Dineke Tigelaar
Associate professor
- Name
- Dr. E.H. Tigelaar
- Telephone
- +31 71 527 6552
- dtigelaar@iclon.leidenuniv.nl
- ORCID iD
- 0000-0003-0335-2370
Dineke Tigelaar is an Associate Professor at ICLON Leiden University Graduate School of Teaching.
Dineke Tigelaar is an Associate Professor at ICLON Leiden University Graduate School of Teaching. She graduated in Educational Sciences and in 2005 she defended her PhD-thesis in Maastricht University on the design and evaluation of a teaching portfolio. She has been involved in various projects on professional learning and assessment of teachers and curriculum development. Her major research interests pertain to professional learning and assessment in various contexts and domains of expertise. Dineke is coordinator of the ICO theme group 'Teaching and Teacher Education'. She is also associate editor of the journal Teachers and Teaching, Theory and Practice. As secretary she is also a member of the editorial board of Pedagogische Studiën.
Research
Dineke's research activities focus on the formal and informal learning of teachers and other professionals and the role of (formative) assessment in this regard. She also supervises various PhD students from different national and international educational contexts.
Education
Dineke is a research skills teacher and supervisor. She is responsible for the ICO PhD course 'Teaching and Teacher Education'. She is also a PhD supervisor at the Dual PhD Centre.
Associate professor
- ICLON
- Onderzoek
- Schoots-Snijder A.J.M. Tigelaar E.H. & Admiraal W.F. (2025), Curriculum guidelines for the development of student agency in secondary education: A systematic review [Curriculum guidelines for the development of student agency in secondary education: A systematic review, Curriculumrichtlijnen voor de ontwikkeling van leerling-agency in het voortgezet onderwijs: Een systematische review] (translation: Schoots‐Snijder A.J.M., Tigelaar E.H. & Admiraal W.F.), The Curriculum Journal : .
- Smit B.H.J., Tigelaar D.E.H., Berry A.K. & Admiraal W.F. (2024), Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools, Teaching and Teacher Education 141: 104460.
- Fokkens-Bruinsma M., Tigelaar E.H., Rijswijk M.M. van & Jansen E.P.W.A. (2023), Preservice teachers’ resilience during times of COVID-19, Teachers and Teaching: Theory and Practice : 1-14.
- Zweeris K., Tigelaar E.H. & Janssen F.J.J.M. (2023), Studying curriculum orientations in teachers’ everyday practices: a goal systems approach, Teaching and Teacher Education 122: 103969.
- Schoots-Snijder A.J.M., Tigelaar E.H. & Admiraal W.F. (2023), Leerlingperceptie van agency in het VO: een exploratief onderzoek naar het ontwerp en de kwaliteit van de Student Agency Scale (SAS), Pedagogische Studien 100(4): 448-485.
- Wang J., Tigelaar E.H., Luo J. & Admiraal W.F. (2022), Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: a multilevel analysis, Computers & Education 183: 104501.
- Wang J., Tigelaar Dineke E.H. & Admiraal W.F. (2022), From policy to practice: integrating ICT in Chinese rural schools, Technology, Pedagogy and Education 31(4): 509-524.
- Wang J., Tigelaar E.H., Zhou T. & Admiraal W.F. (2022), The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education: a systematic review with meta‐analysis, Journal of Computer Assisted Learning 39(2): 301-328.
- Zhou N., Tigelaar E.H. & Admiraal W.F. (2022), The relationship between vocational teachers’ motivational beliefs and their engagement in work placement, Journal of Vocational Education and Training 76(3): 664-683.
- Zhou N., Tigelaar Dineke E.H. & Admiraal W.F (2022), Factors influencing the impact of work placement on vocational teachers’ school practice, Educational Studies : 1-20.
- Zhou N., Tigelaar D.E.H. & Admiraal W.F. (2022), Vocational teachers' professional learning: a systematic literature review of the past decade, Teaching and Teacher Education 119: 103856.
- Jin X., Tigelaar D., Want A.van der & Admiraal W. (2022), Novice teachers' appraisal of expert feedback in a teacher professional development programme in Chinese vocational education, Teaching and Teacher Education 112: 103652.
- Jin X., Tigelaar E.H., Want A. van der & Admiraal W.F. (2022), The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers, Journal of Education for Teaching 49(2): 252-265.
- Wurth J.G.R., Tigelaar E.H., Hulshof H.,Jong J. de & Admiraal W.F. (2022), Teacher and student perceptions of L1-oral language lessons in Dutch secondary education, L1-Educational Studies in Language and Literature 22: 1-27.
- Smit B.H.J., Meirink J.A., Tigelaar E.H., Berry A.K. & Admiraal W.F. (2022), Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective, Educational Action Research : 1-21.
- Zhou N., Tigelaar D.E.H. & Admiraal W. (2021), Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes, Studies in Continuing Education 45: 18-36.
- Le T.T.T., Tigelaar E.H. & Admiraal W.F. (2021), Thế nào là một trường học dân chủ? Khái niệm và sự thực thi các giá trị: tôn trọng, công bằng và tự chủ trong trường học từ quan điểm so sánh = What is a democratic school?: The concept and implementation of respect, equity, and autonomy in Vietnamese high schools from a comparative perspective . In: Duong B.H., Hoang A-D. & Bu H.T.M. (Eds.), Giáo dục Phổ thông Việt Nam: chuyển biến và sáng tạo = General education in Vietnam: challenges, innovation, and change. Hanoi: Dan Tri Publishing House. 154-174.
- Wang J., Tigelaar E.H. & Admiraal W.F. (2021), Rural teachers’ sharing of digital educational resources: from motivation to behavior, Computers & Education 161: 1-17 (104055).
- Tigelaar E.H. & Sins P. (2021), Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection, Journal of Vocational Education and Training 73(3): 413-435.
- Zhou N., Tigelaar E.H. & Admiraal W.F. (2021), Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes, Studies in Continuing Education : 1-19.
- Le T.T.T., Tigelaar E.H. & Admiraal W.F. (2021), A typology of educational democratic values: perspectives from teachers and students in Vietnamese secondary schools, Asia Pacific Journal of Education : 1-16.
- Wang J., Tigelaar D. E. & Admiraal W. (2020), Rural teachers’ sharing of digital educational resources: From motivation to behavior, Computers & Education 161: .
- Vossen T.E., Tigelaar E.H., Henze I., Vries M.J. de & Driel J.H. van (2020), Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module, International Journal of Technology and Design Education 30(4): 657-686.
- Wang J., Tigelaar E.H. & Admiraal W.F. (2019), Connecting Rural Schools to Quality Education: Rural Teachers’ Use of Digital Educational Resources, Computers in Human Behavior 101: 68-76.
- Wurth J.G.R., Tigelaar E.H., Hulshof H., Jong J.C. de & Admiraal W.F. (2019), Key elements of L1-oral language teaching and learning in secondary education. A literature review, L1-Educational Studies in Language and Literature 19: 1-23.
- Tigelaar D., Sins P. & Driel J. van (2017), Fostering students’ reflection: examining relations between elements of teachers’ knowledge, Research Papers in Education 32(3): 353-375.
- Wurth J.G.R., Admiraal W.F., Jong J.C. de, Hulshof H. & Tigelaar E.H. (2017), Ontwerpcriteria voor effectief spreekvaardigheidsonderwijs: de rol van feedback. Mottart A. & Vanhooren S. (Eds.), 31ste conferentie onderwijs Nederlands. HSN-Conferentie Onderwijs Nederlands 18 November 2016 - 19 November 2016 no. 31. Gent: HSN. 83-87.
- Wurth J.G.R., Jong J.C. de, Hulshof H., Tigelaar E.H. & Admiraal W.F. (2016), Naar een betere mondelinge taalvaardigheid, het belang van feedback!, Bundel HSN. HSN-Conferentie Onderwijs Nederlands 18 November 2016 - 19 November 2016 no. 30. Den Haag: Taalunie.
- Tigelaar D.E.H. & Schaaf M.F. van der (2016), Beoordeling van bekwaamheid. In: Beijaard D. (Ed.), Weten wat werkt. Onderwijsonderzoek vertaald voor lerarenopleiders. Meppel: Ten Brink Uitgevers. 94-103.
- Dadi Chen, Tigelaar E.H. & Verloop N. (2016), The intercultural identities of nonnative English teachers: An overview of research worldwide, Asian Education Studies 1(2): 9-25.
- Admiraal W.F., Kruiter J., Lockhors D., Schenke W., Sligte H., Smit B., Tigelaar D. & Wit W. de (2016), Affordances of teacher professional learning in secondary schools, Studies in Continuing Education 38(3): 281-298.
- Verberg C.P.M., Tigelaar E.H., Veen K. van & Verloop N. (2016), Teacher agency within the context of formative teacher assessment: an in-depth analysis, Educational Studies 42(5): 534-552.
- Verberg C.P.M., Tigelaar D.E.H. & Verloop N. (2015), Negotiated assessment and teacher learning: an in-depth exploration, Teaching and Teacher Education 49: 138-148.
- Verberg C.P.M., Tigelaar E.H. & Verloop N. (2013), Teacher learning through participation in a negotiated assessment procedure, Teachers and Teaching: Theory and Practice 19(2): .
- Dadi Chen, Tigelaar D.E.H. & Verloop N. (2011), Theorizing non-native ESP/EGP teacher intercultural identity: A way out of confusion. International Conference on English for Specific Purposes in Asia 21 October 2011 - 23 October 2011. Xi’an.
- Bakker M.E.J., Roelofs E.C., Beijaard D., Sanders P.F., Tigelaar D.E.H. & Verloop N. (2011), Video portfolios: the development and usefulness of a teacher assessment procedure, Studies in Educational Evaluation 37(2-3): 123-133.