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.

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.

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.

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.

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.

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.

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

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.

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

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…

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?

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.

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 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 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.

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

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

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…

Na Zhou (PhD at ICLON) researched how vocational teachers’ learning takes place in a work placement programme and how their learning supports their teaching in school. Defence on 1 March.