1,721,241 research outputs found
Effectief en legitiem sturen in onderwijs: een inleiding
No full textsponsorship: Acad_lerarenopl_Psychologie & pedag. Wet.status: Publishe
Self-study onderzoek door lerarenopleiders onder de loep. Een analyse van de internationale onderzoeksliteratuur
No full textstatus: Publishe
Reflectief ervaringsleren in de praktijk: een exemplarisch voorbeeld uit de lerarenopleiding
No full textstatus: Publishe
Professional commitment beyond contract: teachers' self-understanding, vulnerability and reflection
No full textSince the beginning of ISATT in the early 1980s, the general policy environment for education and schooling has changed profoundly. Performativity has become the dominant discourse in educational policy, research and schooling practice and has deeply affected the agendas with its exclusive concern for effectiveness and efficiency. In this chapter the author reflects on the consequences of these changes. First he addresses the issue of teachers' professional self and comments on its contextualisation in time and space. Secondly, he contends that the educational relationship as an ethical relationship of responsibility cannot be reduced to an instrumental or a contractual one. There cannot be full control over the education process and its outcomes, nor can there be an indisputable justification for teachers' actions. This is experienced by teachers as a sense of vulnerability. Rather than seeing this as a problem, however, the author argues that teachers have to endure this vulnerability and even embrace it for it is exactly this that makes education possible. Acknowledging the central importance of a dynamic self-understanding as well as the value of vulnerability, brings the author then to a discussion of the role and meaning of reflection in teaching and teacher development. In the final part of this chapter he argues that teachers' reflection cannot (should not) confine itself to a technical and instrumentalist effort of linking means to ends, but has to include the moral, emotional and political aspects of teaching (broad reflection) as well as the beliefs and representations teachers have about themselves and teaching (deep reflection). A recognition of teachers' narrative sense-making of their job experiences is the red thread running through the chapter. [Author abstract, ed]sponsorship: Acad_lerarenopl_Psychologie & pedag. Wet.status: Publishe
Professional self-understanding in practice: Narrating, navigating and negotiating
No full text© Springer International Publishing AG, part of Springer Nature 2018. Teaching as a practice, situated in a context of time and space, is where teachers’ self-understanding - their sense of self- emerges. Taking this practice-based stance, the author argues that teachers’ self-understanding is at the same time the result or outcome of experiences in practice as well as a condition for future professional practice. This conceptualization of professional self-understanding allows to incorporate a number of ambiguities that are inherent in and even constitutive for the teaching job: self-understanding as both process and product, as situated between agency and structure, and as caught between intentionality and vulnerability. Concluding the author identifies three categories of practices in which the self-understanding is developed, as well as influences teachers’ actions and professional choices: narrating, navigating, and negotiating.status: Publishe
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