• Gerrianne van der Velde, alumna

    Gerrianne van der Velde, alumna

    "As a bachelorstudent, I had worked on developing educational material for neuroscience for high school students. I really enjoyed it, but I felt that I needed more knowledge and skills to develop such products in an evidence-based and more effective way. This programme provided me with just that."

    Wealth of theoretical insights

    "Once I started on the course, I was surprised by the wealth of theoretical insights you can draw upon to make good educational and communicative products. The theory really helps to make the right decisions about the development of your product."

    Two jobs

    "Now I’m juggling two jobs which I both love. I’m the developer and coordinator of an educational module for high school students about forensic science, and I’ve recently started a job as a junior researcher. It’s about DNA and heredity for students of prevocational schools. I’m surprised that both jobs fit so well together and that they suit me perfectly. And it all happened within just six months after my graduation."

  • Jeroen Wiegeraad, alumnus

    Jeroen Wiegeraad, student

    "As a biology Bacholor student, I took the introductory course ‘Orientation towards educational and communicative practice'. That was it! It is great to be in front of the class, trying to entertain the kids and keep them involved."

    Practice makes perfect

    "The only way to become a teacher is to be one, was the first sentence in one of our text books, and it is so very true. You have to do this, over and over again. Practice makes perfect, and you are the only one who can take control of that learning process."


    "Of course, we got a lot of support from our mentors, and feedback and reflection are crucial elements in the teacher training programme. I really had to change my mindset on that: in science we are so used to be strictly rational, and now suddenly we had to discuss our feelings."

    Losing control

    "Nevertheless, it turned out to be very useful, and it can be fun too. Just recently, I tried out the start of a lesson on my fellow teacher students. After that, I told the group how I felt I was losing control during the lesson, I felt as if I was jumping onto a speed train at the beginning of the lesson, and jumping off at the end. But my fellow students commented that I seemed super relaxed throughout. That helps a lot to build your confidence."

  • Frank Sekeris, student

    '"To me, the most exciting parts of the programme were the professional practice internships."

    Hand-on internships

    "My first internship was at a school, where I designed a lesson and found out how a school really works. I also taught some biology lessons.

    My second internship was at the Museon in the Hague. At the Museon I worked on a new exhibition about food. The internships are a practical and hands-on way to deal with the theories we covered in the programme."


    "This is the field of work I would like to do after my studies; a combination of science content, contact with people, organizational skills and my own initiative and creativity."