Lisa Gaikhorst

• University of Amsterdam

Based on an analysis of 60 empirical articles, this review examines the experiences of student teachers and teacher educators engaged in social justice–oriented teacher education practices. We explore how student teachers respond to these practices, highlighting the development of their understanding alongside their embodied and emotional experienc...

A growing body of research has shown that multilingualism can be a resource in learning, and has suggested that a diverse array of pedagogical approaches can be used to support multilingual learners in primary education. However, the field is lacking a review of literature examining multilingual approaches in education in relation to their outcomes...

Social justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape their social justice-oriented teacher education practices. Social justice-oriented teacher educatio...

Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel...

Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program component...

Een onderzoekscultuur in scholen, waarin leraren gezamenlijk onderzoeksmatig werken, is belangrijk voor het verbeteren van onderwijskwaliteit. Dat was één van de redenen voor het ontstaan van academische opleidingen voor leerkrachten. Er is echter weinig bekend over de rol die academisch opgeleide leerkrachten inmiddels spelen in basisscholen. Dit...

Het benutten van de meertaligheid van leerlingen wordt verondersteld bij te dragen aan betere onderwijsresultaten, zowel in termen van sociaal-affectieve als cognitieve uitkomsten. Echter, het is onduidelijk hoe leerkrachten de meertalige achtergronden van hun leerlingen goed kunnen benutten en wat daarvan de effecten zijn. Deze studie onderzocht d...

Drawing on students' ‘funds of identity’ is supposed to contribute to more equitable educational outcomes, both in terms of achievement and well-being-related outcomes. However, it is not obvious how teachers can uncover and use students' funds of identity (FoI) and little is known about the actual effects of an approach based on funds of identity...

Leraren maken vanaf de allereerste werkdag deel uit van een schoolorganisatie. Empirische studies over de manier waarop toekomstige leraren tijdens hun opleiding worden voorbereid op hun functioneren in schoolorganisaties zijn echter beperkt. Via een exploratieve gevalsstudie is daarom onderzocht hoe student-leraren worden voorbereid op de schoolor...

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...

Teacher educators wonder how to prepare student teachers for urban teaching. Beginning teachers in urban environments experience multiple challenges, such as responding appropriately to language differences and cultural diversity. This study aims to provide insight into how Dutch teachers are prepared for teaching in urban schools. A multiple case...

A culture of inquiry in schools, where teachers work collaboratively and inquiry based, can contribute to the quality of education. It is assumed that teachers of research-intensive teacher education programmes can play an important role in creating such a culture. Little is known, however, about how these teachers function. This case-study researc...

RÉSUMÉ. Le début de carrière d’un enseignant ne se caractérise pas seulement par l’apprentissage de la prise en charge de sa classe et de ses élèves, mais aussi par la façon de devenir membre d’une équipe scolaire. Pourtant, les curricula de formation des enseignants et les recherches sur l’insertion professionnelle accordent peu d’attention à cett...

Éditorial Le développement professionnel des enseignants : vers l'infini et au-delà… Nous nous voyons comme des oeuvres d'art inachevées (..) Nous sommes toujours en formation, jamais finis. (Jérémy Rifkin, 2000) Les compétences des enseignants nécessitent un développement permanent. C'est-à-dire au quotidien, sans répit, par passion et par oblig...

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...

Research has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to be developed. This article focuses on what school principals consider important working conditions fo...

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...

This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively hig...

This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observ...

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N = 133) and qualitative (N = 42) approaches were used...

This study aimed to gain insight into ways to enhance teacher retention. Principals and beginning teachers from 11 Dutch urban primary schools were interviewed about their schools' support structure and culture. Schools where teachers judged about the support they received positively and schools where teachers evaluated this support negatively were...