Page 198 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
P. 198

                                About the author
 About the author
Lidewij van Katwijk (1968) was born in Amsterdam, where she followed primary and secondary education. After this, she moved to Wageningen to study biology with the specialisation of ecology and environmental education. In 2013/2014 she attended teacher education for secondary school at the University of Utrecht (IVLOS) where she graduated cum laude. After teaching a few years, Lidewij moved to Texel to teach environmental learning programmes for EcoMare, Wadden Sea centre. She continued to work as a nature guide for SNP and to teach fieldwork programmes for stichting Veldwerk Nederland. Since 2001 she works at NHL Stenden University of Applied Sciences as a teacher educator primary education, teaching nature, science and technology. She became coordinator of the final year and participated in curriculum design groups. She is an assessor in the registration trajectory for teacher educators of the VELON, the Dutch association for teacher educators. In 2014 she started her PhD, under supervision of Klaas van Veen and Ellen Jansen at the Graduate School of Behavioural and Social Sciences of the University of Groningen, which resulted in the current thesis. Part of the data collection took place in Melbourne, Australia, where Lidewij collaborated with teacher educators at RMIT and Monash University. She presented her work at national and international conferences (Australia, Spain, Norway, Germany) and published several chapters of this thesis in international journals. In 2016 she also started working as a subject pedagogical expert (vakdidacticus) biology at the teacher education department of the university of Groningen.
Lidewij continues her work as a teacher educator, researcher and educational designer at NHL Stenden and at the University of Groningen aiming to inspire pre-service teachers and colleagues to develop an inquiry stance and improve education through the interaction of research and practice.

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