581 research outputs found
wat en hoe (willen) ervaren lerarenopleiders leren?
No full textRecentelijk zijn twee studies uitgevoerd naar het professionaliseren van ervaren lerarenopleiders. De ene is een kwantitatieve survey onder VELON-leden (Dengerink, Lunenberg & Kools, z.j.). De andere is een kwalitatieve studie onder 25 lerarenopleiders uit verschillende landen (Van der Klink, Kools, Avissar, White & Sakata, 2011). In deze bijdrage gaan we in op de uitkomsten van beide studies en kijken we naar de implicaties voor professionaliseringsactiviteiten van lerarenopleiders
Praktijkonderzoek als professionele leerstrategie in onderwijs en opleiding
No full textIn deze publicatie beschrijven we onze visie op praktijkonderzoek als professionele leerstrategie, waarmee beginnende en ervaren docenten hun eigen dagelijkse praktijk kunnen verbeteren. Aan de hand van voorbeelden laten we zien wat praktijkonderzoek kan betekenen in scholen en (leraren)opleidingen en op welke wijze dit vorm kan krijgen.
Inhoudsopgave publicatie 'Praktijkonderzoek als professionele leerstrategie in onderwijs en opleiding'
1. Inleiding over doel en introductie van de verschillende hoofdstukken (leeswijzer).
2. Praktijkonderzoek als professionele leerstrategie (Sanneke Bolhuis)
Het doel van praktijkonderzoek is met meer inzicht en begrip handelen in de specifieke eigen context. Praktijkonderzoek is daarbij zelf een interventie. Docenten als onderzoekers van eigen praktijk zijn onderdeel van wat zij onderzoeken.
3. Toetsing en beoordelen in het onderwijs: een continu onderzoek naar de ontwikkeling van de leerlingen of studenten (Desirée Joosten-ten Brinke)
Leraren en opleiders toetsen de leervorderingen van hun leerlingen en studenten voortdurend. Daarmee zijn ze in feite voortdurend onderzoek aan het doen, ook al zijn ze zich daarvan misschien niet zo bewust.
4. Beter onderbouwd handelen door praktijkonderzoek: voorbeelden en voorwaarden (Ilona Mathijsen)
Dit hoofdstuk laat zien hoe een docent door praktijkonderzoek zijn handelen beter of anders onderbouwt en daardoor mogelijk ook beter of anders gaat handelen.
5. Praktijkonderzoek doe je samen (Quinta Kools)
Samen praktijkonderzoek doen zorgt voor een betere kwaliteit van het praktijkonderzoek, voor continuïteit, verbondenheid tussen docenten en een groter draagvlak voor de uitkomsten.
6. Het betrekken van belanghebbenden bij praktijkonderzoek (Quinta Kools)
In dit hoofdstuk gaat het over de mogelijke betrokkenen of belanghebbenden bij praktijkonderzoek: wie maken deel uit van het probleem, wie zouden een bijdrage kunnen leveren aan het beter begrijpen of een betere aanpak, voor wie heeft het onderzoek mogelijk consequenties?
7. Praktijkonderzoek doen moet je leren (Sanneke Bolhuis)
Doel van dit hoofdstuk is om een beeld te geven van de persoonlijke kwaliteiten en competenties die nodig zijn voor het doen van praktijkonderzoek. Ook wordt besproken waar scholen op zouden moeten letten als ze scholing voor praktijkonderzoek door leraren de school in halen.
8. Praktijkonderzoek van studenten in de lerarenopleiding begeleiden (Karen Krol)
Dit hoofdstuk bespreekt hoe studenten leren om praktijkonderzoek uit te voeren als professionele leerstrategie en wat dat vraagt van de begeleiders (opleiders in het instituut en/of de school).
9. De rol van leidinggevenden bij praktijkonderzoek in onderwijs en opleiding (Sanneke Bolhuis en Quinta Kools).
In dit hoofdstuk worden de condities besproken die leidinggevenden moeten creëren om praktijkonderzoek tot de 'normale' onderwijspraktijk te laten behoren.
Intermezzo's
Tussen de hoofdstukken worden korte voorbeelden van praktijkonderzoek beschreven.
Dit zijn voorbeelden van praktijkonderzoek door:
o lerarenopleiders, die onderzoek deden in een kenniskring van het lectoraat
o studenten van de lerarenopleidingen
o leraren in hun school
Lectoraten op dreef
No full textKort artikel over de voortgang van de lectoraten 'Eigentijds toetsen en beoordelen' van lector Desiree Joosten-ten Brinke en 'professionaliteit van de beroepsgroep leraren en lerarenopleiders' van Quinta Kool
The use of video in a teacher training course to promote the correct use of formative assessment for improving Mathematics teaching and learning
No full textIn the last years the teachers' professionalism is an important topic of international research; this has been central in the matter of teacher training, as a strategic factor to improve the national educational systems.
In particular, a good part of the scientific debate about teachers training activities seems to focus on a fundamental “crux” given by the relationship between theory and praxis, between knowledge and competences, i.e. by the research of how to train the teachers in such a way to get that the information they gain will really develop into new behaviours and competences that will enter into play in their everyday teaching practices.
There are several different contributes to this debate, based on interdisciplinary studies, that seem to validate the idea that a fundamental step for the professionalization of teachers is the identification of the most suitable ways to conceptualize their explicit practices in teaching by means of recursive processes, integrated and interdependent among them (observation, comprehension, anticipation or prediction of what happens and can happen after a specific action).
From these premises some indications derive about the most effective methodologies to promote the co-presence of theory and praxis in the teachers training (both in-service or pre-service). Such are many techniques that can be based on the use of specific support tools, such as, in particular, the videos.
Several studies, moreover, confirm the effectiveness of video-based interventions in the teachers’ training: the video becomes a tool which is able to integrate and support, via the visual activity, the direct observation and the learning of good teaching practices of which, otherwise, there could only be a description, oral or written.
Following these ideas, our project of research is aimed at the elaboration of a pilot model of a course for mathematics teachers that should integrate and use the analysis of videos made in class with teachers involved in the project with different modalities.
The project of research is the LLP Comenius "FAMT&L - Formative Assessment in Mathematics for Teaching and Learning" and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16.
The research started in 2014 with an observational study carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices of formative assessment carried out by Mathematics teachers.
A significant number of analysed video sequences have been archived in a web repository, integrated with a e-learning platform in which will take place videos and other materials which could be used in several different activities (in presence or in distance), such as: activities of self training (for expert teachers) or training activities, where teachers are guided using analysed videoes to promote development of assessment skills.
This paper presents the main activities designed for Italian teachers to be used in the training course, which, integrating the use of videos, tools and activities for reflection, can hopefully lead to a change and an improvement in their teaching
Learning activities of student-teachers during action-research
No full textGootzen, M., Kools, Q., & Brand-Gruwel, S. (2011, November). Learning activities of student-teachers during action-research. Paper presented at the 6th EAPRIL conference, Nijmegen, The Netherlands.Action research is an important tool in upgrading the level of theoretical knowledge and improving the quality of education by reflection (Carr & Kemmis, 1986; Steinberg & Kincheloe, 1998). Implementing action research in the curricula of pre-service teacher training is an effective way to implement action research at the secondary schools. But how do people learn to carry out action research? In order to get a better understanding of this learning process, 14 student teachers who have been working in a Professional Development School (PDS) were followed in a course on action research. The research question was: Which Personal Learning and Action Theory (PLAT) (van der Sanden, 2004) do student teachers have, what learning activities do they perform during the process of action research and what learning outcomes do students describe in a learning environment designed to support action research
Professional development of teacher educators through informal learning
No full textIntroduction and theoretical background
Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development takes place at work (workplace-learning) (Eraut, 2004;Tynjälä & Heikkinen, 2011). In an attempt to typecast this type of learning, Eraut introduces a continuum of formal and informal learning. At the informal end of the continuum we find 'implicit, unintended, opportunistic and unstructured learning and the absence of a teacher' (Eraut, 2004, p250). At the formal end, opposite types of learning can be found. In between the two ends of the continuum, all kinds of fusions of formal and informal learning exist.
Research goals
In our study, we intend to take a closer look at informal forms of learning as a means of professional development. The purpose of our study is to recognize the possibilities and to appreciate the value of informal forms of learning with regard to teacher educators' professional development, both by teacher educators themselves as well as by their managers.
In a quick-scan at our Teacher College (Kools, 2011b) teacher educators were asked to mention which activities they had undertaken in the past two years to develop themselves professionally. In this quickscan, informal forms of learning were often ticked off. These findings might indicate that informal forms of learning do take place and can be recognized retrospectively.
In our study we focus on the recognition of informal learning processes by teacher educators. We are investigating ways to stimulate teacher educators' awareness of informal learning processes. The question for this part is: 'in what ways do writing logbooks and the analysis of these logbooks help teacher educators to become aware of their own informal learning processes?'
Proposed design of the study
In our study we would like to invite teacher educators to participate and study their own informal learning processes. We would like them to describe their learning experiences and learning outcomes in a logbook. Logbook entries are made on the basis of regular time intervals such a daily entries, weekly entries or entries every six weeks.
After 6 weeks we ask them to look at their own logbooks and analyse how and what they have learned and what they experienced in the process writing log entries. We will ask them to express this in a learner-report. For this task, we provide them with an analysis-tool, consisting of a checklist with critical questions. These learner reports form the input for an overall analysis in which we would like to answer the research question.
The design of the study leads to two types of outcomes: (1) awareness of their informal learning processes of the participating teacher educators and (2) insights into the processes of stimulating awareness of informal learning processes.
At the conference In Coimbra we hope to present our first experiences and some results of this approach.
References
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, Vol 26, N0, July 2004, 247-273
Kools, Quinta H. (2011). Future proof! Professionaliteit van leraren en lerarenopleiders. Lectorale rede, Fontys Hogescholen.
Kools, Q.H., J. Dengerink, K. Melief and M. Lunenberg (2011). Professional development activities of teacher educators. Paper presented at the annual ATEE conference Riga, August 2011
Tynjälä, Päivi, and Hannu L.T. Heikkinen (2011). Beginning teacher's transition from pre-service education to working life. Theoretical perspectives and best practices. Published online: 29.03.2011, © VS Verlag für Sozialwissenschaften 201
Gelijk of verschillend? Motieven, ervaringen en toekomstplannen van vrouwelijke en mannelijke leerlingen in het middelbaar agrarisch onderwijs
No full textThe subject of this thesis is sex-inequity in education, or more specific the position of girls and boys in non-traditional forms of education.This thesis is directed towards girls and boys in agricultural education who choose 'non-traditional' fields of study. In this research, education will be viewed from a chronological approach to investigate three main concepts, namely: motives involved in choosing a field of study, experiences during the schoolperiod and future plans. Research after motives of study-choice reveal differences between girls and boys, which lead to sex-segregation in fields of study. In this research, we will look at the motives of girls and boys who choose the same field of study, to see if these motives differ between the sexes. In studying the experiences of students in education, the 'token-theory' of Kanter (1977) and Ott (1985) will be used. People who form a minority in a group (e.g. based on biological sex, race or sexual disposition) are called 'tokens'.According to the token-theory, tokens are disadvantaged in a majority-group because they are extra visible an they are seen as a representative of their sort instead of as an individual. According to Ott (1985), these disadvantages are stronger for female tokens than for male tokens. In this research we will investigate if girls in 'male' fields of study and boys in 'female' fields of study do experience these disadvantages of their token-position. The last issue in this research are the plans for the future of girls and boys. Literature reveals that girls think about their future in a different way than boys: they are more concerned about the combination of a professional career and family life than boys. Girls also have other professional ambitions than boys. It is the question if these differences also show in the case of students who have chosen the same agricultural field of study. In all the above mentioned angles of incidence, 'sex-identity' will be taken into account. Sex-identity is controversial to biological sex and it reveals to cultural influences on a person's identity, in which both female and male aspects are present. It is possible that this notion offers a more plausible explanation for differences between boys and girls of for differences between boys and girls mutually.The main research question is: 'are there differences between female and male students in secondary agricultural education with regards to their motives of study choice, experiences in school and future plans, and if so, is there an explanation for these differences in (background)characteristics of students or of schools?'The above mentioned question was investigated in two phases: firstly via an interviewstudy and secondly in a testing study via a written questionnaire. The first study was designed to obtain more insight in the research question and to sharpen the hypotheses for the testing study. The research was carried out in 'male' fields of study with more than 85% of boys (animal husbandry, plantbreeding and horticulture) and a 'female' field of study with more than 85% of girls (floristry).Results of the interviewstudy reveal differences in motives, experiences and future plans between female and male students who choose the same field of study. The information of the interviews served not only as hypotheses for the testing study, but also as a starting point for the construction of the written questionnaire for the testing study.A total of 1197 female and male students have participated in the testing study. The results show differences in motives between girls and boys for 3 out of 4 fields of study. Girls more often choose from interest in this field of study whereas boys more often choose from professional considerations. On behalf of sex-identity, no differences were found. Backgroundfactors which explain the differences are agricultural background, biological sex, opinion of others about study-choice and future plans.The experiences of girls in 'male' fields of study (animal husbandry and plant breeding) are worse than the experiences of boys in these fields of study. In their opinion of certain situations (coarse jokes, being laughed at, feeling excluded), girls more often express their dislike of the situation than boys. In contrast to these bad experiences in classroom, girls in male fields of study (animal husbandry, plant breeding, horticulture) do state they enjoy school better compared to boys in these fields of study. So at classroom-level the experiences of girls in male fields of study are worse than those of boys, whereas at school-level their experiences are better than those of boys. This also holds true for boys in female fields of study: they also have more pleasure in going to school than girls in this field of study.These findings indicate that students in non-traditional fields of study (girls in animal husbandry, plant breeding and horticulture or boys in floristry) have more pleasure in their field of study, while they have rather negative experiences in classroom. Sex-identity offers a slightly extra insight: it appears that feminine types in non-traditional fields of study (animal husbandry, plant breeding, horticulture) and masculine types in non-traditional fields of study (floristry) more often dislike certain situations than other types of sex-identity and more often choose to exclude themselves form these situations. The token-theory in which is stated that 'tokens' experience more negative effects from their position can not be confirmed: at some points tokens do have better experiences (pleasure in school) and at some points (feeling excluded) they have worse experiences than not-tokens. Differences between female and male tokens were not found, so the supplementary token theory in which is stated that female tokens have worse experiences than male tokens, cannot be confirmed either. Backgroundfactors which appear to have an effect on differences in experiences are age, form at school and the opinion of mother on study-choice.There are also differences between girls and boys concerning future plans. Girls on the whole intend a lesser amount of working days than boys and more often choose to continue studying after having completed this training. Boys more often intend to choose a profession as independent entrepreneur, whereas girls prefer a job in paid labour or 'something else'. On behalf of sex-identity, slight differences in some fields of study were found: it appears that masculine and androgyne girls make choices which resemble choices of boys, whereas feminine boys make choices which resemble those of girls. Backgroundfactors which explain differences in future plans are agricultural background, biological sex, agricultural pre-education, the desired amount of days of work in future and the existence of an emancipation policy at school.The results of this study indicate to agricultural schools that the population of students is more diverse than might be expected regarding study-choice. There appear to be differences between girls and boys who choose the same field of study, and more attention for diversity seems desirable. Girls in 'male' fields of study have worse experiences in the classroom than boys, which is a clear signal to schools. To schools this means they might offer more attention to 'culture' and 'sphere' in classroom, especially with regards to manners
professional development through informal learning': workshop
No full textprofessional development through informal learning
In planning professional development for teachers or teacher educators, very often a formal course or training is offered. There is a lack of attention for the fact that a lot of professional development takes place at work through so-called workplace-learning (Eraut, 2004;Tynjälä & Heikkinen, 2011, Tynjälä, 2008). Raising the awareness of one's professional development through workplace learning might help to intertwine professional development with the performance of tasks. Professional development than becomes part of the job instead of an extra -workload increasing- task outside the job.
In our research group, we are studying ways to raise awareness for informal learning. In this workshop we focus on a method that we designed, consisting of a learning report and an analysis tool. The workshop consist of three parts. We start the session with a short presentation of our study and the findings (15 minutes). After that, the participants of the workshop will work with the tools we have developed in our study to raise the awareness for informal learning (20 minutes). The results will then be discussed according to two questions: (1) what is your opinion on the analysis-tool; (2) what is your opinion on the use of this tool for raising awareness for informal learning on a personal and institutional level (20 minutes)
Ongemerkt professionaliseren?!
No full textin dit artikel wordt erslag gedana van een project van het lectoraat dat erop gericht was informele vormen van leren te herkennen. Deelnemers aan het project hielden een logboek bij om leerervaringen uit hun dagelijks werk te noteren. Deze werkwijze leidt tot bewustwording van het eigen leren en inzichten in manieren waarop geleerd wordt
'wat levert het doen van praktijkonderzoek op voor docenten? Praktijkervaringen uit begeleidingstrajecten'
No full text'wat levert het doen van praktijkonderzoek op voor docenten? Praktijkervaringen uit begeleidingstrajecten
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