Successful mentoring relationships are essential for novice teachers entering the teaching profession. The success of the mentoring process depends in large part on the diagnostic abilities of the mentor, but there is little research on how mentor teachers view their mentees. In this small-scale study, we explored how 11 mentor teachers describe…

The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes…

This article focuses on the impact of a specific formative assessment procedure, negotiated assessment, on teacher professional learning. Negotiations between the assessor and the teacher as assessee seem to be especially promising for this teacher learning. However, there is no empirical evidence yet that has confirmed this. We explored teachers'…

This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust…

In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both…

This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

This paper reports a study on teachers' domain-specific beliefs about the chemistry curriculum for upper-secondary education in The Netherlands. Teachers' beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: "fundamental…

In order to enhance teachers' professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers' personal knowledge about teaching models and modeling in science within the context of educational reform in The Netherlands. The study followed…

To what degree is a Dutch curriculum reform in classics incorporated into teaching practice? This study included two data sources: questionnaires that asked teachers about their beliefs concerning curricular innovations and an analysis of authentic assessment material, i.e. school examinations constructed by teachers. The findings suggest that the…

A study investigated the success of a project to create a more student-centered engineering curriculum at a Dutch technical university by assessing how faculty's conceptions of teaching related to their teaching practices. Results indicated that although faculty had strong commitment to student learning, they also had misconceptions about…