This paper describes a research about the changing role and competences of teachers and the willingness of the teachers to change. The researchers developed and conducted a survey at Fontys University of Applied Sciences department engineering to find out how teachers teach and how they would want to teach. The conclusion drawn from this research results in five subjects of attention: 1 To investigate new teaching competences 2 To investigate new teaching strategies 3 To develop collaborating professional environments for teachers 4 To develop a formal declaration of how companies can participate effectively in the process of the transition of youngsters to professional practitioners 5 To investigate how the organization should change their culture and structure towards a professional learning environment for students and teachers. The above mentioned items will be subject of further research in the coming study year. The main goal is to develop a business case or strategic plan on how to implement change in teaching engineering education.
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This study aims to map VE teachers’ perceived importance of assessment competence. The study was conducted in the Netherlands among teachers of professional studies in Universities of Applied Sciences. A large-scale study was conducted to represent a broad population of teachers, including various vocational fields, roles, and situations, allowing for the exploration of differences across these contextual variables.
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Present study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. The main idea is that teachers opinions about their students and themselves influence the way they interact with them. Their thoughts and ideas about students - their personal constructs - are generally unconscious. We used the Personal Construct Theory from Kelly (1955) and his Repertory Grid Technique for exploration mental constructs. They can give an impulse to the development of thinking and acting of teachers. We think it can help them to build up their professional identity towards problem children. Twenty-nine teachers formed the sample that worked with this method. We investigated the number of unique construct pairs mentioned by the teachers. This number happened to be remarkably high. While assessing pupils, the teachers use primarily personality characteristics. There is hardly any agreement between the teachers constructs, which complicates their communication about their pupils. We considered the number of construct pairs named by one participant. This number seems to depend on the type of education the teacher is involved in. The type of the school the teacher is working at also influences the average scores on the constructs. We shall also turn to the issue of pupils sex and its role if any in the teachers scores. No significant differences have been found.
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Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
The growing use of digital media has led to a society with plenty of new opportunities for knowledge exchange, communication and entertainment, but also less desirable effects like fake news or cybercrime. Several studies, however, have shown that children are less digital literate than expected. Digital literacy has consequently become a key part within the new national educational policy plans titled Curriculum.nu and the Dutch research and policy agendas. This research project is focused on the role the game sector can play in the development of digital literacy skills of children. In concrete, we want to understand the value of the use of digital literacy related educational games in the context of primary education. Taking into consideration that the childhood process of learning takes place through playing, several studies claim that the introduction of the use of technology at a young age should be done through play. Digital games seem a good fit but are themselves also part of digital media we want young people to be literate about. Furthermore, it needs to be taken into account that digital literacy of teachers can be limited as well. The interactive, structured nature of digital games offers potential here as they are less dependent on the support and guidance of an adult, but at the same time this puts even more emphasis on sensible game design to ensure the desired outcome. The question is, then, if and how digital games are best designed to foster the development of digital literacy skills. By harnessing the potential of educational games, a consortium of knowledge and practice partners aim to show how creating theoretical and practical insights about digital literacy and game design can aid the serious games industry to contribute to the societal challenges concerning contemporary literacy demands.
mechanism for fostering innovation competenceThis dissertation focuses on fostering students’ innovation competence in higher education. The research is aimed at developing instructional strategies based on theoretical design principles to aid teachers in higher education foster innovation competence in their classrooms and assess students’ innovation competence. The research was implemented within the existing curriculum of three Netherlands universities of applied sciences in which developing students’ innovation competence was the target learning goal. To aid innovation competence learning, an innovation competence teaching mechanism was developed following education design research steps. The research includes four independents sub-studies which used different research methods. This thesis shows that students’ innovation competence can be positively influenced by instruction. The findings of this study suggested that development of students’ innovation competence takes place through explicitly coordinated teaching and learning activities, design, assessment, and reflection. It was found that this innovation-supportive learning environment influenced the actual innovation competence of students and that the way of teaching (especially a better structured, balanced and more student-centred constructivist approach to teaching) had a positive influence on students’ development of innovation competence. This dissertation has shown that every student has the potential to be innovative, and that teachers can fulfil their role in recognizing the innovation potential of students by creating a teaching and learning environment that promotes and encourages innovation competence.
