• 4328 Citaten
1988 …2019
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Persoonlijk profiel

Research profile

With effect from 1 December 2018 Jan Vermunt is a Professor of Learning and Educational Innovation at Eindhoven University of Technology, Eindhoven School of Education. He is also 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. 

Academic background

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 and Director of Research 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.

Externe posities

External examiner, Kings College London

1 jan 201931 jan 2019

Editor-in-Chief, Elsevier

1 jan 201431 dec 2018

Vingerafdruk Duik in de onderzoeksthema's waar Jan D. Vermunt actief is. Deze onderwerplabels komen voort uit het werk van deze persoon. Samen vormen ze een unieke vingerafdruk.

  • 1 Vergelijkbare profielen
learning Sociale wetenschappen
student teacher Sociale wetenschappen
teacher Sociale wetenschappen
Learning Medicijnen en Levenswetenschappen
Students Medicijnen en Levenswetenschappen
student Sociale wetenschappen
education Sociale wetenschappen
learning process Sociale wetenschappen

Netwerk Recente externe samenwerking op landenniveau. Duik in de details door op de stippen te klikken.

Onderzoeksoutput 1988 2019

1 Citaat (Scopus)

Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

Dudley, P., Xu, H., Vermunt, J. & Lang, J., 28 mei 2019, In : European Journal of Education : research, development and policy. 54, 2, blz. 202-217 16 blz.

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

teacher
school
learning
evidence
student

Implementing a new mathematics curriculum in England: district research lesson study as a driver for student learning, teacher learning and professional dialogue

Dudley, P., Warwick, P., Vrikki, M., Vermunt, J., Mercer, N., van Halem, N. & Færøyvik Karlsen, A. M., 30 mei 2019, Theory and Practice of Lesson Study in Mathematics: An international perspective . Huang, R., Takahashi, A. & da Ponte, J. P. (redactie). Cham: Springer, blz. 285-315 21 blz. (Advances in Mathematics Education)

Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureHoofdstukAcademicpeer review

driver
dialogue
mathematics
district
curriculum

Teacher–student negotiations during context-based chemistry reform: a case study

Overman, M., Vermunt, J. D., Meijer, P. C. & Brekelmans, M., 3 jul 2019, In : Journal of Research in Science Teaching. 56, 6, blz. 797-820

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

Open Access
Bestand
student teacher
chemistry
reform
teacher
classroom
1 Citaat (Scopus)

The impact of Lesson Study professional development on the quality of teacher learning

Vermunt, J. D., Vrikki, M., van Halem, N., Warwick, P. & Mercer, N., 9 mrt 2019, In : Teaching and Teacher Education. 81, blz. 61-73 13 blz.

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

teacher
learning
school
evidence

The role of pupil voice as a trigger for teacher learning in lesson study professional groups

Warwick, P., Vrikki, M., Færøyvik Karlsen, A. M., Dudley, P. & Vermunt, J. D., 2019, In : Cambridge Journal of Education. 49, 4, blz. 435-455 21 blz.

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

pupil
teacher
learning
Group
development model

Pers/media

Farewell symposium Andries Koster: Facilitation of Student Learning in Higher Education

Jan Vermunt

30/05/18

1 item van media-aandacht

Pers / media: Vakinhoudelijk commentaar

Cambridge set to crack measure of 'learning gain'

Jan Vermunt

7/12/17

2 items van media-aandacht

Pers / media: Vakinhoudelijk commentaar

U.K. Seeks to Measure Learning

Jan Vermunt

9/09/16

1 item van media-aandacht

Pers / media: Vakinhoudelijk commentaar

Network on Intrapersonal Research in Education (N.I.R.E), Seminar 1/6

Jan Vermunt

26/02/15

1 item van media-aandacht

Pers / media: Vakinhoudelijk commentaar