With effect from 1 December 2018 Jan Vermunt is a Professor of Learning Sciences and Educational Innovation at Eindhoven University of Technology, Eindhoven School of Education. He has also been the Scientific Director of the School. The study of human learning has always fascinated him. His expertise area are the learning sciences, with a focus on teaching and student learning in higher education, and teachers' learning and professional development. Current research interests include effective ways to support personal learning pathways, using student learning data to improve teaching and learning, developing innovative teachers, benefitting from diversity among students, promoting deep and self-regulated learning, and new pedagogies for challenge-based learning. His scientific work was published in journals such as Learning and Instruction, British Journal of Educational Psychology, Teaching and Teacher Education, Teachers College Record, Higher Education, Studies in Higher Education, Academic Medicine, Medical Education, and Vocations and Learning.
In 1992 Jan Vermunt received his doctoral degree from Tilburg University with a thesis on student learning in higher education. He moved to Leiden University in 1995, where he worked for six years, during two periods, as an associate professor at ICLON – Graduate School of Teaching. From 1999 to 2002 he was a Professor of Educational Development and Research at Maastricht University, at the Faculty of Health Sciences. He was a visiting professor of Educational Innovation in higher education, University of Hasselt, Belgium, from 2002 to 2003. From 2004 to 2012 he served as professor of Teaching and Teacher Education at Utrecht University. In 2012 Jan was elected Professor of Education at the University of Cambridge. In his Cambridge years he was also Deputy Head, Director of Research, and Director of Teaching and Learning of the Faculty of Education, Academic Group Head, and Fellow of Wolfson College. From 2014 to 2018 he served as Editor-in-Chief of Learning and Instruction, one of the leading journals in the world in the field of Educational Research. In 2016 the University of Antwerp awarded him a honorary doctorate in Educational Sciences for his entire scientific work.
Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson StudyTeaching and Teacher Education (2023)
Teacher professional learning and development in the context of educational innovations in higher educationHigher Education Research and Development (2023)
Variable‑ and Person‑centred meta‑re‑analyses of university students’ learning strategies from a cross‑cultural perspectiveHigher Education (2023)
Understanding, measuring and improving simulation-based learning in higher educationLearning and Instruction (2023)
Analyzing student-teacher interactions in Challenge-based Learning(2022)
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