Zoekresultaten

Second nature

Happiness and (mis)fortune are very individual matters of different origins: mental and material. They can not be (directly) traced back to each other. Prosperity can always turn into adversity and vice versa. This does not alter the fact that someone who has made courage or cheerfulness her second nature, has a different attitude to life than someone who, for example, has made lability into second nature. So if we can not opt for fame and fortune, we can choose to develop our second nature, and it is precisely those choices (plural) that make us who we are!

How do second career teachers in vocational education experience their induction period?

Second career teachers (SCT) are key role models in vocational education (VE) because they prepare students for the vocational practice they were part of, and they bring up-to-date vocational knowledge and skills into VE schools. Therefore, the early leaving of SCTs in VE is a problem, adding to the worldwide teacher shortages. Induction programs have been developed to support starting teachers to grow into their new profession and to diminish high attrition rates. However, it is argued that current induction programs fail to support SCTs adequately. For instance, induction programs rarely adapt to SCTs’ various needs, such as recognizing and integrating previously developed competencies and specific backgrounds. Further-more, SCTs’ induction programs in the specific context of VE are largely under-studied. This study explores the experiences of SCTs in VE during their induction programs regarding four themes identified in research on SCTs in other education sectors: 1) professional identity development, 2) learning processes, 3) tailor-made coaching, and 4) co-creation of induction programs. Eleven SCTs from eight Dutch VE schools were interviewed. The data show a rich variation of SCTs’ experiences. For example, they experienced the opportunity to develop their professional identity as teachers while preserving and including their former identity as practitioners of the vocation they teach for. Yet, only a few SCTs experienced co-creation of the induction program, which seems to have a positive impact. The insights of this study offer an understanding of what SCTs in VE go through and what might support them during their induction.

Bringing concepts alive in Second Life: a design based experiment

Bringing concepts alive in Second Life: a design based experiment

Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.

The war from both sides : how Dutch and German visitors experience an exhibit of Second World War stories

At the 75th anniversary of the end of the Second World War, questions arise if contemporary audiences still find historical accounts relevant. Fundamental to understanding the relevance of stories from the war is assessing their emotional impact on leisure participants from various social groups. We used the social identity theory framework to assess differences in emotional reactions of Dutch and German visitors to stories of the Second World War presented at a Dutch museum exhibit. Emotional reactions were measured using physiological signals of heart rate and heart rate variability as well as self-report. Emotions experienced were mixed and often, but not always, different between Dutch and German participants. Patterns in the physiological and self-report data differed. Many of the significant differences were generally consistent with a collective guilt account of German social identity, but the findings as a whole were more complex than could be predicted by existing social identity accounts. Specifically, participants did not simply categorize themselves with either national or human identities of characters based on what their respective stories emphasized. We conclude that stories of the Second World War are still relevant, but touch on audiences’ nationalities in a complex way, beyond simple historical categories.