Jan D Vermunt
Biographic Data
| ID | 1500691 |
|---|---|
| NAME | Jan D Vermunt |
| GIVEN NAMES | Jan D |
| FAMILY NAME | Vermunt |
| SIGNATURE | VERMUNT J D |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0001-9110-4769 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 198 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Innovating learning and teaching in higher education: Bridging the gap between student and teacher learning / Innovación pedagógica en Educación Superior: tendiendo puentes entre el aprendizaje del es…
The central argument in this paper is that there is a high need for innovation of teaching and learning practices in higher education. Research on student learning is currently largely disconnected from research on teacher learning, and this disconnection hinders successful innovation of educational practices. Research-informed, consortium-based innovation of teaching and learning is needed to overcome this challenge. Characteristics of high-qual…
Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs
This study explores teachers’ conceptions, experiences, and learning needs regarding the important 21st-century teaching skill of promoting student reflection through process-oriented feedback. Interviewing 23 secondary school teachers about their perceived practices and challenges identified four groups: Basic, Intermediate, Advanced, and Constrained. The Basic group teachers struggled with concepts of process-oriented feedback and reflection, h…
Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by desc…
Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective
Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study
This paper aims to understand how teachers’ learning relates to core personal, contextual and outcome variables in Lesson Study. Primary and secondary Mathematics teachers from 59 schools formed Lesson Study groups. 214 teachers participated in at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor and regression analyses. Results showed strong linkages between teacher learning, professi…
Students’ learning patterns and learning spaces in higher education: An empirical investigation in China
Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students’ learning patterns and learning spaces in higher education through empirical work. It was divided into two phases – firstly, it selected two contrasting learning spaces i…
Professional learning, organisational change and clinical leadership development outcomes
Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula
The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. Thi…
University students’ epistemic profiles, conceptions of learning, and academic performance
University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who complet…
A comparative study of learning patterns of secondary school, high school and college students
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the Unite…
The impact of Lesson Study professional development on the quality of teacher learning
Regulating approaches to learning: Testing learning strategy convergences across a year at university
BackgroundContemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences.AimsDevelop and test a person-centred longitudina…
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward
The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external r…
Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions
A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates
The aim of this study was to analyse and compare the learning patterns of higher education students from Spain and three Latin-American countries (Colombia, Mexico and Venezuela). For this purpose Vermunt's Inventory of Learning Styles (ILS) was translated into Spanish and tested. The participants were 456 undergraduates enrolled in a teacher education programme who completed the ILS and a set of questions about their academic performance, person…
Patterns of development in second-career teachers' conceptions of teaching and learning
Exploring student teachers' resistance to teacher education pedagogies
Regulating collaboration in teacher education
Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in…
Students' development in self-regulated learning in postgraduate professional education: A Longitudinal Study
One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was adopted. Student teachers' learning orientations were measured with a questionnaire and their regulat…
Relations between student teachers’ learning patterns and their concrete learning activities
Consequential research designs in research on teacher education
Styles, approaches, and patterns in student learning
The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school: A longitudinal study
BackgroundOur interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning.AimsThe purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of…
Student teachers’ collaborative research: Small-scale research projects during teacher education
Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective
Exploring teachers’ will to learn
The regulation of constructive learning processes
Background. Classical instructional design theories and constructivist theories disagree on the issue of how high-quality learning can be realised. Research on student learning has identified a large number of learning components, but the problems of overlap among conceptualisations and the direction of interrelations among constructs have received little attention.Aims. The main aims of this study were: increasing integration of existing models …
The impact of Lesson Study professional development on the quality of teacher learning
A longitudinal perspective on learning strategies in higher education - different view-points towards development
Background. An important purpose of tertiary education is that students develop more advanced, deep-level learning. Longitudinal, within-subject studies to examine intra-individual changes, however, are scarce.Aims. We aimed at gaining a broad picture of students' development in academic learning by taking many different perspectives. This involves the extent to which students report change, factors that contribute to this, the degree of stabilit…
Dissonance in Student Learning Patterns: When to revise theory
This study focuses on the issue of theoretically incongruent learning patterns found among subgroups of students. The longitudinal study was done among first year university students in a student-oriented learning environment. Students completed the Inventory of Learning Styles (ILS) twice, once in the first, and once in the third trimester. This inventory assesses learning strategies, learning orientations and learning conceptions. Students' lea…
Regulating approaches to learning: Testing learning strategy convergences across a year at university
BackgroundContemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences.AimsDevelop and test a person-centred longitudina…
Assessing orientations to learning to teach
Background. An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach.Aims. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to l…
Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions
Fostering meaning-oriented learning and deliberate practice in teacher education
Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs
Consequential research designs in research on teacher education
Student teachers’ collaborative research: Small-scale research projects during teacher education
Patterns of development in second-career teachers' conceptions of teaching and learning
Exploring student teachers' resistance to teacher education pedagogies
Students' development in self-regulated learning in postgraduate professional education: A Longitudinal Study
One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was adopted. Student teachers' learning orientations were measured with a questionnaire and their regulat…
The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school: A longitudinal study
BackgroundOur interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning.AimsThe purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of…
Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study
This paper aims to understand how teachers’ learning relates to core personal, contextual and outcome variables in Lesson Study. Primary and secondary Mathematics teachers from 59 schools formed Lesson Study groups. 214 teachers participated in at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor and regression analyses. Results showed strong linkages between teacher learning, professi…
A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates
The aim of this study was to analyse and compare the learning patterns of higher education students from Spain and three Latin-American countries (Colombia, Mexico and Venezuela). For this purpose Vermunt's Inventory of Learning Styles (ILS) was translated into Spanish and tested. The participants were 456 undergraduates enrolled in a teacher education programme who completed the ILS and a set of questions about their academic performance, person…
Patterns of development in second-career teachers' conceptions of learning and teaching
The nature of student teachers' regulation of learning in teacher education
Background. Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these proc…
Student teachers' beliefs about mentoring and learning to teach during teaching practice
Background. Various interpretations of mentor roles, by teacher educators and mentors, have been described in the literature on mentoring, while those of student teachers have received less attention. Therefore, this study focuses on student teachers' expectations of mentors and their own contributions to their learning process while they are supervised by a mentor. Aims. The main aims of this study were: (1) bridging the research on mentoring an…
Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis
The regulation of constructive learning processes
Background. Classical instructional design theories and constructivist theories disagree on the issue of how high-quality learning can be realised. Research on student learning has identified a large number of learning components, but the problems of overlap among conceptualisations and the direction of interrelations among constructs have received little attention.Aims. The main aims of this study were: increasing integration of existing models …
Congruence and friction between learning and teaching
A longitudinal perspective on learning strategies in higher education - different view-points towards development
Background. An important purpose of tertiary education is that students develop more advanced, deep-level learning. Longitudinal, within-subject studies to examine intra-individual changes, however, are scarce.Aims. We aimed at gaining a broad picture of students' development in academic learning by taking many different perspectives. This involves the extent to which students report change, factors that contribute to this, the degree of stabilit…
Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective
Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs
Student teachers' beliefs about mentoring and learning to teach during teaching practice
Background. Various interpretations of mentor roles, by teacher educators and mentors, have been described in the literature on mentoring, while those of student teachers have received less attention. Therefore, this study focuses on student teachers' expectations of mentors and their own contributions to their learning process while they are supervised by a mentor. Aims. The main aims of this study were: (1) bridging the research on mentoring an…
Assessing orientations to learning to teach
Background. An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach.Aims. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to l…
Dissonance in Student Learning Patterns: When to revise theory
This study focuses on the issue of theoretically incongruent learning patterns found among subgroups of students. The longitudinal study was done among first year university students in a student-oriented learning environment. Students completed the Inventory of Learning Styles (ILS) twice, once in the first, and once in the third trimester. This inventory assesses learning strategies, learning orientations and learning conceptions. Students' lea…
Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations
Relations between student learning patterns and personal and contextual factors and academic performance
Exploring teachers’ will to learn
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers
Patterns in teacher learning in different phases of the professional career
Fostering meaning-oriented learning and deliberate practice in teacher education
Student teachers’ collaborative research: Small-scale research projects during teacher education
Patterns of development in second-career teachers' conceptions of learning and teaching
The nature of student teachers' regulation of learning in teacher education
Background. Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these proc…
Relations between student teachers’ learning patterns and their concrete learning activities
Consequential research designs in research on teacher education
Styles, approaches, and patterns in student learning
The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school: A longitudinal study
BackgroundOur interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning.AimsThe purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of…
Patterns of development in second-career teachers' conceptions of teaching and learning
Exploring student teachers' resistance to teacher education pedagogies
Regulating collaboration in teacher education
Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in…
Psychology (41 works) · Mathematics education (35 works) · Pedagogy (27 works) · Computer Science (22 works) · Evaluation of Teaching Practices (21 works) · Innovative Teaching and Learning Methods (21 works) · Teacher Education and Leadership Studies (16 works) · Professional development (12 works) · Online and Blended Learning (10 works) · Sociology (10 works)