In 2020 hebben drie docentonderzoekers (Irene de Kleyn, Mariska Dinkelman en Marleen IJzerman) vanuit het lectoraat Meertaligheid en Onderwijs een inventarisatieonderzoek opgezet en uitgevoerd onder een representatieve afvaardiging van lerarenopleiders en studenten van de internationale varianten van de lerarenopleidingen Duits, Engels, Frans en Spaans van Instituut Archimedes (IA) die zijn gebundeld onder “Teacher Education” (TeacherEd). Het onderzoek had als doel inzicht te krijgen in de rol/plek van meertaligheid als leermiddel, leerdoel en context in de verschillende curricula van de TeacherEd.
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Deze publicatie gaat over het leiderschap van leraren, internationaal aangeduid als ‘teacher leadership’. Leraren kunnen veel verschillende vormen van leiderschap uitoefenen. Persoonlijk leiderschap heeft bijvoorbeeldbetrekking op de mate waarin leraren regie over hun eigen werk en eigen ontwikkeling voeren. Pedagogisch leiderschap is de wijze waarop leraren in hun klas leiderschap richting hun leerlingen tonen en invloed uitoefenen op de leerprocessen van leerlingen. In voorliggende publicatie bedoelen we met ‘leiderschap van leraren’ of ‘teacher leadership’ de invloed die leraren uitoefenen op zaken die hun eigen klas of hun eigen vak overstijgen. Met dat leiderschap beïnvloeden ze collega’s, leidinggevenden en anderen binnen de school. Die invloed kan betrekking hebben op het curriculum, het handelen van collega’s, het pedagogisch klimaat binnen de school, het beleid en de organisatie vanzaken binnen en buiten de school, etc. Dat kan door ideeën te opperen, te ontwikkelen, te ondersteunen, te adviseren, te inspireren, rolmodel te zijn en nog op tal van andere manieren.In Nederland wordt in toenemende mate verwacht dat leraren de verantwoordelijkheid en leiding krijgen en nemen ten aanzien van cruciale aspecten van het onderwijs binnen scholen. Leraren moeten dan wel de mogelijkheden hebben om deze rol op zich te kunnen nemen (NRO, 2017). Dit was aanleiding voor het Nationaal Regieorgaan Onderwijsonderzoek om opdracht te geven tot het schrijven van een overzichtsartikel rond de vraag:Op welke manier(en) kan bereikt worden dat leraren een leidende rol kunnen spelen in individuele scholen (in alle onderwijssectoren), in samenwerkingsverbanden tussen scholen en op landelijk niveau?Voor het beantwoorden van deze vraag zijn we uitgegaan van vier deelvragen:1. Waarom is er in toenemende mate aandacht voor teacher leadership?2. Wat is teacher leadership precies?3. Wat is er uit onderzoek bekend over de effecten van en condities voor teacherleadership?4. Welke vormen van teacher leadership zijn er in de Nederlandse context reedszichtbaar?Op basis hiervan beantwoorden we de hoofdvraag:Hoe kan het leiderschap van leraren in scholen versterkt worden?Voor het beantwoorden van deze vijf vragen hebben we geput uit nationale en internationale praktijk- en beleidspublicaties, gebruik gemaakt van diverse overzichtsstudies en een systematische analyse gedaan van 44 onderzoekspublicaties over teacher leadership die tussen 2014 en 2017 zijn verschenen.
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Mathematics teacher educators in primary teacher education need expert knowledge and skills in teaching in primary school, in subject matter and research. Most starting mathematics teacher educators possess only part of this knowledge and skills. A professional development trajectory for this group is developed and tested, where a design based research is used to evaluate the design. This paper describes the professional development trajectory and design. We conclude that the professional development design should focus on mathematical knowledge for teaching, should refer to both teacher education and primary education, should offer opportunities for cooperative learning, and need to use practice based research as a developmental tool.
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Research-based teacher education can be understood in different ways: as a call to understand teacher education institutions as research institutions, as the ambition to educate student teachers to have an inquiring attitude, as the basing of teacher education curricula on the latest research, or as a combination of all three.In this chapter we reflect on a method of connecting research, curriculum development and practice in teacher education, presenting a case study of a conversational community of teacher educators and researchers. The aim of the conversational community was to understand the process of curriculum design in teacher education as an inspiring and practical combination of design research, self-study, collaborative action research and curriculum study by teacher educators. This process was supported by a conversational framework in which curriculum development was understood as an ongoing dialogue between vision, intentions, design and practice in the teacher education curriculum. Using the conversational framework in this single case study of a conversational community, we have tried to connect teacher education research, curriculum development and practice in a meaningful way.
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Literature reveals that beginning teacher educators are dealing with organisational and professional difficulties in their induction period. At the Teacher Education Institute of Fontys University of Applied Sciences in Tilburg, The Netherlands, a special induction programme was developed for the induction period. The programme was designed using recommendations from literature and focused on both organisational induction as well as professional induction. This programme was evaluated through an inquiry. Experiences of participants and as non-participants in the programme were taken into account. The evaluation reveals that all beginning teacher educators (participants as well as non-participants) have learned a lot from their colleagues, for example through conversations or while preparing lessons together. The majority of the participants hold the opinion that the goals of the programme have been reached and they appreciate the programme for the possibility to exchange experiences with other beginning teacher educators.
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This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
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This study was conducted in the context of primary teacher education. The primary teacher education program at HU University of Applied Sciences is at the start of a curriculum redesign in which assessment for learning and feedback will be emphasized. We know assessment and feedback can increase student learning and performance. In the last couple of years students as feedback receivers are placed in the centre of the feedback process. When students actively take up feedback their engagement in feedback will increase. However, some feedback situations work well for them and some don’t. In this study we try to grasp both situations and figure out which factors of the feedback situation did work or did not. We focused on two processes during the interviews and the coding. The first process was about the feedback situation, which characteristics of the feedback context, the receiver and the sender were at hand, and second what did students do with the feedback, did they try to understand and use the feedback, react to or ask for new feedback. The aim of this study is to provide feedback situations that work for our students and use them as elements in the redesign of the curriculum.
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National and international education policies acknowledge the importance of the quality of teachers. Research literature emphasises the teacher profession as an dynamic and extended profession, driven by a moral perspective and a collaborative identity across the profession. In this paper the question is raised to what extent this understanding is reflected in the way in which teacher quality is defined within the Dutch policy context. The Dutch narrative describes how the debate on teacher quality over the past 20 years has led to an image of a static, fragmented, narrow and instrumentalized profession. This creates a dilemma for teacher education institutes, balancing between the narrow formal expectations and the extended profession as derived from research. Creating space for that wider and innovative identity of teachers will require a process of redefining teacher quality in which all stakeholders need to play an active role.
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Recent studies have identified that the teacher is the most important factor influencing the quality of education. Following this line of reasoning, it is likely to assume that the teacher educator is the most important factor influencing the quality of teacher education. Although many research studies and policy documents attempt to identify the qualities of teachers, only a few publications address the quality of teacher educators. This paper examines the contemporaryEuropean policy debate on the quality and status of teacher educators. Two issues will be addressed. Firstly, to what extent is teacher educator regarded as a profession? Secondly, what actions and measures are proposed to maintain or increase the quality and status of the teacher educator profession? Based on literature on professions and professionalism, a framework has been developed to guide our examination of European policy documents on teacher education to identify to what extent these documents express notions of teacher educators as professionals.
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De website www.hva.nl/teacher-leadership brengt publicaties, inspirerende voorbeelden en ontwikkeling rond het leiderschap van leraren bij elkaar ter inspiratie van leraren en schoolleiders.
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