The focus of this research theme is on the knowledge construction and development of the professional identities of pre-service, beginning, and experienced teachers.
In the present project, the question of whether an intervention aimed at the implementation of a natural reading approach and new teaching method will change teachers’ behavior in the classroom, their cognitions regarding the teaching of Greek (i.e., their Pedagogical Content Knowledge), and their views on education in general will be explored.
Project II-2: Using a domain-specific model to improve science teachers' reflection on problematic and positive teaching experiences
In previous research we compared reflecting of pre-service science teachers on positive teaching experiences with and without using a domain-specific model. In this follow-up project we study some aspects of model-based reflection on positive experiences more in-depth.
Project II-3: The professional development of medical teachers and implementation of educational reforms
The focus of this project is on how the professional development of teachers of medicine can be optimized within the specific context of a medical research faculty.
This project focuses on the development and organization of knowledge in the domain of medical problem solving and aims at developing an instrument to facilitate the development of a well-organized knowledge base, which will help medical students mentally organize concepts and their interrelations in a more expert-like manner.
Project II-5: Research-oriented education in the Faculty of Mathematics and Natural Sciences: Developing the competencies of university teachers
This project focuses on the development of the competences of university instructors in the domain of research intensive education within the Faculty of Mathematics and Natural Sciences at Leiden University.
Project II-6: Research-oriented education in the Faculty of Arts: What does it require of university teachers?
As scientific research is domain-specific in terms of epistemology and culture, which results in the use of different research designs and techniques, the focus of the present research project is on the teaching-research nexus within a single faculty, namely in a Faculty of Arts.
The focus of this study is on biology teachers designing context-based lessons for their own classroom practice. It aims to develop a professional development program to support biology teachers in the design of context-based lessons, using a domain-specific design model.
This project will analyze biology teacher’ beliefs about instruction and connect these to the context-based reform. Once their most important beliefs are known, the project aims at helping teachers elaborate those beliefs towards context-based education in a professional development trajectory.
In a previous project a domain-specific model for improving science teachers’ lesson design has been developed. The core of the model consists of 10 perspectives, which represent the major ways of thinking in science. In this follow-up project, we will study some aspects of designing with the model more in-depth.
Project II-10: The influence of induction programs on the professional development of beginning teachers
The aim of this research is to gain insight into what characteristics are important for an effective induction program; that is, a formally organized support program to help beginning teachers with their professional development and well-being.
Project II-11: Teachers' professional learning and sense-making: school organizational conditions for learning to be successful
The focus of this project is on teachers’ sense-making – which includes such issues as professional learning and identity development – in relation to their working conditions. After an initial focus on teachers’ working conditions, the project now concentrates on the school organizational conditions for teacher learning to be successful.
The focus of the project is on the way in which design characteristics of computer-supported collaborative learning for pre-service teachers in initial teacher education can efficiently and effectively promote both the development of their social competence and community building.
Project II-13: Cultural identities of non-native English teachers in China and the Netherlands: a comparative study
The research project is aimed at describing and comparing the cultural identities of non-native English teachers in China and the Netherlands.
Project II-14: Development of teachers' knowledge throughout the professional career: an interpersonal perspective
This project focuses on the development of teacher knowledge about teacher-students interaction throughout a teaching career. The project aims to investigate how this development is related to the other components of interpersonal competence (interpersonal behavioral repertoire and the interpersonal component of teacher identity), and students’ perceptions of teacher-student relationships.
This study aims to explore what is currently known about the effectiveness of teacher professional development programs or learning activities on the quality of teachers, their teaching, and student learning. In this project, there is specific interest in the effectiveness of teacher collaboration.
This project is aimed at evaluating the quality of portfolio assessment and the impact of this assessment on the development of competence among pre-service teachers. Portfolio assessment is a longitudinal process in which various methods are used to gather information about performance in real life settings, practical knowledge and attitude.
This project addresses the effects of a negotiated assessment procedure on the development of senior secondary vocational education teachers’ competences for promoting nursing students’ reflection skills.
Project II-18: Characteristics of an effective approach for the formative assessment of teachers' competence development
The aim of this post-doctoral research project is to evaluate and compare the effects of three formative teacher assessment approaches: (1) an expertise-based approach, (2) a self-assessment approach, and (3) a negotiated assessment approach. The final aim is to identify the best combination of assessment design characteristics to promote the learning and development of teachers with a focus on the ability of teachers to assess and promote the reflective skills of vocational students.
Selection of publications for this research theme.