Both researchers and education professionals agree that a vision of good teaching contributes to the quality of leadership, the school, teaching, and school development. A vision of good education can provide guidance and direction in a context where many external stakeholders (including parents, politicians, the economy) have expectations of the school and what it is for. However, there is less consensus on the form, content, and use of a school vision. Based on practice-based empirical research, this research study contributes to knowledge about educational visions, their development, and use.
Jorien Copier (1989) studied Liberal Arts & Sciences at Utrecht University with a major in Cultural Anthropology and Religious Studies. She completed her Research Master's programme in Religious Studies at the University of Amsterdam (cum laude) with a study on contemporary miracle stories. She went on to obtain her first-degree teaching qualification at VU University Amsterdam, on the basis of which she taught Religion/Philosophy of Life in secondary schools. She has been affiliated with Radboud University Nijmegen since 2015, working as a qualitative researcher for Kaski, the Research and Expertise Centre for Religion and Society since 2020. Kaski carries out commissioned research for social and religious organisations. She also provides qualitative empirical methods education and supervises Bachelor's and Master's theses in Religious Studies and Theology. Her research focuses on the religious/philosophical dimension of vision and identity development (also in education), religious illiteracy, religious experiences, and the renewal and vitality of/in faith communities.