Leiden University Scholarly Publications

Analyzing student teachers' use of theory in their reflections on mathematics teaching practice

Integrating research into language teaching: Beliefs and perceptions of university teachers

Mentor teachers' views of their mentees

The intercultural identities of nonnative English teachers: An overview of research worldwide

Why mentor? Linking mentor teachers' motivations to their mentoring conceptions

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups

Teacher agency within the context of formative teacher assessment: an in-depth analysis

The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors

Why mentor? Linking mentor teachers’ motivations tot their mentoring conceptions

Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships

Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups

Negotiated assessment and teacher learning: an in-depth exploration

Enriching practical knowledge: Exploring student teachers' competence in integrating theory and practice of mathematics teaching

The role of research in teaching: A comparison of teachers from research universities and those from universities of applied sciences

Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning

Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education

Development of a tool to evaluate lecturers’ verbal repertoire in action

Undergraduate science coursework: teachers’ goal statements and how students experience research

Relating academics' ways of integrating research and teaching to their students' perceptions

Forming a collaborative action research partnership

The ideal research-teaching nexus in the eyes of academics: Building profiles

Preservice teachers’ pegagogical content knowledge of using particle models in teaching chemistry

Do teachers need instructional analogies to teach mother-tongue (L1)? – Teachers’ perceptions and representations of difficult topics in mother-tongue education. L1