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The purpose of this final chapter is twofold: (1) to provide the synthesis of learnings on quality in teaching and teacher education on the basis of the analysis and discussion of the fourteen chapters collected in this monograph, and (2) to discuss implications for future research on quality in teaching and teacher education, policy and practice. In so doing, we ask: What do we know about quality in teaching and teacher education from the collected chapters and how can these findings inform future research, policy and practice in these areas? In order to answer these questions, the chapter is divided into five main parts. In the first part we identify a call that is present in all chapter: to move beyond a reductionist notion of education. In the second part we recognize the growing attention for teaching quality both as a blessing and a burden. In the third part we identify seven key dilemmas that arise from the different chapters. Next we use these dilemmas to identify implications for teacher education practice, policy and research. We conclude this chapter with some final reflections.
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Hoe bereiden we studenten voor op een economie die niet alleen financiële waarde creëert, maar ook maatschappelijke en ecologische impact heeft? Het Centre for Economic Transformation van de Hogeschool van Amsterdam (HvA) introduceert steward-ownership - een docentenhandleiding & teaching case.Steward-ownership scheidt economische rechten (winst) van stemrechten (besluitvorming), zodat een onderneming duurzaam kan blijven opereren zonder afhankelijk te zijn van kortetermijnwinsten voor aandeelhouders. Grote bedrijven zoals Patagonia kozen recentelijk voor dit model om hun maatschappelijke missie veilig te stellen. Maar wat betekent dit in de praktijk? En welke alternatieven bestaan er voor traditionele aandeelhouderschapsmodellen?In deze teaching case maken we studenten bewust van de rol die eigenaarschap van ondernemingen speelt in de transitie naar een eerlijke en duurzame economie. We bekijken de traditionele vorm van aandeelhouderschap en ontdekken hoe steward-ownership een alternatief biedt voor winstmaximalisatie voor enkelen ten koste van welzijn en welvaart van velen. Met behoud van ruimte voor ondernemerschap.Deze teaching case biedt een toegankelijke introductie in steward-ownership en is speciaal ontwikkeld voor studenten in het economische en maatschappelijke domein. Docenten kunnen direct aan de slag met:- Een docentenhandleiding met uitleg en lesdoelen.- Een geanimeerde infographic die het concept helder uitlegt.- Zes interactieve werkvormen, waaronder groepsdiscussies, rollenspellen en een pressure cooker.- Een hoofdtekst voor studenten, aangevuld met verdiepende hoofdstukken, afgestemd op hr, sociaal ondernemerschap en juridische vraagstukken.De case past bij uiteenlopende opleidingen in het economisch en maatschappelijk domein van HBO en WO vanaf derde jaar Bachelor t/m Masterniveau. De opgedane kennis is actueel en relevant voor studenten die gaan werken in het bedrijfsleven of zelf gaan ondernemen. Zij herkennen de voor- en nadelen van klassieke vormen van eigenaarschap. Ook zijn ze zich bewust van alternatieve mogelijkheden van eigenaarschap die naadloos aansluiten bij een nieuwe economie.Met deze les bereid je studenten voor op een toekomst in de nieuwe economie, en laat je ze ervaren hoe steward-ownership een deel van de oplossing kan zijn! Je kunt de case kosteloos downloaden en morgen inzetten in je les.
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The dissertation Pathways of Musical Creativity shows that students’ musical creativity can develop in an intervention with Video Feedback Coaching for teachers, mediated by their support of students’ creative autonomy during classroom interactions in music lessons. Autonomy support entails fostering students' self-determined learning by providing space for their own choices and interests. The intervention introduced teachers to music-pedagogical strategies for enhancing classroom interaction in order to transition from a teacher- and method-centered style to a student-centered and autonomy-supportive interaction approach. This PhD research also took the nonverbal components of teachers' autonomy support into account because classroom interaction in music lessons is also nonverbal and musical in nature.Teachers changed their interaction style during the intervention to one that supported more autonomy, and they were less likely to return to mainly instruction and modelling. Although for verbal autonomy support a beneficial effect was observed, teachers found it more difficult to provide higher levels of non-verbal autonomy support in music teaching. In turn, students showed more originality and variation in their creative thinking and acting in music. Although over half of the classes engaged in playing more complex rhythmical patterns over the course of the intervention, at group-level no effect for this aspect was found in comparison to a control group. These findings suggest that in both primary education and teacher education, more focus should be placed on enhancing classroom interaction and supporting students’ creative autonomy support in music lessons.
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Context When the pandemic hit the world, teachers were forced to change their education from onsite to virtual overnight Understandably, teaching quality decreased in the beginning, as there was little experience in how to adapt the educational design Zuyd University of Applied Sciences ( recognized the problem that teachers were on different didactic and pedagogical levels when it comes to online education Unfortunately, the pandemic made it hard for teachers to connect with each other In the Domain of Health and Welfare, this led to the idea of establishing a professional learning community A professional learning community ( can be seen as an informal group of people who share knowledge and experiences among each other on a common topic they are all highly interested in Zuyd’s vision “passion for development” sets a good basis for the start of such a community. Steps we took In order to find out how a professional learning community can look like in Zuyd, the following steps were taken Firstly, we collected and evaluated literature and best practices around the topic Based on our findings we developed an interview guideline and conducted interviews with eight teachers from the Domain of Health and Welfare Throughout the whole report a SWOT analysis was performed with the literature and best practices filling opportunities and threats and the interviews providing content for strengths and weaknesses Main findings From these sources, we derived enablers for a successful learning community, which led to recommendations for Zuyd on how to strategically position, implement and organize a PLC One of our major recommendations is to make didactic and pedagogical skills an important topic within Zuyd in order to strategically implement the learning community into Zuyd’s strategy Furthermore, we recommend giving the lead in organizing and facilitating the PLC to the blended learning task force To collect a diverse set of interested employees to the core group, the educational managers should personally approach teachers that might be interested The sense of urgency around the topic needs to be addressed regularly through the directors of the Domain, the task force of blended learning, as well as the PLC itself In this way, interest in the topic of didactic and pedagogical skills and blended learning can be enhanced In the report we go into greater detail on how to organize and apply these recommendations. We are convinced that implementing these steps will pay off in the future and will successfully enhance competencies on blended learning and didactic and pedagogical skills through knowledge exchange.
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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Purpose – Against the background of current leadership theory, this research paper analyses and compares the leadership approaches of two outstanding leaders: Daniel Vasella, chairman of the leading Swiss pharmaceutical organization Novartis and Ricardo Semler, owner of the Brazilian conglomerate Semco. In contrast to many rather abstract, unpractical and pointlessly theoretical papers on leadership this analysis provides a more applied view of leadership by means of the life history approach delivering insight into both leaders’ development and leader personality. Methodology/approach – First, this paper locates the ideas and practices associated with the term “leadership” as a concept through theories that have developed over time and shows how the practices of leading can be derived and understood through chosen theories. Based on this, the specific characteristics and career paths of both leaders are presented and compared so that a final analysis of their leadership approach can be done. The paper is based on secondary sources such as peer-reviewed business journals and literature on leadership. Information about both leaders and their approach to leadership is gathered mainly from published interviews with them. Additional information on Semler is taken from his autobiography. Conclusions – It is difficult to identify an “essence” of leadership, whether that takes the form of personality characteristics or traits, charisma, the ability to transform people or organizations or a brain function. All presented theories of leadership seem to have their raison d’être. Both Vasella and Semler apply a combination of different attitudes and behaviours that characterize their leadership style containing elements of transformational, charismatic, ethical, servant and authentic leadership.
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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wideranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.
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