Lisa Gaikhorst

Biographic Data

ID6507961
NAMELisa Gaikhorst
GIVEN NAMESLisa
FAMILY NAMEGaikhorst
SIGNATUREGAIKHORST L
AFFILIATIONSUniversity of Amsterdam
ORCID0000-0003-3285-9779
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS15
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Developing preservice teachers’ school-organisational competence

    Virginie März, Lisa Gaikhorst et al.ARTICLEEuropean Journal of Teacher…2026

    This article studies how preservice teachers can be prepared for school-organisational competence. Using a conceptual framework encompassing collaboration, organisational literacy, and professional identity, we analyse how this competence is addressed in initial teacher education. Based on a multiple case study in the Netherlands and the French Community of Belgium, data were collected through curriculum analysis and interviews with preservice te…

  • Navigating Challenges and Tensions in Social Justice–Oriented Teacher Education

    Open AccessNina Hosseini, Monique Leijgraaf et al.ARTICLEReview of Educational Research2026

    Based on an analysis of 60 empirical articles, this review examines the experiences of student teachers and teacher educators engaged in social justice–oriented teacher education practices. We explore how student teachers respond to these practices, highlighting the development of their understanding alongside their embodied and emotional experiences. Findings illustrate that new understandings of structural inequity can evoke strong emotional re…

  • How to make equity practical in primary schools? Lessons learned in collaborative action research in an educational research lab

    Open AccessLisa Gaikhorst, Saskia van Caem et al.ARTICLEFrontiers in Education2025

    Introduction To bridge the gap between educational research and practice, grants have been made available in the Netherlands for partnerships of schools and universities to engage in practice-based research. This enabled the establishment of an Educational Research Lab Amsterdam (ERLA), for which its founders, also the authors of this paper, chose diversity and equity as a focus. We wanted to strengthen the agency of teachers and researchers to c…

  • A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education

    Open AccessEdda Veerman, Emma Danbury et al.ARTICLEJournal of Multilingual and…2025

  • Practices of social justice-oriented teacher education

    Open AccessNina Hosseini, Monique Leijgraaf et al.ARTICLEFrontiers in Education2024

    Social justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape their social justice-oriented teacher education practices. Social justice-oriented teacher education practices are characterized by their focus on identifying structural inequities and disrupting unj…

  • Differentiating instruction

    Open AccessBerber Nadia Langelaan, Lisa Gaikhorst et al.ARTICLETeaching and Teacher Education2024Cited by: 5References: 12

    Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active l…

  • Teachers' attention to students' funds of identity in Dutch primary school classrooms

    Open AccessAnna Y Bonfiglio, Anke Munniksma et al.ARTICLETeaching and Teacher Education2024Cited by: 1References: 8

    Paying attention to students' Funds of Identity (FoI) has the potential to minimize the discontinuity between school and home. This study explored how teacher attention to students' FoI relates to student outcomes (motivation, well-being, growth mindset, and citizenship), and how relationships differ between native and migrant students. Multilevel analyses of student questionnaires (N = 533; 31 classes) from 24 Dutch primary schools show signific…

  • Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes

    Open AccessJan Baan, Lisa Gaikhorst et al.ARTICLEEuropean Journal of Teacher…2023

    Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic teacher education programmes were followed to investigate how their inquiry-based working developed dur…

  • The contribution of two funds of identity interventions to well-being related student outcomes in primary education

    Open AccessEdda Veerman, Merlijn Karssen et al.ARTICLELearning Culture and Social…2023

    Drawing on students' ‘funds of identity’ is supposed to contribute to more equitable educational outcomes, both in terms of achievement and well-being-related outcomes. However, it is not obvious how teachers can uncover and use students' funds of identity (FoI) and little is known about the actual effects of an approach based on funds of identity theory. This study investigates the (perceived) effects on students' engagement, motivation for lear…

  • The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes

    Open AccessJan Baan, Lisa Gaikhorst et al.ARTICLETeaching and Teacher Education2019Cited by: 1References: 8

  • Induction of beginning teachers in urban environments

    Lisa Gaikhorst, Jos J Beishuizen et al.ARTICLETeaching and Teacher Education2014Cited by: 8References: 5