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.

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?

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.

Leiden University Graduate School of Teaching

The motivation of student teachers for the teacher's profession depends on various factors. Teacher training can influence the commitment of students.

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.

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.

How to make educational innovations practical for teachers

To what extent do beginning teachers use, create and claim agency at their school?

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?

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.

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

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,…

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.

How can preservice teachers be prepared for culturally responsive classroom management?

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

What are relationships between student teachers’ personal characteristics, learning experiences and perception of external environmental aspects impacting teacher career and their commitment to 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…

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.

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

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

For inquisitive and enterprising professionals, the new traineeship 'Trainees in education' ('Trainees in onderwijs') offers a training to become teachers who know how to transcend boundaries and create changes in secondary education.

Demonstration experiments are a potentially powerful instrument to improve the micro-macro thinking of students in secondary education. Therefore we want to design a practical and generative approach to assist teachers to develop lessons with a demonstration experiment.

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.

The growing shortage of teachers is a well-known issue. Universities are committed to increasing the number of university-educated teachers, including ICLON at Leiden University. We list a number of initiatives.

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 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.

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…

Teaching reading comprehension in secondary education

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

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

When does teacher agency occur in the university context, and how is this related to teaching?

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.

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 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?

In November 2017, six status holders attended an introduction training course on Dutch education at ICLON.

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.

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.

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.

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?’

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…

The topic of this PhD thesis is teachers' perspectives on self-regulated 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.

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.

The motivation of student teachers for the teacher's profession depends on various factors. Teacher training can influence the commitment of students. That is stated in the doctoral thesis of Ikupa Moses, who graduates from the Leiden University Graduate School of Teaching (ICLON) on 7 September 201…

An important goal of the ICLON programme is to build bridges between practice and theory.