Douwe Beijaard is professor of Professional Learning at the Eindhoven School of Education (ESoE) of the Eindhoven University of Technology. His research interests are in the domain of teaching and teacher education, in particular with regard to the professional identity, quality, and development of (beginning) teachers. He has published about these topics in scientific journals like Teaching and Teacher Education, Teachers and Teaching:Theory and Practice, European Journal of Teacher Education, Journal of Education for Teaching, and Journal of Teacher Education.
Learning is a function of being - In teaching we show who we are - Developing a teacher identity is more than the sum of its parts
Since 2007, Douwe Beijaard (1953) is a professor of professional learning at the Eindhoven School of Education (ESoE) of the Eindhoven University of Technology. From 2011 to 2015 he was dean of ESoE, a position that he later also held on an ad interim basis in addition to his role as ESoE's scientific director. He began his career as a secondary school teacher. He obtained his master degree in educational sciences at the University of Groningen in 1982 and his doctoral degree in1990 at the - then so-called - Wageningen Agricultural University where he worked as researcher and teacher educator (1984-1995). From 1995-2005 he worked as an associate professor at ICLON-Graduate School of Teaching of Leiden University, and from 2005-2007 as a professor of education at the University of Groningen. He was and is (executive) member of the editorial boards of the scientific journals Pedagogische Studiën, Teachers and Teaching:Theory and Practice, and Teaching and Teacher Education. He was section editor of the Sage Handbook of Research on Teacher Education (published in 2017) and the Springer Encyclopedia of Teacher Education (online, 2019). In 2014 and 2015 he was visiting professor at the University of Turku, Finland.
Beginning teachers' professional identity work and its support(2023)
Reframing Teacher Professional Identity and Learning(2022)
Fostering subject teachers' integrated language teaching in technical vocational educationTeaching and Teacher Education (2022)
Objectievere besluitvorming in overgangsvergaderingenExamens : Tijdschrift voor de Toetspraktijk (2022)
The role of structure and interaction in teachers’ decision making during allocation meetingsTeaching Education (2022)
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