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Promoting versatililty in mentor teachers' use of supervisory skills

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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Promoting versatililty in mentor teachers' use of supervisory skills

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Writing as soul work: training teachers in a group-based career-narrative approach

Writing as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and self-direction. We summarize the labour market realities that underlie a need for more narrative approaches and introduce writing as soul work as a potential method to respond to these contemporary career challenges. We define what is meant by soul work and writing, illustrate its use with several stories from practice, and make recommendations for teachers and implementation in institutions. “This is an Accepted Manuscript of an article published by Taylor & Francis in "British Journal of Guidance and Counsellingon" on 04/16/2016 available online: https://doi.org/10.1080/03069885.2016.1169366 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/

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Writing as soul work: training teachers in a group-based career-narrative approach

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Data-feedback in teacher training

A study of the improvement of the quality of student teachers’ lessons in interactive (story)book reading through the use of data-feedback on observed lessons. Variables regarding the optimal time use, the quality of instruction and the student teachers’ pedagogical relation with pupils were included in a one group pre-test post-test design.

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Why all the drama?

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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Networking Education and Teacher Training

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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History of mathematics in Dutch teacher training

In most teacher training programs for Dutch mathematics teachers, history of mathematics is a required part of the curriculum. The courses provide historical background knowledge of certain mathematical developments to the students. This knowledge could also affect prospective teachers’ views on the nature of mathematics and the pedagogical choices they make for their classrooms. These effects have been examined in a small qualitative research project with two different groups of students from a teacher-training program in Amsterdam. The results are discussed in this paper and can be useful in describing and evaluating the relation between knowledge of history of mathematics and classroom activities.

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History of mathematics in Dutch teacher training

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Teacher coaches' dialogues with prospective teachers. A study of transfer of training

In this study, the impact of a training program focusing on the deliberate use of interventions during coaching dialogues with prospective teachers was investigated. Video recordings were analyzed of coaching dialogues carried on in the workplace by 28 teachers in primary education with the prospective teachers under their guidance, both before and after they participated in the training program. The main goal of this program was to broaden the repertoire of interventions which coaches use in their dialogues with student teachers. The video recordings made were transcribed verbatim, coded by three independent researchers and analyzed using descriptive statistics and t tests for paired observations. Coaches repertoires of interventions were found to consist of an average of six types of interventions. This average remained stable throughout the training program. After training, a shift from directive towards non-directive interventions was observed. The length of the coaches speaking time decreased, while the number of their interventions increased. After training, coaches structured dialogues to a greater extent. Considerable interindividual variability existed between coaches. The relevance of these findings is that the deliberate use of interventions during coaching dialogue can be influenced through training with results noticeable in the workplace. The findings of this study suggest that the training program studied can serve relatively large numbers of teacher coaches, as its setup requires a feasible amount of effort from schools and participants.

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Time for citizenship in teacher training

Keywords: citizenship education, democratic education, teacher training,national curricula, social sciences- Citizenship education is in teacher training in the Netherlands linked to boththe pedagogical and didactic tasks of teachers.- The task of teachers to stimulate the development of values in students isaddressed a lot less often.- The idea of democracy and rule of law as a framework for citizenship is notmentioned in most knowledge bases.- As a result, some knowledge bases seem to lack direction, as if all opinionsand all ways of ‘dealing with diversity’ are desirable.Purpose: With this article we aim to provide insight into how citizenshipeducation receives attention in the formulated national curricula for teachereducation in the Netherlands and to what extent the different domains ofcitizenship and the different tasks of teachers with regard to citizenshipeducation are addressed.Method: For this study the knowledge base for all teacher training curricula atBachelor and Master level in the Netherlands were analysed. We looked at theextent to which citizenship (education) is addressed in teacher training and theways in which this takes place.Findings: The results of the study show that several domains of citizenship arementioned, albeit not often together in one knowledge base. Citizenshipeducation is linked to both the pedagogical and didactic tasks of teachers. Thetask of teachers to stimulate the development of values in students is addresseda lot less often. The fact that citizenship also involves moral development is onlymentioned in some knowledge base. Also, the idea of democracy and rule of lawas a framework for citizenship is not mentioned in most knowledge bases. As aresult, some knowledge bases seems to lack direction, as if all opinions and allways of ‘dealing with diversity’ are desirable.

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Time for citizenship in teacher training

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Training mentor teachers for effective supervision: the impact of the SMART programme

The quality of mentoring in teacher education is an essential component of a powerful learning environment for teachers. There is no single approach to mentoring that will work in the same way for every teacher in each context. Nevertheless, most mentor teachers hardly vary their supervisory behaviour in response to varying mentoring situations. Developing versatility in mentor teachers' use of supervisory skills, then, is an important challenge. In this chapter, we discuss the need for mentor teacher preparation and explain the focus, content, and pedagogy underlying a particular training programme for mentor teachers, entitled Supervision Skills for Mentor teachers to Activate Reflection in Teachers (SMART). Also, findings from several studies assessing mentor teachers' supervisory roles and use of supervisory skills in mentoring dialogues, before and after the SMART programme, are presented. In addition, implications and perspectives for mentor teacher development and preparation are discussed.

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Promoting versatililty in mentor teachers' use of supervisory skills