professionaliseren van professionals tot de registratie erop volgt jules pieters
TRANSCRIPT
Professionaliseren van professionals tot de
registratie erop volgt
Jules Pieters
Van expertise via
professionalisering tot registratie• Analyse: Beoogde expertise van leraren en van
lerarenopleiders
• Synthese: Ontwikkeling van expertise van lerarenopleiders
• Implementatie: Adequate leeromgeving voor lerarenopleiders
• Evaluatie: Vaststellen van expertise en verantwoording via registratie
Ambitie: leraar als spil
• Opbrengstgericht werken• Vakvernieuwing• Doorlopende leerlijnen• Samenhang• Differentiatie (o.m. talentontwikkeling,
excellentie, zorgbreedte)• Digitale leermiddelen• Adequate toetsing
School als domein van curriculumontwikkeling
• Actieplan Leraar 2020: versterken ontwikkelvaardigheden van leraren
• Onderwijscoöperatie: onderstrepen van belang van kennis en vaardigheden op terrein van curriculumontwikkeling
• VO-Raad: bekwaamheidsdomeinen schoolleider VO => (1) Visie & Richting en (2) Curriculum & Instructie
Michael Fullan:
Educational change depends on what teachers do and think – it is as simple and complex as that.
Educational change is not likely to take place when teachers are merely viewed as practitioners who are expected to implement the plans of others.
Curriculumimplementa
tie
GezamenlijkCurriculum Ontwerpen
Curriculumvernieuwing
Docentontwikkeling“Educational change
depends on what teachers do and think – it is as
simple and complex as that.”
Deskundigheid
Attributie
Self-efficacy
Eigenaarschap
Betrokkenheid
Effectief docentgedrag
Effectieve instructie Leertijd, doelen, klassemanagement, focus
op leren, huiswerk
Praktijkkennis Kennis, vaardigheden, beliefs, persoons- en
contextgebonden, tussen conceptuele kennis en professioneel handelen,
Zelfbeeld/identiteit Morivatie, self-efficacy, engagement
Excellent leren onderwijzen (Den Brok & Beijaard)
Praktijkkennis
deliberate goed reconciling the personalpractice docentschap and professional
Effectief leer- disposities/ Professioneel krachtgedrag gedragstendensen zelfbeeld/identiteit
David Berliner:
It is the teacher who is the final arbiter of instruction. The teacher, as a reflective decision-maker, literally is the bridge between research and practice.
John Dewey
The decisive matter is the extent to which the ideas of the theorist actually project themselves, through the kind offices of the middleman, into the consciousness of the practitioner. It is the participation by the practical man in the theory, through the agency of the linking science, that determines at once the effectiveness of the work done, and the moral freedom and personal development of the one engaged in it.
De leraar als reflective practitioner
• SBL/Onderwijscoöperatie
• Plus:
• Curriculum ontwerpen
• Excellentie
• Wetenschappelijke houding
De lerarenopleider als scientist practitioner
• Beroepsstandaard
• Plus:
• Curriculum ontwerpen
• Excellentie
• Wetenschappelijke houding
Onderzoek door leraren en lerarenopleiders: operationalisatie
van wetenschappelijke houding
• Onderzoek doen: geen doel op zich
• Onderzoek doen: middel om probleem te analyseren, op te lossen en de oplossing te implementeren
• Methodologie: afgestemd op het doel
Predictive and design-based research approaches (Reeves,
2006)toepasbaarhei
d
bruikbaarheid
Hugo Munsterberg (1899):
The whole system of psychotechnical knowledge might be subdivided under either of the two aspects. Either we might start from the various mental processes, and ask for what end each mental factor can be practically useful and important, orwe can begin with studying what significant ends are acknowledged in our society and then we can seek the various psychological facts which are needed as means for the realization of these ends.
Synthese: Ontwikkeling van expertise van leraren en
lerarenopleiders
• Via professionalisering
Laura Desimone: Effective professional
development
• Content focus on subject matter content and how students learn that content.
• Active learning: opportunities to get involved, such as observing and receiving feedback,
analyzing student work, or making presentations.
• Coherence: any professional development activity consistent with other professional
development, with their knowledge and beliefs, and with school, district, and state
reforms and policies.
• Duration: spread over a semester and should include 20 hours or more of contact time.
• Collective participation: from the same grade, subject, or school should participate in
professional development activities to build an interactive learning community.
Malcolm KnowlesAdult learning
• Adults are motivated to learn as they experience needs and interests that learning will satisfy;
• Adults’ orientation to learning is life-centered;
• Experience is the richest resource for adults’ learning;
• Adults have a deep need to be self-directing;
• Individual differences among people increase with age.
Reflection in Action Communities
Implementatie: adequate leeromgeving
• Teamso Vakvernieuwing als leeromgevingo Docentontwikkelteams als leeromgevingo Datateams als leeromgevingo Lesson Study als leeromgeving
• Trajecteno MSco Professional Doctorateso PhD
Evaluatie
• Erkenning expertise
• Verantwoording via portfolio => registratieo Expertise ontwikkeling: geen 0-1 ontwikkeling,
maar geleidelijke ontwikkelingo (misschien) basisregistratie en
vervolgregistratie