Jan Baan

• University of Amsterdam

This chapter regarding the matter of the teacher viewed as an inquirer has three interrelated aims. First, we reviewed the main empirical contributions that describe a teacher’s characteristics as an inquirer. This aspect is critical because it is one pillar of support for the content of the second section. The discussion justifies the necessity of...

The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, t...

Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic tea...

This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricul...

This study investigated the involvement in inquiry-based working of graduates of research-intensive (academic) and practically oriented (regular) Dutch teacher education programmes. Differences between graduates from both types of programmes were assessed through a survey among 201 beginning teachers. Graduates of both programmes were involved in s...

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In the Netherlands, academically oriented programmes for primary teacher education have recently been established. The aim of this study is to provide insight in the extent to which graduates from these academically oriented programmes are involved in different forms of inquiry-based working and which factors promote or hinder this involvement. Int...