Martine van Rijswijk

Dr. Martine van Rijswijk is an Associate Professor at Utrecht University's Faculty of Social and Behavioural Sciences, Department of Education and Pedagogy. She serves as the director of Utrecht University's interfaculty Graduate School of Teaching (GST), which oversees the university's teacher training programs. Her work focuses on teacher education, professional identity development, and continuity and discontinuity in teacher development.

Her research expertise spans Coaching, Identity Development, Dynamics of Youth, and Professional Performance. Dr. van Rijswijk received her PhD on October 16, 2020, with a dissertation titled "Experiences of Continuity and Discontinuity in the Development of Teacher Education Students." Her research explores how teacher education students navigate the complex journey of developing professional identity, with particular attention to continuity and discontinuity experiences.

Dr. van Rijswijk's recent publications demonstrate a strong focus on adaptive expertise development, second-career teachers, teacher resilience during challenging times like the COVID-19 pandemic, and addressing teacher shortages. Her work often examines the intersection of theory and practice in teacher education, with an emphasis on practical tools for educators and teacher trainers.

Her scholarly contributions span from foundational work on portfolio use in teacher education to contemporary issues like pandemic impacts on teacher development. She actively participates in educational conferences and collaborates with various stakeholders in the Dutch educational landscape, including VELON (the Dutch Association for Teacher Educators).

Dr. van Rijswijk has been involved in numerous educational activities, including conference presentations at events like the Velon conference, Network of beginning teacher trainers, and the VELON/VELOV conference. Her work bridges theory and practice, providing practical insights for teacher educators while contributing to the academic understanding of teacher development processes.