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How can we map and foster Dutch secondary teachers’ agency in inclusive education practices?

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.

How can we gain insights in the connection between teaching practices and theoretical elaborations of purposes of education?

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…

We organise various activities for high school students and their physics teachers to learn about Astronomy at Leiden University.

Didactics

How do teachers conceptualise, develop and implement an effective CLIL practice?

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.

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…

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?

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.

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,…

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

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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.

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

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.

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

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.