Yvonne Leeman
Biographic Data
| ID | 4084855 |
|---|---|
| NAME | Yvonne Leeman |
| GIVEN NAMES | Yvonne |
| FAMILY NAME | Leeman |
| SIGNATURE | LEEMAN Y |
| AFFILIATIONS | University of Humanistic Studies |
| ORCID | 0000-0002-2424-7695 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Secondary teachers’ experiences of presence in teaching
This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development a…
On the threshold of being a teacher
ABSTARCTThis study focuses on student teachers who are on the threshold of entering the teaching profession. The aim of this study is to examine their motivations for becoming teachers, their educational ideals and the meaningful experiences inside and outside teacher education that influenced their educational ideals. To examine these, we conducted a survey of 116 student teachers at three Dutch teacher education institutes who were at the end o…
Beginning student teachers’ motivations for becoming teachers and their educational ideals
Research on beginning student teachers’ motivations for becoming teachers has shown that they want to contribute to the lives of their students and to society; however, few of these studies have addressed beginning student teachers’ views on what education is for in relation to the development of both their future students and society. To examine their motivations and ideals, we conducted a survey among 498 secondary student teachers of history a…
Teachers’ Experiences of Presence in Their Daily Educational Practice
In the context of education, ‘presence’—a state of alert awareness, receptivity and connectedness to what is happening in class—is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers’ experiences of the emergence and manifestation of their own and students’ presence i…
Secondary school students’ experiences of presence in daily classroom practice
This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting.…
Beginning student teachers’ educational ideals
The aim of this study is to gain insight into the content and sources of the educational ideals of beginning student teachers. We interviewed twenty-four beginning student teachers within the disciplines of history and the English language from three teacher education institutes in the Netherlands. The student teachers were selected using the maximum variation sampling strategy and participated voluntarily. Our findings show that beginning studen…
New immigrants. An incentive for intercultural education
This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master’s programme that focused on “education for refugees”. In the Netherlands master’s programmes in education qualify in-service teachers to contribute to school development, together with …
Coming of age in Dutch schools
In this article we compare research we did 30 years ago in Dutch schools among youth of diverse ethnic backgrounds about their identities with today’s research evidence. Taking the position that education is a site for implicit and explicit identity development mediated by the social conditions in which young people grow up and the political climate regarding multiculturalism and inclusiveness, we sketch a picture of changing frameworks relating …
The contested professionalism of teachers meeting radicalising youth in their classrooms
In a diverse and unjust world, teachers experience difficulties to achieve inclusive education. In parts of the western world, including the Netherlands, the very possibility of a combination of ethnic and cultural diversity and common citizenship has come into question. Meanwhile some youngsters are in the process of radicalisation. We illustrate the problem definitions of teachers and teacher trainers with a case study of a professional learnin…
Citizenship education for a pluralistic world
The goals of citizenship education are often contested in Protestant schools with an ethnically heterogeneous population of pupils in multicultural European societies today. This is connected to the tension between the inclusive goal of citizenship for a pluralistic world and the exclusive goal of education in the Christian faith. This paper presents an explorative study on citizenship education. It describes the opinions of teachers and parents …
Guiding discussions in the class about ethnic diversity
In the literature on intercultural education there is an abundance of text about what ought to be going on in the classroom and a lack of empirical descriptions of the dilemmas of intercultural education in practice. This article describes the practice of five teachers guiding discussions about sensitive issues in ethnically diverse secondary education classes in the Netherlands. On the basis of the literature, we differentiated five requirements…
Authentic and self-directed learning in vocational education
Citizenship Education in the Dutch Multiethnic Context
(2006). Citizenship Education in the Dutch Multiethnic Context. European Education: Vol. 38, Islam and Educational Policy in the Netherlands, pp. 64-75
Multi/intercultural education in Australia and the Netherlands
In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/inter…
School Leadership for Intercultural Education
Concentrating on the Netherlands, this paper discusses the problems and opportunities faced by schools in the directing and guiding of intercultural education. After a description of the concept of intercultural education and an outline of the way intercultural education is directed and guided on a national and school level, the paper focuses on school climate. The concluding discussion suggests that, if schools want to give intercultural educati…
Intercultural Education in Dutch Schools
This article presents and discusses the results of a project on the development of new forms of intercultural education in Dutch schools. On the initiative of the Ministry of Education, culture and science teachers in different sectors of education collaborated in networks to develop examples for “intercultural learning” that are of practical relevance for the daily practice of teachers and move beyond the existing culturalistic practice of inter…
Inclusive education
Teaching that takes into account the increasing range of diOE erences between pupils is often called `inclusive education'.The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced `recipes' for eOE ective education with a view to academic success.This research has tended to reduce diOE erences between pupils to a limited number of characteristics and to reduce educational outcomes to acad…
Inclusive education
Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic success. This research has tended to reduce differences between pupils to a limited number of characteristics and to reduce educational outcomes to acade…
Holland in Surinam, Surinamese in Holland
Multi/intercultural education in Australia and the Netherlands
In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/inter…
Authentic and self-directed learning in vocational education
School Leadership for Intercultural Education
Concentrating on the Netherlands, this paper discusses the problems and opportunities faced by schools in the directing and guiding of intercultural education. After a description of the concept of intercultural education and an outline of the way intercultural education is directed and guided on a national and school level, the paper focuses on school climate. The concluding discussion suggests that, if schools want to give intercultural educati…
Intercultural Education in Dutch Schools
This article presents and discusses the results of a project on the development of new forms of intercultural education in Dutch schools. On the initiative of the Ministry of Education, culture and science teachers in different sectors of education collaborated in networks to develop examples for “intercultural learning” that are of practical relevance for the daily practice of teachers and move beyond the existing culturalistic practice of inter…
Guiding discussions in the class about ethnic diversity
In the literature on intercultural education there is an abundance of text about what ought to be going on in the classroom and a lack of empirical descriptions of the dilemmas of intercultural education in practice. This article describes the practice of five teachers guiding discussions about sensitive issues in ethnically diverse secondary education classes in the Netherlands. On the basis of the literature, we differentiated five requirements…
The contested professionalism of teachers meeting radicalising youth in their classrooms
In a diverse and unjust world, teachers experience difficulties to achieve inclusive education. In parts of the western world, including the Netherlands, the very possibility of a combination of ethnic and cultural diversity and common citizenship has come into question. Meanwhile some youngsters are in the process of radicalisation. We illustrate the problem definitions of teachers and teacher trainers with a case study of a professional learnin…
Coming of age in Dutch schools
In this article we compare research we did 30 years ago in Dutch schools among youth of diverse ethnic backgrounds about their identities with today’s research evidence. Taking the position that education is a site for implicit and explicit identity development mediated by the social conditions in which young people grow up and the political climate regarding multiculturalism and inclusiveness, we sketch a picture of changing frameworks relating …
Inclusive education
Teaching that takes into account the increasing range of diOE erences between pupils is often called `inclusive education'.The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced `recipes' for eOE ective education with a view to academic success.This research has tended to reduce diOE erences between pupils to a limited number of characteristics and to reduce educational outcomes to acad…
Inclusive education
Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic success. This research has tended to reduce differences between pupils to a limited number of characteristics and to reduce educational outcomes to acade…
Holland in Surinam, Surinamese in Holland
Citizenship Education in the Dutch Multiethnic Context
(2006). Citizenship Education in the Dutch Multiethnic Context. European Education: Vol. 38, Islam and Educational Policy in the Netherlands, pp. 64-75
Holland in Surinam, Surinamese in Holland
Inclusive education
Teaching that takes into account the increasing range of diOE erences between pupils is often called `inclusive education'.The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced `recipes' for eOE ective education with a view to academic success.This research has tended to reduce diOE erences between pupils to a limited number of characteristics and to reduce educational outcomes to acad…
Inclusive education
Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic success. This research has tended to reduce differences between pupils to a limited number of characteristics and to reduce educational outcomes to acade…
School Leadership for Intercultural Education
Concentrating on the Netherlands, this paper discusses the problems and opportunities faced by schools in the directing and guiding of intercultural education. After a description of the concept of intercultural education and an outline of the way intercultural education is directed and guided on a national and school level, the paper focuses on school climate. The concluding discussion suggests that, if schools want to give intercultural educati…
Intercultural Education in Dutch Schools
This article presents and discusses the results of a project on the development of new forms of intercultural education in Dutch schools. On the initiative of the Ministry of Education, culture and science teachers in different sectors of education collaborated in networks to develop examples for “intercultural learning” that are of practical relevance for the daily practice of teachers and move beyond the existing culturalistic practice of inter…
Multi/intercultural education in Australia and the Netherlands
In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/inter…
Citizenship Education in the Dutch Multiethnic Context
(2006). Citizenship Education in the Dutch Multiethnic Context. European Education: Vol. 38, Islam and Educational Policy in the Netherlands, pp. 64-75
Guiding discussions in the class about ethnic diversity
In the literature on intercultural education there is an abundance of text about what ought to be going on in the classroom and a lack of empirical descriptions of the dilemmas of intercultural education in practice. This article describes the practice of five teachers guiding discussions about sensitive issues in ethnically diverse secondary education classes in the Netherlands. On the basis of the literature, we differentiated five requirements…
Authentic and self-directed learning in vocational education
Citizenship education for a pluralistic world
The goals of citizenship education are often contested in Protestant schools with an ethnically heterogeneous population of pupils in multicultural European societies today. This is connected to the tension between the inclusive goal of citizenship for a pluralistic world and the exclusive goal of education in the Christian faith. This paper presents an explorative study on citizenship education. It describes the opinions of teachers and parents …
The contested professionalism of teachers meeting radicalising youth in their classrooms
In a diverse and unjust world, teachers experience difficulties to achieve inclusive education. In parts of the western world, including the Netherlands, the very possibility of a combination of ethnic and cultural diversity and common citizenship has come into question. Meanwhile some youngsters are in the process of radicalisation. We illustrate the problem definitions of teachers and teacher trainers with a case study of a professional learnin…
Coming of age in Dutch schools
In this article we compare research we did 30 years ago in Dutch schools among youth of diverse ethnic backgrounds about their identities with today’s research evidence. Taking the position that education is a site for implicit and explicit identity development mediated by the social conditions in which young people grow up and the political climate regarding multiculturalism and inclusiveness, we sketch a picture of changing frameworks relating …
New immigrants. An incentive for intercultural education
This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master’s programme that focused on “education for refugees”. In the Netherlands master’s programmes in education qualify in-service teachers to contribute to school development, together with …
Beginning student teachers’ educational ideals
The aim of this study is to gain insight into the content and sources of the educational ideals of beginning student teachers. We interviewed twenty-four beginning student teachers within the disciplines of history and the English language from three teacher education institutes in the Netherlands. The student teachers were selected using the maximum variation sampling strategy and participated voluntarily. Our findings show that beginning studen…
Teachers’ Experiences of Presence in Their Daily Educational Practice
In the context of education, ‘presence’—a state of alert awareness, receptivity and connectedness to what is happening in class—is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers’ experiences of the emergence and manifestation of their own and students’ presence i…
Secondary school students’ experiences of presence in daily classroom practice
This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting.…
On the threshold of being a teacher
ABSTARCTThis study focuses on student teachers who are on the threshold of entering the teaching profession. The aim of this study is to examine their motivations for becoming teachers, their educational ideals and the meaningful experiences inside and outside teacher education that influenced their educational ideals. To examine these, we conducted a survey of 116 student teachers at three Dutch teacher education institutes who were at the end o…
Beginning student teachers’ motivations for becoming teachers and their educational ideals
Research on beginning student teachers’ motivations for becoming teachers has shown that they want to contribute to the lives of their students and to society; however, few of these studies have addressed beginning student teachers’ views on what education is for in relation to the development of both their future students and society. To examine their motivations and ideals, we conducted a survey among 498 secondary student teachers of history a…
Secondary teachers’ experiences of presence in teaching
This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students’ development a…
Pedagogy (17 works) · Psychology (14 works) · Political science (13 works) · Sociology (13 works) · Mathematics education (11 works) · Global Education and Multiculturalism (9 works) · Teacher Education and Leadership Studies (8 works) · Curriculum (7 works) · Diversity (politics (6 works) · Ethnic group (6 works)