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3Content and Language Integrated Learning (CLIL) is a dual-focused educational approach whereby an additional language is used for the learning and teaching of both content and language. In the Netherlands, this takes place in bilingual secondary education (tweetalig onderwijs). Policy guidelines, teaching handbooks, research and teacher education primarily focused on how subject teachers implement CLIL. Little was known about the nature and range of the pedagogical and collaborative practices of language teachers in this context. Exploring formal and practical theories of teaching, this dissertation reports on four studies; a literature review, focus group study, survey, and multiple-case study. These generated building blocks for a knowledge base for Teachers of English in Bilingual streams (TEBs) including a theoretical framework for language teaching in CLIL contexts, a set of practices which emerged as a professional development tool for TEBs, eight case descriptions of prototypical practices, and a model of the dynamic interaction of TEBs’ beliefs and practices. Reviewing the findings in the light of developments in conceptualizing what CLIL means for teachers in practice, the discussion highlights four points. Firstly, language teaching in CLIL contexts is not the same as foreign language teaching. Secondly, CLIL achieves integration through subject-specific language. Thirdly, CLIL contexts can lead to transformative change in language teachers’ beliefs and practices. Fourthly, collaboration between language and subject teachers can be beneficial. It concludes that teacher education and policy guidelines can and should do more to support, encourage and enable language teachers to be both creators and agents of change.
ONDERZOEK INTERN, AFSTUDEREN EXTERN
Poster presentation on EAPRIL congress Nijmegen (20220 with results of research into teachers' beliefs. Teachers see many opportunities in blended education. What helping and hindering beliefs do Avans teachers have within the technical training domain?
CONFERENTIEBIJDRAGE
Vocational education plays a critical role in preparing students for meaningful participation in vocational practice and for broader societal participation. The quality of vocational teachers is recognized to be key in students’ development to become practitioners who are willing and able to be lifelong learners (Zhou et al., 2022). Vocational teachers face ongoing challenges in education and rapid changes in occupational practices, such as technological advancements, educational reforms, and increasingly diverse student populations (Bükki & Fehérvári, 2024; De Bruijn, 2012). To ensure that vocational education remains relevant and of high quality, continuing professional development (CPD) for experienced vocational teachers is crucial. Despite their vital role, experienced vocational teachers remain an under-researched group in educational literature. While much is known about teacher professional development in general, less attention has been paid to how experienced teachers in vocational education continue to develop professionally within their complex work contexts.
PROEFSCHRIFT
Present study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. The main idea is that teachers opinions about their students and themselves influence the way they interact with them. Their thoughts and ideas about students - their personal constructs - are generally unconscious. We used the Personal Construct Theory from Kelly (1955) and his Repertory Grid Technique for exploration mental constructs. They can give an impulse to the development of thinking and acting of teachers. We think it can help them to build up their professional identity towards problem children. Twenty-nine teachers formed the sample that worked with this method. We investigated the number of unique construct pairs mentioned by the teachers. This number happened to be remarkably high. While assessing pupils, the teachers use primarily personality characteristics. There is hardly any agreement between the teachers constructs, which complicates their communication about their pupils. We considered the number of construct pairs named by one participant. This number seems to depend on the type of education the teacher is involved in. The type of the school the teacher is working at also influences the average scores on the constructs. We shall also turn to the issue of pupils sex and its role if any in the teachers scores. No significant differences have been found.
RAPPORT
A quantitative study of teachers' beliefs and practices regarding fair classroom differentiation
ARTIKEL
In december 2014 heb ik van Jeroen Lutters de opdracht gekregen om het ontwikkelproces van het Teachers College te onderzoeken. Daartoe zijn interviews gehouden met de keyplayers van het Teachers College: Harry Frantzen, Jeroen Lutters, Bert Meijer, Karijn Helsloot, Mariëlle Taks en Gea van Soest. Bij het analyseren van de gehouden interviews kwam voor Jeroen Lutters naar voren dat het ontwerpproces van het Teachers College overeenkomsten vertoont met een proces van Mastering Creativity. Deze manier van ontwerpen wordt door Jeroen Lutters geduid als een proces van creërend ontwerpen. Een creërend ontwerpproces is vergelijkbaar met een artistiek proces. Een artist denkt divergerend, hij ziet oneindig veel mogelijkheden om een verhaal te vertellen. Pas in tweede instantie gaat hij convergeren. Ideeën en mogelijkheden worden dan doordacht en onderzocht, bijvoorbeeld om te bepalen welk medium het meest geschikt is en of een idee realiseerbaar is. De artist is vooraf nooit zeker van de uitkomst en wil dat ook niet zijn. Hij wil kunnen bijstellen gaandeweg het ontwerpproces. Dit staat tegenover andere vormen van ontwerpen, zoals planmatig of projectmatig ontwerpen. Daarin zullen voor een ontwerp eerst een aantal kaders worden gesteld, bijvoorbeeld: maak een abstract schilderij voor boven de bank, het formaat is 120 x 60cm, in groen- en blauwtinten en de prijs is maximaal 3000 euro. Het ontwerpproces van het Teachers College is een verhaal over een groep mensen die een creërend ontwerpproces met elkaar zijn aangegaan. Met dit ontwerpproces als voorbeeld zal worden beschreven wat een creërend ontwerpproces inhoudt en wat de verschillen zijn met andere vormen van ontwerpen. Elk hoofdstuk in deze publicatie wordt gedragen door een hoofdpersoon, te weten één van de keyplayers. Deze publicatie is bedoeld voor studenten en docenten die geïnteresseerd zijn in een creërend ontwerpproces en die nieuwsgierig zijn naar de ontstaansgeschiedenis van het Teachers College. Daarnaast geeft het voor de ontwerpers van het Teachers College een waardering aan hun werk en een (vooreerst onbewuste) legitimatie aan hun benadering. Als kunstenaar en docent beeldend onderwijs en talentontwikkeling was het voor mij bijzonder inspirerend om in de interviews te ervaren hoe de keyplayers van het Teachers College vanuit hun persoonlijke betrokkenheid op de maatschappij van de toekomst het Teachers College hebben vormgeven. Marlies ter Beek
RAPPORT
We explore how pre-service teachers experience and deal with professional identity tensions during internships in diverse urban primary schools in the Netherlands. The research focuses on the challenges that arise when these teachers’ normative beliefs conflict with those of their pupils, parents, or colleagues. Through interviews with 10 pre-service teachers, five strategies which can help them handle such tensions were identified: adapting themselves to others’ perspectives, avoiding confrontation, not forcing the other to do something, being clear about one’s own beliefs and not adapting to other people’s beliefs, and seeking connection with other people. The findings highlight the complexity of balancing personal and professional identities, emphasizing the need for teacher training programs which can prepare teacher candidates and teachers for these normative challenges.
BOEKDEEL
Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.
ARTIKEL
Online supplements to Smit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography teachers’ pedagogical content knowledge: A systematic review. Journal of Geography. https://doi.org/10.1080/00221341.2023.2173796 Supplement 1: Extended information on selected studies Supplement 2: Full references of studies used in the review Supplement 3: Codebook Abstract: Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.
ANDERSOORTIG MATERIAAL
