470 search results for “leiden teachers academy” in the Public website
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Leiden Teachers’ Academy conference focuses on academic skills
Everyone agrees that university students need to learn academic skills. But what exactly are we talking about? The Leiden Teachers’ Academy organised a conference on 7 November on this topic.
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Leiden teachers share experiences on new blog
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.
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Helen Westgeest Teaching Fellow at the Leiden University Teachers’ Academy
In October 2014, Leiden University established the ‘Leiden University Teachers’ Academy’. Helen Westgeest, who lectures in the BA and MA Art History and MA Media Studies, was put forward by the Faculty of Humanities for appointment in the so-called ‘LTA’.
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Michiel Knoester
Honours Academy
m.t.knoester@ha.leidenuniv.nl | +31 71 527 1021
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Teachers' Academy fellows making teaching more attractive and more effective
On 29 October, seven innovative lecturers from different faculties will join the existing ten fellows of the Leiden Teachers' Academy. The current fellows have been engaged for the past year in implementing their innovation projects. How are these progressing?
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Teacher motivation and teaching
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…
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Teachers’ professional learning preferences
How do secondary school teachers’ professional learning preferences relate to teaching experience and the school context?
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Student teachers’ commitment to teaching
What are relationships between student teachers’ personal characteristics, learning experiences and perception of external environmental aspects impacting teacher career and their commitment to teaching?
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Professional agency of beginning teachers
To what extent do beginning teachers use, create and claim agency at their school?
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Five new Teaching Fellows appointed
Hanne Cuyckens, Michiel Dam, Anja van der Voort, Daan Weggemans and Paul Gobée have joined the Leiden University Teachers’ Academy. Lecturers from the academy can exchange experiences, develop themselves and share their knowledge and expertise with the rest of the university, for example through the…
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Professional learning: what teachers want to learn
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?
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Collaboration in groups during teacher education
Collaboration is increasingly common among teachers in schools. As such, teacher education should prepare prospective teachers to effectively interact with other teachers in different types of communities or groups.
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Student-teachers' commitment to teaching
The motivation of student teachers for the teacher's profession depends on various factors. Teacher training can influence the commitment of students.
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Teachers' practical knowledge
Teaching reading comprehension in secondary education
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Student teachers’ practical knowledge, discipline strategies, and the teacher-class relationship
Social aspects of the learning environment, also called classroom climate, are important for students’ cognitive and affective learning outcomes. In this thesis the classroom climate is operationalised by means of two components: the teacher-class relationship and classroom discipline.
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Developing science teachers’ knowledge and beliefs
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.
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Teacher identity and teacher’s professional development in an intercultural context
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.
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Towards an ecological approach to teacher professional development
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.
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Formative Assessments and Teacher Professional Learning
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.
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Jasper Maas
Faculteit der Sociale Wetenschappen
j.n.m.maas@fsw.leidenuniv.nl | +31 71 527 2727
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Eveline de Boer
ICLON
e.de.boer@iclon.leidenuniv.nl | +31 71 527 1748
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Peer feedback in teacher professional development
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.
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Professional learning communities for mentors of novice teachers
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…
- teacher education
- Teachers wanted
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The influence of induction programs on beginning teachers'well-being and professional development
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.
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Towards a comprehensive understanding of (facilitating) teacher professional development
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.
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Collaborative learning in teacher education: Intended, implemented and experienced curriculum
How is collaborative learning in teacher education designed and implemented? How do students experience those collaborative learning assignments? What aspects of the design and the implementation lead to which perceived learning outcomes?
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Individual teacher learning in a context of collaboration in teams
In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams.
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Theory-enriched practical knowledge in mathematics teacher education
This study looks at the question of how and at what level students in primary teacher education can integrate theory and practice, and how the organisation of their learning environment, focusing especially on mathematics and pedagogy, can contribute to that.
- teacher professional development
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Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands
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.
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World Teachers Programme
The World Teachers Programme (WTP) is a bilingual profile of the Initial Teacher Education programme geared towards bilingual and international education.
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Teacher Education Programmes
ICLON provides several programmes for second and first degree teaching qualifications.
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learning portfolio as a tool for stimulating reflection by student teachers
The topic of this study is the portfolio that is being used in a teacher education institute as an instrument for stimulating reflection on their development as teachers by student teachers.
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The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution
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…
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Teacher Learning Through Novice-expert Interaction in the Context of Chinese Vocational Education
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.
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Teacher knowledge and lesson design
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…
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Stay or leave? Veteran teachers’ relationships with students and job satisfaction
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.
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The development of (beginning) teachers
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…
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Professional learning of vocational teachers in the context of work placement
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.
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Teachers and students as partners in researching educational practice
How can collaborative participatory action research by student-teachers and their students enhance student participation, improve educational practices, and generate knowledge about these practices that can be used for improving teacher education as well?
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The characteristics of a negotiated assessment procedure to promote teacher learning
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…
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University teachers’ learning paths during technological innovation of education
To what extent are university teachers' individual learning paths influenced by their teaching experience, motivation, and conceptions of teaching and learning through educational technology?
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Engaging students in the study of physics: An investigation of physics teachers' belief systems about teaching and learning physics
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.
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increase the number of Mathematics and Science students enrolled in teacher education
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.
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mentoring match: Mentor teachers' practical knowledge about adaptive mentoring and individual differences between student teachers.
What practical knowledge do mentor teachers have of adaptive mentoring and of individual differences between student teachers?
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Honours Academy
Welcome to the website of the Honours Academy, the place where motivated students work together on their future.
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Teacher of the Year Award
Which teacher did an outstanding job in not only transferring knowledge in novel ways but also in getting students enthusiastic and connecting a course to current research themes? Meet the nominees for the Teacher of the Year Award 2023!
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Teachers’ interpretations of their classroom interactions in terms of their pupils’ best interest: A perspective from continental European pedagogy
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?’