Pedagogical relationships are my central theme. Together with colleagues, I’ve spent years focusing on interactions and affective relationships between teachers and primary and secondary school children. Teachers’ pedagogical practices are investigated in relation to different aspects of children’s school adjustment. A second area of interest is: assessment and diagnostic processes. These areas come together in the development and psychometric evaluation of questionnaires measuring teacher and child perceptions of relationships. In addition, we focus on the side of the teacher's, by examining their self-efficacy, emotional processes and the development of stress and well-being. This research also includes the creation, evaluation, and implementation of the LLInC (Leerling Leerkracht Interactie Coaching [Student-Teacher Interaction Coaching]) intervention and a corresponding training programme for remedial educationalists and school psychologists, developed in cooperation with practitioners.
As professor in the Kohnstamm Chair, I’m recently broadening my focus to include professional caregiver-child relationships in other pedagogical fields, such as childcare and mental health.
My teaching includes diagnostics, social-emotional functioning, disorders, intervention in educational contexts, teacher-child interaction, and the supervision of Master’s theses and internships. In addition, as head teacher, I’m closely involved in organising, developing and implementing the new clinical post-Master's program NVO Remedial Educationalist Generalist at RINO amsterdam.
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