Afbeelding
Vocational education is increasingly characterised by more intensive cooperation with businesses and institutions. Within these partnerships, new apprenticeship environments and supervision situations are taking shape that focus on professional skills, career and identity development for all. Teachers, coaches and workplace supervisors generally play a prominent role in that development. Within the partnership, they are the ones who looks for ways to realise learning, development-oriented environments.
Within the professorship, we work with teachers, coaches and workplace supervisors on that endeavour and gain more insight into the knowledge that these teachers and supervisors need by:
carrying out research within partnerships into learning and supervision processes in new learning environments, which means defining questions, designing and carrying out research together
advising on how this research process can be given shape with supervisors and teachers and to provide relevant support
supervising research carried out by students at training colleges and building on that research
carrying out research into the professionalisation of teachers, supervisors and teacher educators in terms of supervising the development of professional skills, careers and identity
annual contributions to national and European conferences
Publications Marco Mazereeuw:
- Khaled, A. & Mazereeuw, M. (2022). Begeleiden van wendbaar vakmanschap in hybride leerwerkomgevingen in het mbo. Hogeschool Utrecht
- Mazereeuw, M., Khaled, A., & Van Duuren, A. (2021). De ontwikkeling van wendbaarvakmanschap van mbo-studenten. In A. Hoeve, H. Van Vlokhoven, L. Nieuwenhuis & P. Den Boer (Eds.), Handboek beroepsgerichte didactiek (pp. 32-53). Pica.
- Khaled, A., Mazereeuw, M., & Bouwmans, M. (2021). Pedagogic strategies at the boundary of school and work. In E. Kyndt, S. Beausaert & I. Zitter (Eds.), Developing connectivity between education and work (pp. 205-229) Routledge.
- Mazereeuw, M. (2020). Ik experimenteer dus ik leer. In M. J. J. Coenders, & M. Mazereeuw (Eds.), Wendbaar vakmanschap: Leren in beroepscontexten (pp. 6-22). Leeuwarden: NHL Stenden Hogeschool, Lectoraat Wendbaar Vakmanschap.
- Coenders, M. J. J., & Mazereeuw, M. (2019). Wendbaar vakmanschap als gezamenlijke uitdaging. Science Guide
- Den Braber, N., Kruger, J., Mazereeuw, M., & Kuiper, W. (2019). Mathematics in an interdisciplinary STEM course (NLT) in the netherlands. In B. Doig, J. Williams, D. Swanson, R. Borromeo Ferri & P. Drake (Eds.), Interdisciplinary mathematics education (pp. 167-183). Cham, Switserland: Springer.
- Mazereeuw, M., Khaled, A., & Bouwmans, M. (2019). Nadenkmomenten van studenten in hybride leeromgevingen: Onderzoekers en begeleiders krijgen samen meer inzicht in het leren van studenten. 28, 7, 5-7.
- Van den Bogaart, A. C. M., Mazereeuw, M., Hummel, H. G. K., & Kirschner, P. A. (2019). Comparing collective and personal professional theories of experienced practitioners. Scandinavian Journal of Educational Research, 63(3), 363-377.
- Mazereeuw, M., Wopereis, I., & McKenney, S. (2016). Extended teams in vocational education: Collaboration on the border. Educational Research and Evaluation, 22(3-4), 194-212.
- Mazereeuw, M. (2013). The functionality of biological knowledge in the workplace. integrating school and workplace learning about reproduction. Utrecht: FIsme Scientific Library.
