Centre for Applied Research in Education

Dr. D. Knezic (Dubravka)

Work address:
Kohnstammhuis, Wibautstraat 2-4, 1091 GM Amsterdam
Postal address:
Postbus 36180,1020 MD Amsterdam
Not present on:
Monday, Wednesday, Friday

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Dubravka Knezic is an experienced teacher educator with a master degree in language education and a PhD in the Socratic dialogue as a teaching method. She teaches research methodology and tutors research in BEd and MEd at the Languages Department of Faculty of Education, University of Applied Sciences Amsterdam.
After the completion of her PhD she collaborated on the international ACTTEA project on teacher placement learning and the national research project into the effects of in-service MEd programmes on teachers’ profession.
Currently she collaborates on the national research into the effects of team-grants for primary teachers and a research project on Controversial issues in the secondary and vocational non-tertiary classroom.


Knežić, D., Wubbels, T., Elbers, E., & Hajer, M. (2010). The Socratic Dialogue in teacher education. Teaching and Teacher Education. 26, 1104-1111.

Knežić, D., Elbers, E., Wubbels, T. and Hajer, M. (2013), Teachers' Education in Socratic Dialogue: Some Effects on Teacher–Learner Interaction. The Modern Language Journal, 97: 490–505.

Leijen, Ä., Allas, R., Toom, A., Husu, J., Mena Marcos, J., Meijer, P., Knezic, D., Pedaste, M. & Krull, E. (2013). Guided reflection for supporting the development of student teachers’ practical knowledge. Procedia Social and Behavioural Sciences, 00 (2014) 000-000.

Knezic, D., Hajer, M. and Elbers, E. (2014). Kwaltatief onderzoek naar didactische interacties [Qualitative research in pedagogical interactions] in J.van Tartwijk, M. Brekelemans, P. van den Brok en T. Mainhard, Eds., (2014). Theorie en praktijik van leren en de leraar (Theory and practice of learning and the teacher), pp. 69-81. Amsterdam: SWP.

Leijen, Ä., Allas, R., Toom, A., Husu, J., Mena Marcos, J., Meijer, P., Knezic, D., Pedaste, M. & Krull, E. (2015). How to support the development of teachers’ practical knowledge: Comparing different conditions. Procedia Social and Behavioural Sciences 119 (2015)

Knezic, D., Meijer, P., Leijen, Ä., Toom, A., Mena Marcos, J., Husu, J., Allas, R. & Pedaste, M. (2015, June). Film je les [Video your lesson]. Didactief, 45 (6), 48-49.

Swart, F., de Graaff, R., Onstenk, J., & Knèzic, D. (2017). Teacher educators’ conceptualization of ongoing language development in professional learning and teaching. Professional Development in Education, 1-16.

Swart, F., de Graaff, R., Onstenk, J., & Knezic, D. (2018). Teacher educators’ personal practical knowledge of language. Teachers and Teaching, 24(2), 166-182.

Swart, F., Onstenk, J., Knèzic, D., & de Graaff, R. (2018). Teacher Educators’ Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction. World Journal of Education, 8(2), 95.

Heyma, A., van den Berg, E., Snoek, M., Knezic, D., Sligte, H., & Emmelot, Y. (2017). Effecten van een masteropleiding op leraren en hun omgeving:[eindrapport].

Snoek, M., Knezic, D., Van Den Berg, E., Emmelot, Y., Heyma, A., & Sligte, H. (2018). Impact of in-service Master of Education programmes on teachers and their working environment. European Journal of Teacher Education, 1-18.

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Go to Research database