Page 214 - The SpeakTeach method - Esther de Vrind

PhD dissertation series
Van der Rijst, R.M. (2009). The research-teaching nexus in the sciences: Scientific research dispositions and teaching practice.
Platteel, T.L. (2010). Knowledge development of secondary school L1 teachers on concept-context rich education in an action-research setting.
Kessels, C.C. (2010). The influence of induction programs on beginning teachers’ well-being and professional development.
Min-Leliveld, M.J. (2011). Supporting medical teachers’ learning: Redesigning a program using characteristics of effective instructional development.
Dobber, M. (2011). Collaboration in groups during teacher education.
Wongsopawiro, D. (2012). Examining science teachers pedagogical content knowledge in the context
of a professional development program.
Belo, N.A.H. (2013). Engaging students in the study of physics: An investigation of physics teachers'
belief systems about teaching and learning physics.
De Jong, R.J. (2013). Student teachers’ practical knowledge, discipline strategies, and the teacher-class
relationship.
Verberg, C.P.M. (2013). The characteristics of a negotiated assessment procedure to promote teacher
learning.
Van Kan, C.A. (2013). Teachers’ interpretations of their classroom interactions in terms of their pupils’
best interest: A perspective from continental European pedagogy.
Dam, M. (2014). Making educational reforms practical for teachers: Using a modular, success-oriented approach to make a context-based educational reform practical for implementation in Dutch biology education.
Hu, Y. (2014). The role of research in university teaching: A comparison of Chinese and Dutch teachers. Vink, C.C. (2014). Mapping for meaning: Using concept maps to integrate clinical and basic sciences in
medical education.
De Hei, M.S.A. (2016). Collaborative learning in higher education: design, implementation and
evaluation of group learning activities.
Louws, M.L. (2016). Professional learning: what teachers want to learn. Moses, I. (2017). Student-teachers' commitment to teaching.
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