Honorary Professor Petra Ponte
Phone: +31 6 2369 8054
Research on teaching and learning
- Teacher education and professional learning
Action Research, Practitioner Research, European Continental Pedagogy, Moral Theory, Education for All, Philosophical and Sociological Foundations in Education
Petra Ponte is an educationalist and expert in action research, who is currently Professor in the Education Research Centre at Utrecht University of Applied Sciences. She also worked as a researcher at Leiden University (ICLON) and was a Professor at Fontys OSO University (all three in the Netherlands). Earlier in her career she has worked as a teacher, project leader and researcher in various settings in the fields of education for all, pupil guidance, action research and educational innovation. She is currently also Adjunct Professor at RIPPLE, Charles Sturt University, Australia. She was co-ordinating book editor of the international Educational Action Research Journal. Her recent publications have focused on connections between the continental European tradition of pedagogy & philosophy, and the Anglo-American tradition in the fields of action research and practitioner research. She has a special focus on substantive issues in action research and teacher professional development. She is an active participant in international networks.
First prize for the best paper of 2008 in Velon-tijdschrift with: Ax, J, Ponte, P. & Brouwer, N. (2008). Actieonderzoek in de initiële lerarenopleidingen: een verkenning. [In Dutch: An exploration of action research in initial teacher education.] Velon-tijdschrift, 28(2), 21-29.
Third prize for the best paper of 2008 in Velon-tijdschrift with: Smeets, K. & Ponte, P. (2008). Actieonderzoek als strategie voor leiderschap van docenten. [In Dutch: Action research as a strategy of teacher leadership.] Velon-tijdschrift, 29(2), 22-3.
Professional and community roles
Associate Editor of the Educational Action Research Journal (2004 - ongoing)
Editorial Consultant of the Journal for Professional Development (2005 - ongoing)
Series editor of the series Praxis, Education and Pedagogy, Rotterdam: Sense Publishers (2007 - ongoing)
Editorial consultant of the Asia-Pacific Journal of Teacher Education (2011 - ongoing)
- Coordinator for The Netherlands in the international research project Pedagogy, Education and Praxis, initiated by Professor S. Kemmis, Charles Sturt University, Wagga Wagga, Australia, in collaboration with colleagues from universities in Sweden, Norway, Finland and the UK.
- Leader of the research program - Behaviour and Research in Educational Praxis. Utrecht University of Applied Sciences, Faculty of Education, The Netherlands.
- Ponte, P. & Smit, B.H.J. (Eds.). (2008). The quality of practitioner research: reflections on the position of the researcher and the researched. Rotterdam: Sense Publishers.
- Ax, J. & Ponte, P. (Eds.) . (2008). Critiquing praxis: conceptual and empirical trends in the teaching profession. Rotterdam: Sense Publishers.
- Ponte, P. & Ax, J. (2011). Inquiry-based professional learning in educational praxis: knowing why, what and how. In N. Mockler & J. Sachs (Ed.), Rethinking educational practice through reflexive inquiry (pp. 49–61), London: Springer.
- Ponte, P. (2010). Action Research as a Tool for Teachers’ Professional Development. In P. Peterson, E. Baker & B. McGaw (Ed.), International Encyclopedia of Education (3rd ed., pp. 540–547), Oxford: Elsevier.
- Ponte, P. (2009). Post graduate programmes as platforms: Coming together and doing research for a common moral purpose. In A. Campbell & S. Groundwater-Smith (Ed.), Connecting Inquiry and Professional Learning in Education: International Perspectives and Practical Solutions (pp. 68–82), London: Routledge.
- Ax, J. & Ponte, P. (2010). Moral issues in educational praxis: a perspective from pedagogiek and didactiek as human sciences in continental Europe. Pedagogy, Culture & Society , 18(1), 29–42. DOI:10.1080/14681360903556780
- Kan,C. A., Ponte, P. & Verloop, N. (2010). How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application . Teaching and Teacher Education, 26(8), 1553–1562. DOI:10.1016/j.tate.2010.06.007
- Ponte, P. & Rönnerman, K. (2009). Pedagogy as human science, bildung and action research: Swedish and Dutch reflections. Educational Action Research , 17(1), 155–167. DOI:10.1080/09650790802667550