This course is discontinued

UV9360 – Teachers’ professional learning, development, and identity

Course content

Educating professionals goes beyond teaching skills and knowledge. Important are also the development of a professional stance and the construction of a professional identity, in this course with regard to teachers. More precisely, it will give the students an overview of current perspectives of teachers’ professional learning and development and their identity as teachers in different stages of their career. These perspectives will be illustrated with empirical findings from research.

Responsible: Esther Canrinus, University of Oslo

Guest Professor: Douwe Beijaard, University of Technology in Eindhoven, the Netherlands.

Organiser: Research group Teacher Professionalism and Educational Change: Practices, Purposes, Policies (TEPEC) in cooperation with research group Studies of Instruction across Subjects and Competences (SISCO) and The Department of Teacher Education and School Research at the University of Oslo.

Learning outcome

After completing the course students will be able to:

Identify and analyze existing paradigms focusing on teachers’ professional development and ways in which they develop a teacher identity

Identify learning patterns and issues that are essential in teachers’ professional learning andidentity development

Explain the influence of significant others (e.g., colleagues, students, peers, school leader, mentor in school, teacher educator), contextual factors (e.g., HRM policy, type of school, types of students), and personal features (e.g., one’s own upbringing, learning history as student, self-efficacy, motivation for the profession) on this learning and development.

Recognize specific methods and techniques for research on teacher learning and professional development in general and on the development of their professional identity in particular


PhD candidates at the Faculty of Educational Sciences will be given priority, but it is also possible for others to apply for the course. All applicants must hold at least a Master's degree.

Deadline for registration is September 12th 2016.
Candidates admitted to a PhD-program at the Faculty of Educational Sciences (UV): Apply by Studentweb.
Other applicants: apply through registration form

Maximum number of participants is 35.


September 22nd-23rd 2016, from 9 AM

University of Oslo, Helga Engs hus, room 231


The course will consist of two days, both combining a lecture and discussion in the morning and students’ paper presentations with feedback from the lectures in the afternoon. The focus of the first day will be on the learning and professional development of teachers; the second day will focus on the development of a professional identity.

Students are invited to write a paper on a topic/research question related to one of the themes of this course. Those students who are interested in presenting their paper and receiving feedback during the course are requested to send an e-mail to: Esther Canrinus, before September 8th 2016. Please include in your e-mail the topic of your paper. See below under "Examination"for further guidelines related to the paper.

Suggested readings


Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319.

Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and instruction, 20(6), 533-548.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.

Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6-13.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity.  European Journal of Psychology of Education, 27, 115-132.

Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers' informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25(5), 663-673.

Ketelaar, E., Koopman, M., Den Brok, P. J., Beijaard, D., & Boshuizen, H. P. (2014). Teachers’ learning experiences in relation to their ownership, sense-making and agency. Teachers and Teaching, 20(3), 314-337.

 Pillen, M., Beijaard, D., & Den Brok, P. J. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240-260.

Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). New York: Routledge.

Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and individual differences, 21(3), 294-302.


Book chapters:

The following book is of interest for the participants. We suggest to read the chapters mentioned below, yet consider the book as a whole to be relevant:

Meijer, P. C., Morine-Dershimer, G., & Tillema, H. (Eds.). (2005). Teacher professional development in changing conditions (pp. 9-23). Dordrecht: Springer.

Chapter 4: Practice, theory, and person in life-long professional learning. By F. Korthagen, pp. 79-94 (16 sider)

Chapter 5: New methods and perspectives on teacher evaluation. Who evaluates and for which purpose? By K. Smith, pp. 95-116 (22 sider)

Chapter 13: Comprehensive development of teachers based on in-depth portraits of teacher growth. By D. R. Goodwin, pp. 231-244 (14 sider)


To obtain 1 credit, 80% attendance is required.
To obtain 3 credits, 80% attendance as well as a submitted and positively rated paper is required.

The paper (ca. 10 pages, 12 point Times New Roman, 1.5 line spacing) should address an issue related to one of the themes of the course. Deadline for submission, if the paper is not presented during the course, is midnight CET, October 2nd 2016. Deadline for submission if the paper will be presented during the course, is midnight CET, September 14th 2016. Papers should be sent to: Esther Canrinus,


Evaluation form


Douwe Beijaard is Professor of Professional Learning in the domain of teaching and teacher education at the University of Technology in Eindhoven, the Netherlands. He obtained a master degree in Educational Sciences from the University of Groningen (1982) and a doctoral degree from Wageningen University in 1990.

Beijaard started his career as a secondary school teacher. He previously worked at Wageningen University, Leiden University, and the University of Groningen. He was and is (executive) member of editorial boards of several scientific journals. His current research addresses the professional identity, quality and development of (beginning) teachers.

An overview of Beijaard’s publications.

Facts about this course






To obtain 1 credit, 80% attendance is required. To obtain 3 credits, 80% attendance as well as a submitted and positively rated paper is required.

Teaching language