How to make educational innovations practical for teachers

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

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

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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?

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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.

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…

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

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

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.

Does becoming a public sector employee change a person’s political beliefs, behaviors and interactions with the state? Do public teachers hold the same values as other professionals and the general Brazilian public?

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…

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 is students’ engagement in problem-based learning (PBL) and case-based learning (CBL) in teacher certification programs?

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

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

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…

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?

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

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 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

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 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.

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.

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?

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.

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

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 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.

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