Jan Vermunt

Eindhoven University of Technology | TUE · Eindhoven School of Education (ESoE)

The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed....

This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and applicati...

This chapter is about surveys and retrospective reports as measurement tools for learning strategies and strategic processing. It starts with an historical overview of the first generation of surveys and self-report inventories in the area of student learning strategies from the early 1970s onward. The emergence of research on metacognition in the...

This chapter presents a case study of building TU/e innovation Space, a unique learning hub for developing, sustaining, and disseminating research-informed challenge-based learning (CBL) practices at the Eind-hoven University of Technology (TU/e). This learning hub for education innovation fosters the collaboration between students, industry, resea...

Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven Univer...

Challenge-based learning (CBL) exposes students to the complexities of open-ended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the inter...

Challenge-Based Learning has become specifically popular in higher engineering education. CBL addresses the key characteristics of future engineering programs by embracing authentic, active learning, offering choice in problem-solving and learning practices as well as enabling training in interdisciplinary teamwork and decision-making. This respond...

Challenge-Based Learning (CBL) is an active-learning pedagogy increasingly used in Engineering Education to prepare students for their future careers by emphasizing knowledge acquisition and application and developing disciplinary and transdisciplinary skills. The purpose of this study is to describe the implementation of a CBL course, guided by th...

This chapter will help you to: • identify different ways of engaging with how you can teach Traditional Knowledges in your classroom • identify the importance of place to the classroom • explore the meaning of Country as an important reference point in your teaching of place and Traditional Knowledges • be open to the creative uncertainty of teachi...

Self-regulated learning (SRL) is one the key pedagogical principles of Challengebased Learning (CBL) in engineering curricula. Students in CBL have the primary responsibility for planning, implementing, and evaluating their effort and progress. This study explores the use of learning portfolios as a pedagogical tool aimed to document students’ SRL...

Challenge-based learning (CBL) has emerged in the last decade as a response to the complexity of problems faced by modern society, new competencies needed for the workplace, and insights from cognitive sciences on knowledge acquisition and learner motivation. In CBL, students work on real-world problems which are openended and require interdiscipli...

Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students’ learning patterns and learning spaces in higher education through emp...

University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, disci...

The main aim of the current research was to identify the similarities and differences in learning patterns used by secondary school, high school and college students. There were 8,072 participants and they responded to the Chinese version of Inventory of Learning Styles (ILS) online. Findings show that the three groups of students were significantl...

Introduction: The aim of this study is to develop a conceptually sound outcome model for clinical leadership (CL) development in healthcare, linking individual professional learning and organisational change. Frontline doctors' CL is often offered as a solution to healthcare challenges worldwide. However, there is a paucity of rigorous evidence of...

Th is chapter addresses the relationship between university students’ cognitive and metacognitive aspects of learning, focusing on the role of reasoning ability in the development of cognitive and metacognitive skills. The chapter reports on a three-wave longitudinal study of over 2,000 university students in England in which self-report measures o...

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evalu...

European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We re...

In the undergraduate Pharmacy program at the department of Pharmaceutical Sciences, Utrecht University, an educational model is used that is aimed at the development of deep and self-regulating learning. It is, however, unknown whether these objectives are realized. The aim of this study was to assess longitudinal changes in processing and regulati...

Handbook of Strategies and Strategic Processing provides a state-of-the-art synthesis of conceptual, measurement, and analytical issues regarding learning strategies and strategic processing. Contributions by educational psychology experts present the clearest-yet definition of this essential and quickly evolving component of numerous theoretical f...

Dit themanummer is samengesteld ter gelegenheid van het afscheid van prof. dr. Douwe Beijaard, die in zijn werkzame leven een belangrijke bijdrage heeft geleverd aan het onderzoek naar het professioneel leren van leraren-in-opleiding en (beginnende) leraren. In zijn afscheidsrede De leraar van morgen: Versterking en verandering van de identiteit en...

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which a...

In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricu...

Against a backdrop of a transformation in teacher professional development and learning and state school organisation in England this century, this chapter describes the evolution of Research Lesson Study, a model that optimises dialogic teacher learning, its effects in a project which harnessed six cycles of research lesson study at school and dis...

This paper focuses on the role of pupil voice as a trigger for teacher learning and for improving teaching quality. This is investigated in the context of Lesson Study (LS), a professional development model that can incorporate pupil voice into teachers’ collaborative reflections on lessons. Data are from two LS groups of mathematics teachers in Lo...

In this paper, we set out the first step towards the measurement of learning gain in higher education by putting forward a conceptual framework for understanding learning gain that is relevant across disciplines. We then introduce the operationalisation of this conceptual framework into a new set of measurement tools. With the use of data from a la...

Background: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supp...

Evidence suggests that clinical leadership by frontline professionals can improve patient outcomes. Numerous clinical leadership development programmes have emerged in the U.K., however, there is a paucity of rigorous evaluations of such programmes. Existing evaluations often focus on individual outcomes, with limited attention to organisational im...

Background. Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to suppo...

The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed....

This paper contributes to our understanding of teacher learning in the context of Lesson Study (LS), a model of professional development that involves collaborative lesson planning and evaluation. Video-recorded LS discussions of mathematics teachers based in London were analysed for this purpose. Two inter-related studies are presented: the first...

In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers׳ beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme...

This paper contributes to our understanding of teacher learning in the context of Lesson Study (LS), a model of professional development that involves collaborative lesson planning and evaluation. Video-recorded LS discussions of mathematics teachers based in London were analysed for this purpose. Two inter-related studies are presented: the first...

Currently there is considerable discussion in educational circles of the concept of an evidence base to inform and shape the work of teachers, school leaders and policy-makers. In respect of two of the three pillars of quality envisaged for the University of Cambridge Primary School (UCPS), it is anticipated that the school will play a lead role in...

Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgr...

Lesson Study is rapidly becoming one of the most adopted models of teacher professional development worldwide. In this paper, we examine the teachers' discussions that are an integral part of the Lesson Study research cycle. In particular, we investigate the 'dialogic mechanisms' that enable teachers' pedagogical intentions to be developed within t...

Self-regulated learning has benefits for students’ academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers’ regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgr...

The aim of this study was to analyse and compare the learning patterns of higher education students from Spain and three Latin-American countries (Colombia, Mexico and Venezuela). For this purpose Vermunt’s Inventory of Learning Styles (ILS) was translated into Spanish and tested. The participants were 456 undergraduates enrolled in a teacher educa...

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and...

Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged in a cross-case analysis of the resistance of two s...

This study aimed at describing the individual differences in student teachers' self-regulated learning to teach in postgraduate professional teacher education programmes. Cross-sectional data were collected from 28 student teachers about their regulation activities and conceptions of learning to teach through open question logs from multiple learni...

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different way...

Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is...

Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There i...

Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had i...

The societal demand for evidence that teacher education and professional development initiatives result in improved student learning outcomes is increasing. In Figure 1, a chain of evidence from teacher education and professional development to student learning outcomes is depicted. Teacher education and professional development programs initiate (...

This study builds on two assumptions regarding agency in teachers' workplace learning. (1) While teachers enact school reform in daily school and classroom practice, they actively redefine the reform. (2) In this learning process, in which working and learning are integrated, teachers reinterpret and reinvent the workplace conditions in their schoo...

University teachers in teacher education programmes are increasingly expected to combine teaching and research, in spite of widespread recognition of the differences between these epistemic practices. This study questions how the (dis)continuities university teachers encounter, when engaging in a collateral transition between research and teaching,...

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of comm...

There is much that is still not known about how individuals manage their learning within and across learning contexts. In considering individual learning differences, whether discussing styles (cognitive and/or learning), approaches to learning, and/or patterns of learning, (abbreviated to SAP), there are over-arching themes that apply to all these...

Our interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning. The purposes of the study were (1) to evaluate changes in the mean leve...

Why does research on learning and instruction often have so little impact on teachers and teaching? Why does research on teaching and teacher education often have so little impact on student learning? In this inaugural lecture, explanations for these remarkable disconnections will be sought and directions for possible solutions will be proposed. Re...

One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was a...

This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’ learning patterns were measured with an aptitude inst...

Enhancing effectiveness of teacher education programmes and increasing attractiveness of the teaching profession become increasingly important given large teacher shortages and high numbers of teacher attrition.

It is becoming increasingly important for teachers to collaborate. Teacher community is found to be a fruitful notion when thinking about improving collaboration. Teachers can be prepared for working in such communities during teacher education. We examined how the practice of collaboration within different types of groups in teacher education can...

Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain sci...

The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European co...

Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concer...

In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions we...

The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European co...

Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an...

Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge con...

This study aims to determine and describe the new domain-specific expertise of experienced chemistry teachers in teaching an innovative context-based unit about macro–micro thinking in structure–property relations. The construct of ‘teachers’ domain-specific expertise’ was used to analyse the new repertoire chemistry teachers need to acquire to tea...

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about te...

Many countries suffer from teacher shortages. One possible solution to this problem is to recruit second-career teachers. These second-career teachers form an intriguing group. They bring an abundance of previous experiences into a new, professional domain. The purpose of this study is to identify pedagogical principles that support the training of...

This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcome...

A professional development program was designed including three main phases. Firstly, an orientation phase for developing expertise in teaching context-based chemistry about macro-micro thinking in structure-property relationships. In this phase, teachers prepare a representative unit. Secondly, an execution phase in which the new expertise is used...