This article explores the development of skills of lecturers for internationalisation at home. It discusses backgrounds and the current situation, but also suggests ways forward. These suggestions are made mainly on the basis of experiences in The Netherlands, one of the few countries outside the English-speaking world, where a body of literature is emerging that discusses the implementation of internationalisation at home. The insights generated by this research may benefit universities in other countries in continental Europe, where English is not the standard language of instruction. Original Article at: https://www.zfhe.at/index.php/zfhe/article/view/1095
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Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings were analyzed of 60 mentoring dialogues, both before and after a mentor teacher training aiming at developing the encourager role. Mentor teachers' repertoires of supervisory skills were found to consist of an average of seven supervisory skills. After training, a shift was observed in the frequencies and duration with which supervisory skills were used. Although considerable inter-individual variability existed between mentor teachers, training positively affected the use of supervisory skills for stimulating reflection in student teachers.
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Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.
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The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance. After mentor teachers were trained in mentoring skills, shifts in their frequencies of use of distinct skills, as observed by independent raters, corresponded to a considerable extent with shifts in frequencies of pre-service teacher perceptions of mentor teachers' mentoring behaviour.
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BACKGROUND: There are no validated assessment tools for evaluating quality of schoolwork task performance of children living in German-speaking Europe (GSE).OBJECTIVE: To determine whether the international age-normative means of the School Version of the Assessment of Motor and Process Skills (School AMPS) are valid for use in GSE.METHODS: The participants were 159 typically-developing children, 3-12 years, from GSE. We examined the proportions of School AMPS measures falling within ±2 standard deviation (SD) of the international age-normative means, and evaluated for significant group differences (p < 0.05) in mean School AMPS measures between the GSE sample and the international age-normative sample using one-sample Z tests. When significant mean differences were found, we evaluated if the differences were clinically meaningful.RESULTS: At least 95% of the GSE School AMPS measures fell within ±2 SD of the international age-normative means for the School AMPS. The only significant mean differences were for 6- (p < 0.01) and 8-year-olds (p = 0.02), and only the 6-year-old school process mean difference was clinically meaningful.CONCLUSIONS: Because the only identified clinically meaningful difference was associated with likely scoring error of one rater, the international age-normative means of the School AMPS appear to be valid for use with children in GSE.
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CLIL Skills is a practical resource book for subject teachers working in bilingual schools. It supports them in their everyday practice and informs them about key CLIL issues. Good CLIL teaching interweaves content and language. This book covers six important CLIL Skills: activating, providing lesson input, guiding and understanding, encouraging speaking and writing, assessing and giving feedback, and using projects. This book is essential reading for CLIL teachers everywhere.CLIL Skills includes:• Over 70 practical lesson ideas• Case studies from schools• Examples and illustrations from teachers• Useful, clearly explained theory• A glossary of handy terms• Activities for teacher development.
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Background: For most women, participation in decision-making during maternity care has a positive impact on their childbirth experiences. Shared decision-making (SDM) is widely advocated as a way to support people in their healthcare choices. The aim of this study was to identify quality criteria and professional competencies for applying shared decision-making in maternity care. We focused on decision-making in everyday maternity care practice for healthy women. Methods: An international three-round web-based Delphi study was conducted. The Delphi panel included international experts in SDM and in maternity care: mostly midwives, and additionally obstetricians, educators, researchers, policy makers and representatives of care users. Round 1 contained open-ended questions to explore relevant ingredients for SDM in maternity care and to identify the competencies needed for this. In rounds 2 and 3, experts rated statements on quality criteria and competencies on a 1 to 7 Likert-scale. A priori, positive consensus was defined as 70% or more of the experts scoring ≥6 (70% panel agreement). Results: Consensus was reached on 45 quality criteria statements and 4 competency statements. SDM in maternity care is a dynamic process that starts in antenatal care and ends after birth. Experts agreed that the regular visits during pregnancy offer opportunities to build a relationship, anticipate situations and revisit complex decisions. Professionals need to prepare women antenatally for unexpected, urgent decisions in birth and revisit these decisions postnatally. Open and respectful communication between women and care professionals is essential; information needs to be accurate, evidence-based and understandable to women. Experts were divided about the contribution of professional advice in shared decision-making and about the partner’s role. Conclusions: SDM in maternity care is a dynamic process that takes into consideration women’s individual needs and the context of the pregnancy or birth. The identified ingredients for good quality SDM will help practitioners to apply SDM in practice and educators to prepare (future) professionals for SDM, contributing to women’s positive birth experience and satisfaction with care.
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In Nederlandse scholen zijn jaarlijks vele tienduizenden praktijkbegeleiders (mentoren) van leraren in opleiding actief. De meeste mentoren doen dit begeleidingswerk naast hun hoofdtaak als leraar van leerlingen. Een ervaren leraar is niet per definitie ook een goede mentor. Om mentoren te ondersteunen in hun belangrijke werk verzorgen veel scholen, vaak in samenwerking met lerarenopleidingen, trainingen in begeleidingsvaardigheden. Voor Frank Crasborn en Paul Hennissen vormde hun ervaring als lerarenopleider en trainer van honderden mentoren de inspiratiebron voor het opzetten van onderzoek. Dit leidde tot een onderzoeksproject van acht deelstudies, waarin zowel naar gedragsaspecten als naar gerelateerde cognitieve aspecten van begeleidingsgedrag van mentoren werd gekeken. De resultaten van het onderzoek leidden tot een bijdrage aan de ordening van begrippen en concepten die gebruikt worden om begeleidingsgedrag van begeleiders in gesprekken met leraren in opleiding in kaart te brengen en te analyseren; een gedetailleerd beeld van begeleidingsgedrag in authentieke begeleidingsgesprekken en de manier waarop leraren in opleiding dit gedrag percipiëren; het blootleggen van cognities van mentoren, gekoppeld aan begeleidingsgedrag in gesprekken met leraren in opleiding; meer inzicht in de reikwijdte van training op de ontwikkeling van het doen en denken van begeleiders in begeleidingsgesprekken; een instrument voor reflectie op begeleidingsgedrag van mentoren; aanwijzingen voor verbetering van trainingen voor mentoren.
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The purpose of this study was to determine if there are differences inoverall language ability and vocabulary of either Australian or overseasborn bilingual Dutch–English children and the possible parental influenceon these children’s language development. The participants were 86 children aged 4–12 years living in Australia and either born there or overseas in the Netherlands. Standardized language assessments were used to assess children’s expressive and receptive language skills in Dutch and English. Children born in Australia scored significantly higher on English language assessments and lower on the Dutch language assessments. When children’s parents frequently spoke Dutch with their children, they had significantly better Dutch skills, and when parents spoke primarily English at home, their children had better English skills. Based on outcomes on the questionnaires, multivariate logistic regression identified that storytelling and reading books in the heritage language contributed significantly to children’s Dutch lan- guage development). The study could not identify factors that contribute to English language development in Dutch children in Australia. However, for the Dutch language, frequent storytelling and reading books in Dutch are both important factors for development of the native language.
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In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.
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