Gonny Schellings is an assistant professor with the Eindhoven School of Education. She works as teacher educator, researcher and regional project leader of a government project to support teachers just starting out in the field. Her research interests concern learning environments, learning strategies, professional learning and the development of a professional identity in teachers. Since her PhD, Schellings has led research projects at different universities. From 1996 to 1999, she was involved in a research project at Tilburg University on epistemological beliefs in higher education. From 1999 to 2002, she was project leader of “Text comprehension in grade 8” at the Radboud University Nijmegen. From 2007 to 2011, she led the project “Studying text, processes, products and measurement methods”. In 2011, she was a guest editor of a special issue of Metacognition and Learning: “Measuring strategy use with self-report instruments”. Throughout the years, Schellings has contributed to student teachers’ initial education and to teachers’ professional development trajectories.
Gonny Schellings studied Educational Psychology at Tilburg University and graduated cum laude in 1989. She did her PhD research at the Teacher Education Institute of the University of Amsterdam. She obtained her doctorate in 1995. From that time, she led research projects at universities such as Tilburg University and Radboud University Nijmegen. In 2014, she was appointed assistant professor at the Eindhoven School of Education.
Exploring changes in student teachers’ meaning-oriented learningJournal of Education for Teaching (2019)
Teacher educators’ professional learningTeaching and Teacher Education (2018)
Applying learning strategy questionnaires: problems and possibilitiesMetacognition and Learning (2011)
Third-grader's think-aloud protocols : types of reading activities in reading an expository textLearning and Instruction (2006)
Current Educational Activities
No ancillary activities