Hogeschool van Amsterdam

Centre for Applied Research in Education

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Dr. D. Knezic (Dubravka)

Telephone:
0614505574
Email:
d.knezic@hva.nl
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.

Publicaties

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.

  • Evaluatie Teambeurs Primair Onderwijs
    Schenke, W., van Stigt, A., van den Berg, E., Knezic, D., & Snoek, M. (2022). Evaluatie Teambeurs Primair Onderwijs: Samen volgen van een masteropleiding. Kohnstamm Instituut.
  • Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning
    Knezic, D., Meijer, P., Toom, A., Leijen, Ä., Mena, J., & Husu, J. (2019). Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning. European Journal of Teacher Education, 42(5), 539-556. https://doi.org/10.1080/02619768.2019.1652901
  • Evaluating and improving teacher educators’ language-oriented performance in content-based teaching
    Swart, F., Knèzic, D., Onstenk, J., & De Graaff, R. (2019). Evaluating and improving teacher educators’ language-oriented performance in content-based teaching. International Journal of Educational Methodology, 5(1), 71-86. https://doi.org/10.12973/ijem.5.1.71
  • Impact of in-service Master of Education programmes on teachers and their working environment
    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, 41(5), 620-637. https://doi.org/10.1080/02619768.2018.1529755
  • Controversial issues in multicultural secondary classroom discussions
    Knezic, D., Kruit, P. M., Nieuwelink, H., & Schuitema, J. (2018). Controversial issues in multicultural secondary classroom discussions. 22-23. Paper presented at ATEE 2018, Gävle, Sweden.
  • Teacher Educators’ Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction
    Knezic, D., Swart, F., De Graaff, R., & Onstenk, J. (2018). Teacher Educators’ Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction. World Jounal of Education, 8(2), 95-113. https://doi.org/doi:10.5430/wje.v8n2p95
  • Effecten van een masteropleiding op leraren en hun omgeving
    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]. (80 ed.) SEO Economisch Onderzoek.
  • Teacher educators’ personal practical knowledge of language
    Swart, F., de Graaff, R., Onstenk, J., & Knezic, D. (2017). Teacher educators’ personal practical knowledge of language. Teachers and Teaching, 24(2), 166-182. https://doi.org/10.1080/13540602.2017.1368477
  • Teacher educators’ conceptualization of ongoing language development in professional learning and teaching
    Swart, F., De Graaff, R., Onstenk, J., & Knezic, D. (2017). Teacher educators’ conceptualization of ongoing language development in professional learning and teaching. Professional development in education, 1-16. https://doi.org/DOI - 10.1080/19415257.2017.1345775
  • Effecten van een masteropleiding op leraren en hun omgeving
    Heyma, A., van den Berg, E., Sligte, H., Emmelot, Y., Snoek, M., & Knezic, D. (2016). Effecten van een masteropleiding op leraren en hun omgeving: tussenmeting 2016. (SEO-rapport; Vol. 2016, No. 80). SEO Economisch Onderzoek.
  • Teachers’ Education in Socratic Dialogue: Some Effects on Teacher–Learner Interaction
    Knezic, D. (2013). Teachers’ Education in Socratic Dialogue: Some Effects on Teacher–Learner Interaction. The Modern Language Journal, 97(2), 490. [97].
  • The Socratic Dialogue and teacher education
    Knezic, D. (2010). The Socratic Dialogue and teacher education. Teaching and Teacher Education, (26), 1104.
Go to Research database
Go to Research database