Development of teachers in the workplace Dr. Paul Hennissen Professor in School-Based TE.
-
Upload
grace-wilkerson -
Category
Documents
-
view
212 -
download
0
Transcript of Development of teachers in the workplace Dr. Paul Hennissen Professor in School-Based TE.
Technical University/Eindhoven:
“A smart regio does not depend on technical aspects only. ..But people make the difference. Innovation must be encouraged by cooperation of all stakeholders.”
“Eindhoven, the smartest region of the world” (June 2012)
Theory
Learning Communities is a container concept
Specific forms are:
Community of Practice (CoP)
Community of Learning (CoL)
Professional Learning Community (PLC)
2. Why learning communities?
Changing professions
Hargreaves (2000): new professionalism
1993: DutchGovernment paper
Idea
• The more theory they know, the better they perform in practice
• Doesn’t work
Gap between theory and practice
• Strong preconceptions• Feed-forward problem• Different kind of knowledge• Socialisation• Different place of storage
Gap T & P
Solutions• More time in the
workplace, but ..• Integration is necessary
The final exam or assessment should be: working together in finding solutions for problems and developing new knowledge.
Knowledge develops by social interaction (Vygotsky)
Social-cultural perspective
• Changes within profession• Reinforcing innovative capacity• Vitalising the teacher profession• Life-long Learning (LLL)• Shrinking population• Reducing gap between theory & practice• Perspective on workplace learning
So Why learning communities?
How do we learn?(Bolhuis & Simons, 2001)
Formal Informal
Intentional Implicit
Outside the context Within the context
vv vvvv
From the side
From the water
Practical theory
Practical knowledge
perspectives
Externalization (Nonaka, 1995)
vv vvvv
From the air
From the side
From the water
Theory
Combination
(Nonaka, 1995)
Practical theory
Practical knowledge
perspectives
Autonomous behaviour
What do they learn?
What do we learn? What not?
Practical knowledge
Theory, conceptual development and
analytic skills
Knowledge base
Too instrumental
Workplace-specificroutines
Results pupils
When is ‘schooling’ effective?
Feedback
Dissonance
Context-specificity
Integration theory-practice
Active own learning process: Cyclic Systematic
Collective learning processes
Shared leadership
When is ‘schooling’ effective?
So what & how do they learn?
What?
• practical knowledge, routines, autonomy
Necessary: link with theory
How?
• reflection dissonance• feedback• dialogue• working together• cyclic ressearch
Cooperation requirements:
Professional Development Schools (PDS)
Research effects: after 10 years PDS95% stays within the professionbetter teachers
Reason: Improved cooperation
School requirements
Capacities:
Personal
Interpersonal
Organizational: culture, structure, leadership
(Verbiest, 2008)(Mitchell & Sackney, 2000)
pupils
Integration of practice – theory: Integration works (Brouwer & Korthagen,
2005) Who decides on curriculum:
Department (competence-based curricula) Learner (learning communites)
Curriculum requirements
CoP requirements: cyclic
Reading
1. Topic
2. Current situation
3. Analysis & Expectations
4. Actions for improvement
5. Results
6. Quality assurance
Interpretation by collegues
Together analysing
results
Joint practice
CoP requirements: cyclic
Reading
1. Topic
2. Current situation
3. Analysis & Expectations
4. Actions for improvement
5. Results
6. Quality assurance
Which theory can we use?
Interpretation by collegues
Together analysing
results
Can we use theory to choose the right action?
Possible explanations from
theory
Joint practice
CoP requirements: cyclic
Reading
1. Topic
2. Current situation
3. Analysis & Expectations
4. Actions for improvement
5. Results
6. Quality assurance
Pre-service teacher
Mentor teacher:
SB-teacher educator
UB-teacher educator
Teacher educators requirements:
The Skilled Mentor
So, which requirements?
PDS Professional learning communities Integration Theory & Practice CoPs: cyclic Teacher Educators
Learning communities
A lot of conditions are important Research Program topics:
Learning communities Curriculum Teacher educators