I also teach a course unit in systematic literature reviews. Methodology plays a major role in the course units I teach, and is necessary in order to achieve one goal of our programme: that research results reach educational practice.
Closing the gap between research and educational practice: that is the core idea behind the Evidence-Based Education programme. There is a lot of research out there, but the findings won’t necessarily reach educational settings. This has several reasons, such as researchers being too focused on their own agendas and practitioners not being able to fully understand what is actually being communicated. This is known as a ‘translation’ problem. This track is designed to help our graduates master that translation.
My areas of expertise are early childhood education, learning and instruction, and learning opportunities in the classroom. There is a whole combination of factors that make these areas interesting. What I am mainly interested in is how interactions among people help us learn. These interactions are shaped by many different factors. These could be teacher’s characteristics, their personal ideas about teaching, and of course, the students’ characteristics. Everything shapes our interactions and in the end interactions are key to learning.
This track is interesting for students who are interested in improving education, students who are already embedded in educational settings and feel the need to improve this context, and students who want to think critically about educational change, what it is based on and how it is implemented.
After this track there are many job opportunities for educational scientists. Our graduates can become educational consultants, policymakers, educational programme developers, school principals. There is a wide range of career opportunities: from the micro level of the educational system, focused on the improvement of everyday classroom practice, to macro levels of the system focusing on orienting future educational policies. The core is the same, though: a critical, informed and rigorous approach to educational innovation.