Position/Status

• Professor of Education
• Director of Research
• Chair, Psychology, Education and Learning Studies Research Group
• Editor-in-Chief (outgoing), Learning and Instruction
• Fellow of Wolfson College

E-mail Address

jdhv2@cam.ac.uk

Phone

+ 44 (0) 1223 767717

Qualifications

• Honorary doctorate in Educational Sciences (University of Antwerp, Belgium)
• PhD [cum laude] (Tilburg University, The Netherlands)
• MSc in Psychology and Education [cum laude] (Tilburg University, The Netherlands)

Membership of Professional Bodies/Associations

• European Association for Research on Learning and Instruction (EARLI)
• American Educational Research Association (AERA)
• British Educational Research Association (BERA)

Current and recent Editorships

• Editor-in-Chief of Learning and Instruction (2014 - present)
• Member of the Editorial Board of Educational Research Review (2005 – present)
• Member of the Editorial Advisory Board of Empirical Research in Vocational Education and Training (2008 - present)
• Co-editor of the new EARLI journal Frontline Learning Research (2012 - 2013)
• Associate Editor of the British Journal of Educational Psychology (2005 - 2013)

Current and recent Executive boards, chairs of professional organisations

• Director of Research, Faculty of Education (2018 - present)
• Chair, Psychology, Education and Learning Studies Research Group, Faculty of Education (2018 - present)
• Chair, Psychology and Education Academic Group, Faculty of Education (2015 Fall - 2017)
• Deputy Head of the Faculty of Education, University of Cambridge (2013 - 2015)
• Member of the Executive Committee of the European Association for Research on Learning and Instruction EARLI (2009-2013)
• Chair of the Department of Education, Faculty of Social and Behavioural Sciences, Utrecht University (2011-2012)
• Member of the Management Team of the Interuniversity Centre for Educational Research ICO (2011-2012)
• Dean of IVLOS Institute of Education, Utrecht University (2010)
• Chair of the Division Teaching and Teacher Education of the Dutch Association for Educational Research VOR (2009-2012)
• Member of the Board of the Dutch Association for Educational Research VOR (2009-2012)

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Profile

Jan Vermunt is a Professor of Education at the University of Cambridge, Faculty of Education. He is an educational psychologist whose research interests have evolved from student learning and teacher learning as separate domains to include the way teacher learning and professional development affects processes and outcomes of student learning and vice versa.

In 1992 he received his doctoral degree from Tilburg University with a thesis on student learning in higher education.  He moved to Leiden University in 1995, where he worked for six years, during two periods, as an associate professor at ICLON – Graduate School of Education. In this period his research focused on student teachers’ learning and experiential knowledge construction. From 1999 to 2002 he was a Professor of Educational Development and Research at Maastricht University, The Netherlands, at the Faculty of Health Sciences. He was visiting professor of Educational Innovation in higher education, University of Hasselt, Belgium, from 2002 to 2003. In these years his research focused on the power of teaching-learning methods to influence the quality of student learning.  From 2004 to 2012 he was professor of Teaching and Teacher Education at Utrecht University, The Netherlands. Here, his research interests broadened to include experienced teachers’ professional learning processes and outcomes in the context of educational innovations.

In 2012 Jan was elected Professor of Education at the University of Cambridge with effect from 1 October 2012. Here he aims to bring together and expand the different research domains he has been studying so far. He is convinced that traditional boundaries have to be crossed to achieve knowledge advancement about how students’ and teachers’ learning may benefit each other.

He has taught a wide variety of courses at university level, in Undergraduate courses, Master and PhD programs, and Continuous Professional Development initiatives. Moreover, he has presented and discussed his research findings with teachers and other educational practitioners at conferences and in professional development courses and master classes.

Jan has directed and conducted several educational development and innovation projects. These especially related to the development and implementation of new teaching, learning and assessment methods aimed at improving the quality of student learning processes, and to teachers’ and educators’ professional development with regard to the corresponding teacher roles.

See also his user profile on Google Scholar: scholar.google.co.uk/citations

Academic Area/Links

Psychology, Education and Learning Studies

Teacher learning and student learning: are they related? Inaugural lecture given at the University of Cambridge, Faculty of Education, on 22^nd May 2013.

Research Topics

Student learning

• Student learning patterns that incorporate cognitive, regulative, affective, motivational, and social/collaborative components.
• Students' learning and learning outcomes/gains.
• Powerful learning environments that promote active, self-regulated, meaning-oriented, high-quality learning.

Teacher learning and professional development

• How teachers integrate knowledge gained from own experiences, from experienced colleagues, and from the university into a professional theory of practice
• Tools to measure the various components of teacher learning
• Pedagogical approaches to foster high-quality, meaning-oriented teacher learning and deliberate practice

Relations between student learning and teacher learning

• How are teacher learning and professional development and student learning related?
• Interplay between student learning and teacher learning patterns
• Crossing traditional boundaries between these research domains

Some Current and Recent Research Projects

• Measurement of learning gains in higher education across disciplines (2015-2018; HEFCE; in collaboration with Anna Vignoles and Sonia Ilie)
• Evaluation of the Chief Residents’ Leadership and Management Programme in Medicine (2016-2017; CUHP; in collaboration with Riikka Hofmann)
• Teacher learning and lesson study in mathematics higher order teaching and learning (2014 - 2016; LSEF; in collaboration with Paul Warwick, Neil Mercer, Maria Vrikki, Pete Dudley and Jean Lang)

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Teaching

• Undergraduate programme
• MPhil and MEd
• PhD and EdD

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Selected Publications

Dudley, P.J., Warwick, P., Vrikki, M., Vermunt, J.D., & Mercer, N. (in press). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning. In R. Huang, A. Takahashi, & J. Pedro da Ponte (Eds.), Theory and Practices of Lesson Study in Mathematics: An International Perspective. New York: Springer.

Vermunt, J.D., Ilie, S., & Vignoles, A. (2018). Building the foundations for measuring learning gain in higher education: A conceptual framework and measurement instrument. Higher Education Pedagogies, 3(1), 266-301. Open access

Fryer, L.K., & Vermunt, J.D., (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88, 21-41.

Hofmann, R., & Vermunt, J.D. , (2017). Professional development in clinical leadership: Evaluation of the Chief Residents Clinical Leadership and Management Programme. University of Cambridge, Faculty of Education Working Paper no. 5, 12/2017. Open access

Vermunt, J.D., Vrikki, M., Warwick, P., & Mercer, N. (2017). Connecting teacher identity formation to patterns in teacher learning. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook of Research on Teacher Education (pp. 143-159). London: SAGE.

Vermunt, J.D.., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29,269-299. Open access

Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61, 211-224.

Wansink, B.G.J., Akkerman, S.F., Vermunt, J.D., Haenen, J.P.P., and Wubbels, T. (2017). Epistemological tensions in prospective Dutch history teachers' beliefs about the objectives of secondary education. The Journal of Social Studies Research, 41,11-24.

Vignoles, A., Vermunt, J., & Ilie, S. (2016). The possibility of evidence-informed primary schooling. In P. Gronn & J. Biddulph (Eds.), A University’s Challenge – Cambridge’s Primary School for the Nation (pp. 179-196). Cambridge: Cambridge University Press.

Warwick, P., Vrikki, M., Vermunt, J.D., Mercer, N. & Van Halem, N. (2016). Connecting observations of student and teacher learning: An examination of dialogic processes in Lesson Study discussions in Mathematics. ZDM Mathematics Education, 48, 555-569.

Endedijk, M.D., Brekelmans, M., Sleegers, P., & Vermunt, J.D. (2016). Measuring students' self-regulated learning in professional education: bridging the gap between event and aptitude measurements. Quality and Quantity, 50, 2141-2164.

Martínez-Fernández, J.R., and Vermunt, J.D. (2015). A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates. Studies in Higher Education, 40(2), 278-295.

Vermunt, J. (2015). What makes a university successful from the perspective of teaching and student learning? In A. Sagintayeva & K. Kurakbayev (Eds.), Successful universities: What are they and how to build one? (pp. 41-43). Astana: Nazarbayev University.

Vermunt, J. (2015). Situated learning. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 969-972). London: Springer.

Vermunt, J.D., Richardson, J.T.E., Donche, V., and Gijbels, D. (2014). Students’ learning patterns in higher education: Dimensions, measurement and change. In D. Gijbels, V. Donche, J.T.E. Richardson & J.D. Vermunt (Eds.), Learning patterns in higher education: Dimensions and research perspectives (pp. 295-310). New York: Routledge.

Endedijk, M., Vermunt, J.D., Meijer, P., and Brekelmans, M. (2014). Students’ development in self-regulated learning in postgraduate professional education: A longitudinal study. Studies in Higher Education, 39(7), 1116-1138.

Bronkhorst, L.H., Koster, B., Meijer, P.C., Woldman, N., and Vermunt. J.D. (2014). Exploring student teachers’ resistance to teacher education pedagogies. Teaching and Teacher Education, 40, 73-82.

Vermunt, J.D., Bronkhorst, L.H., and Martínez-Fernández, J.R. (2014). The dimensionality of student learning patterns in different cultures. In D. Gijbels, V. Donche, J.T.E. Richardson & J.D. Vermunt (Eds.), Learning patterns in higher education: Dimensions and research perspectives (pp. 33-55). New York: Routledge.

Overman, M., Vermunt, J.D., Meijer, P.C., Bulte, A.M.W., and Brekelmans, M. (2014). Students’ perceptions of teaching in context-based and traditional chemistry classrooms: comparing content, learning activities and interpersonal perspectives. International Journal of Science Education, 36(11), 1871-1901.

Endedijk, M.D., Brekelmans, M., Verloop, N., Sleegers, P., and Vermunt, J.D. (2014). Individual differences in student teachers' self-regulated learning: an examination of regulation configurations in relation to conceptions of learning to teach. Learning and Individual Differences, 30, 155-162.

Gijbels, D., Donche, V., Richardson, J.T.E., and Vermunt, J.D. (Eds.) (2014), Learning patterns in higher education: Dimensions and research perspectives. New York: Routledge.

Bronkhorst, L.H., Van Rijswijk, M.M., Meijer, P.C., Koster, B., and Vermunt, J.D. (2014). University teachers’ collateral transitions: Continuity and discontinuity between research and teaching. Infancia y Aprendizaje, 36(3), 293-308.

Gijbels, D., Donche, V., Richardson, J.T.E., and Vermunt, J.D. (2014). Students’ learning patterns in higher education and beyond: Moving forward. In D. Gijbels, V. Donche, J.T.E. Richardson & J.D. Vermunt (Eds.), Learning patterns in higher education: Dimensions and research perspectives (pp. 1-7). New York: Routledge.

Bronkhorst, L.H., Meijer, P.C., Koster, B., and Vermunt, J.D. (2014). Deliberate practice in teacher education. European Journal of Teacher Education, 37, 18-34.

Dobber, M., Akkerman, S., Verloop, N., and Vermunt, J.D. (2014). Regulating collaboration in teacher education. Research Papers in Education, 29, 69-92.

Vermunt, J.D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer  (Ed.), Teachers' professional development: Assessment, training, and learning (pp. 79-95). Rotterdam, The Netherlands: Sense.

Bronkhorst, L.H., Meijer, P.C., Koster, B., Akkerman, S.A., and Vermunt, J.D. (2013). Consequential research designs in research on teacher education. Teaching and Teacher Education, 33, 90-99.

Dobber, M., Vandyck, I, Akkerman, S., De Graaf, R., Beishuizen, J., Pilot, A., Verloop, N., and Vermunt, J. (2013). The development of community competence in the teacher education curriculum. European Journal of Teacher Education, 36(3), 346-363.

Endedijk, M.D. & Vermunt, J.D. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39, 56-65.

Evans, C., and Vermunt, J.D. (2013). Editorial - Styles, approaches and patterns in student learning. British Journal of Educational Psychology, 83, 185-195.

Helle, L., Laakkonen, E., Tuijula, T., and Vermunt, J.D. (2013). The developmental trajectory  of perceived self-regulation, personal interest, and general achievement throughout high school: A longitudinal study. British Journal of Educational Psychology, 83, 252-266.

Imants, J., Wubbels, T., and Vermunt, J.D. (2013). Teachers’ enactment of workplace conditions and their beliefs and attitudes toward reform. Vocations and Learning, 6, 323-346.

Overman, M., Vermunt, J.D., Bulte, A.W.M., Meijer, P.C., and Brekelmans, M. (2013). Textbook questions in context-based and traditional Chemistry curricula analysed from a content perspective and a learning activities perspective. International Journal of Science Education, 35, 2954-2978.

Endedijk, M., Vermunt, J.D., Verloop, N., and Brekelmans, M. (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82, 469-491.

Marambe, K.N., Vermunt, J.D., and Boshuizen, H.P.A. (2012). A cross-cultural comparison of student learning patterns in higher education. Higher Education, 64, 299-316.

Van der Zande, P., Akkerman, S.F., Brekelmans, M., Waarlo, A.J., and Vermunt, J.D. (2012). Expertise for teaching biology situated in the context of genetic testing.  International Journal of Science Education, 34, 1741-1767.

Dobber, M., Akkerman, S.F., Verloop, N., and Vermunt, J.D. (2012). Student teachers’ collaborative research: Small-scale research projects during teacher education. Teaching and Teacher Education, 28, 609-617.

Dobber, M., Akkerman, S.F., Verloop, N., Admiraal, W., and Vermunt, J.D. (2012). Developing designs for community development in four types of student teacher groups. Learning Environments Research, 15, 279-297..

Dolfing, R., Bulte, A., Pilot, A., and Vermunt, J.D. (2012). Domain-specific expertise of chemistry teachers on context-based education about macro-micro thinking in structure-property relations. Research in Science Education, 42, 567-588.

Vermunt, J.D. (2011). Patterns in student learning and teacher learning: Similarities and differences. In S. Rayner and E. Cools (Eds.), Style differences in cognition, learning and management: Theory, research and practice (pp. 173-187).New York: Routledge.

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

Van der Zande, P., Waarlo, A.J., Brekelmans, M., Akkerman, S.F., and Vermunt, J.D. (2011). A knowledge base for teaching biology situated in the context of genetic testing. International Journal of Science Education, 33 (15), 2037-2067.

Bronkhorst, L., Meijer, P.C., Koster, B., and Vermunt, J.D. (2011). Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education, 27, 1120-1130.

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

Tigchelaar, A., Brouwer, N., and Vermunt, J.D. (2010). Tailor made: Towards a pedagogy for educating second-career teachers. Educational Research Review, 5, 164-183.

Van der Zande, P., Brekelmans, M., Vermunt, J.D., and Waarlo, A.J. (2009). Moral reasoning in genetics education. Journal of Biological Education, 44(1), 31-36.

Grant, A.J., Vermunt, J.D., Kinnersley, P., and Houston, H. (2007). Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning. BMC Medical Education, 7(5), 1-8.

Mansvelder-Longayroux, D., Verloop, N., Beijaard, D., and Vermunt, J.D. (2007). Functions of the learning portfolio in student teachers’ learning process. Teachers College Record, 109(1), 126-159.

Vermunt, J.D. (2007). The power of teaching-learning environments to influence student learning. British Journal of Educational Psychology Monograph Series II, 4, 73-90.

Marambe, K.N., Athuraliya, T.N.C., Vermunt, J.D., and Boshuizen, H.P.A. (2007). A comparison of learning strategies, orientations and conceptions of learning of First-year medical students in a traditional and an innovative curriculum. Annals Academy of Medicine Singapore, 36 (9), 751-755.

Van Eekelen, I.M., Vermunt, J.D., and Boshuizen, H.P.A. (2006). Exploring teachers’ will to learn. Teaching and Teacher Education, 22, 408-423.

Vermunt, J.D. (2006). Balancing support for student learning. In J. Elen and R.E. Clark (Eds.), Handling complexity in learning environments: Theory and research (pp. 167-184). Oxford: Elsevier.

Driessen, E., Van der Vleuten, C., Schuwirth, L., Van Tartwijk, J., and Vermunt, J. (2005). The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study. Medical Education, 39, 214-220.

Driessen, E.W., Van Tartwijk, J., Overeem, K., Vermunt, J.D., and Van der Vleuten, C.P.M. (2005). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 39, 1230-1235.

Van Eekelen, I.M., Boshuizen, H.P.A., and Vermunt, J.D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447-471.

Vermunt, J.D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49, 205-234.

Vermunt, J.D. (2005). Conceptions of research and methodology learning: A commentary on the special issue. Scandinavian Journal of Educational Research, 49, 329-334.

Further publications 1994-2004

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Some recent invited keynotes

Vermunt, J.D. (2018, November). How and why does Lesson Study influence teachers' learning? Invited keynote to be given at the World Association of Lesson Studies International Conference 2018, Beijing, China.

Vermunt, J.D.(2018, Mei). Hoe werkt Lesson Study in op het leren van docenten? Invited keynote given at the third national Dutch Lesson Study Conference, Utrecht, The Netherlands.

Vermunt, J.D., Vignoles, A., & Ilie, S. (2018, April). Measuring learning gains across disciplines - Results from the Cambridge Strand of the LEGACY project. Invited keynote given at the Cambridge Centre for Teaching and Learning Teaching Forum 2018, Cambridge, UK.

Vermunt, J.D., Vignoles, A., & Ilie, S.(2018, February). Priorities for learning gain going forward: Measurement and implementation. Invited talk given at the Westminster Higher Education Forum Keynote Seminar: The future for curriculum design and learning gain, London, UK.

Vermunt, J.D. (2016, December). Challenges for the professional development of professors. Invited lecture given at the celebration of 40th anniversary of the Flemish Interuniversity Council, Brussels, Belgium.

Vermunt, J.D. (2016, November). A psychological perspective on professional learning and development in different disciplines. Invited keynote given at the annual conference of the International Professional Development Association, Stirling, UK.

Vermunt, J.D. (2016, October). What’s in the black box between learning environments and learning outcomes? Invited keynote given at the annual Conference of the British Psychological Society, Psychology of Education Section, Birmingham, UK.

Vermunt, J.D. (2016, June). Promoting student learning and teacher learning through diversity. Invited keynote given at the Conference of the EARLI-SIG Teaching and Teacher Education, Zürich, Switzerland.

Vermunt, J.D. (2016, March). Understanding the puzzling relation between student learning and teacher learning. Invited lecture given prior to the honorary degree ceremony at the University of Antwerp, Belgium.

Vermunt, J.D. (2015, May). Understanding and improving teacher learning in times of educational reform. Invited talk given at Sheffield Hallam University, Sheffield, UK.

Vermunt, J.D. (2015, March). Processes and strategies of student and teacher learning. Invited keynote given at the Seminar of the Network on Intrapersonal relations in Education (NIRE), University of Oxford, UK.

Vermunt, J.D. (2014, November). How teachers learn in Lesson Study. Invited keynote given at the World Association of Lesson Studies International Conference 2014 in Bandung, Indonesia.

Vermunt, J.D.  (2014, November). Student learning and teacher professional learning: How are they related? Invited talk given at the Goethe University Frankfurt, Germany.

Vermunt, J.D. (2014, August). Transitions in learning patterns. Invited keynote given at the Conference of the EARLI Special Interest Groups ' Higher Education' and ' Qualitative and quantitative approaches to Learning and Instruction, Leuven, Belgium.

Vermunt, J.D. (2013, June). Dimensionality and development in learning patterns. Keynote given at the 18th Annual International Conference of the Education, Learning, Styles & Individual differences Network, Billund, Denmark.

Vermunt, J.D. (2013, 22 May). Teacher learning and student learning: are they related? Inaugural lecture given at the University of Cambridge, Faculty of Education.

Vermunt, J.D. (2013, February). Patterns of student learning at university. Keynote given at the Stockholm University Teachers Conference 2013 ? Teaching and learning in the Academy, Stockholm,  Sweden.

Vermunt, J.D. (2012, November). Powerful learning environments for teaching and learning at university. Keynote given at the Education Conference of the Singapore Institute of Management, Singapore

Vermunt, J.D. (2012, October).  The power of teaching methods in fostering the quality of learning. Invited keynote given at the International Conference on Education and Educational Psychology 2012 (ICEEPSY), Istanbul.

Vermunt, J.D. (2012, July). Teacher professional learning and development in higher education. Invited keynote given at the 7th International Congress of University Teaching and Innovation Research on Higher Education Teaching Strategies (CIDUI), Barcelona.

Vermunt, J.D. (2012, March). Teacher learning and professional development. Invited lecture given at the University of Luxembourg.