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.

Leiden University Graduate School of Teaching

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.

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 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…

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.

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.

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

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?

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.

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 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 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.

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 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?’

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

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…

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 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.

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.

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

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

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…

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

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…

How do academics develop into novel researcher roles alongside current teacher roles in the context of new universities in transition?

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

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,…

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

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

This thesis focuses on the question: What is the content of mentor teachers’ practical knowledge of adaptive response to their mentee teachers’ learning?

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.

Every year, the Leiden University Student Platform (LUS) chooses the best lecturer in the university. The prize is awarded during the Opening of the Academic Year, this year on 5 September.

Students of the Faculty of Science have chosen Dennis Claessen (IBL) as the best teacher of last year.

Good education is the basis for a fair and sustainable society. To maintain a high level of education, teachers, pupils, lecturers and students need new resources. One of the ways that Leiden University supports them in this is by conducting academic research, largely together with practicing teaching…

Media Technology alumna Marianne Bossema has received a doctoral grant for teachers. This grant enables teachers to spend five years doing research that will eventually lead to a PhD graduation. Marianne will do her research on social robotics, under supervision of Leiden University's Rob Saunders.

How to keep 80 students with different backgrounds motivated for 3 hours? Stefano Cucurachi knows how! By incorporating current developments, lively discussions and even some improvisation theatre, this assistant professor managed to become Teacher of the Year 2018. ‘You have to find ways of gaining…

On the evening of Tuesday January 31st, the physics institute organizes its triannual meeting for over seventy high school teachers. The program consists of lectures on developments in modern physics and the latest initiatives in the world of education.