Teachers are researcher-practitioners: building bridges between school-based practices and research through design-based education

International Schools Association


24th April 2023

16:00 h CET

Teachers are researcher-practitioners

Building bridges between school-based practices and research through design-based education


We will explore how design-based education as a pedagogical principle in higher education is applied in the field of international teacher education. We will look at the benefits for individuals, teams and schools when teachers become researcher-practitioners, with a focus on the recently launched International Teacher Education Master’s Programme at NHLStenden-ITE in the Netherlands. 


Design Based Education in teacher education.

Teachers as researcher-practitioners: what are the benefits for your school? how can your school make this possible?

Examples from the Master of International Teacher Education with an overview of the programme


Gain an understanding of DBE in practice in a higher ed programme

Increase school leaders awareness of the benefits and possibilities of teachers as researcher-practitioners and how they can support this.

Learn about the Master of International Teacher Education at NHLStenden.

To whom it is addressed

School leaders at all levels


1 hour


Dr. Elke Van dermijnsbrugge

Dr. Elke Van dermijnsbrugge is a Lecturer-Researcher in International Teacher Education at NHLStenden University of Applied Sciences. After a career in international schools, she joined higher education. She focuses on alternative research methods in education and is interested in the application of utopian and speculative thinking, the punk ethos and anarchist organisational philosophy to (re)imagine (international) educational policy, research and practice.

Dr. Debra Williams-Gualandi

Dr. Debra Williams-Gualandi is the Programme Manager of the International Teacher Education Consortium at NHLStenden, where she also works as a Lecturer-Researcher. Having held a variety of roles in international schools, from teacher to school director, she is now exploring the concepts of professional identity, global citizenship education and intercultural communities within teacher education.


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Teachers are researcher-practitioners

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