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Waar doen we het voor? Op zoek naar de essentie van goed leraarschap

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... In ons onderzoek wordt in het bijzonder gekeken naar positieve krachten en kwaliteiten in de persoon (Aspinwall & Staudinger, 2003a;Peterson & Seligman, 2004;Seligman, 2002;Seligman & Csikszentmihalyi, 2000;Seligman & Peterson, 2003;Snyder & Lopez, 2002) die als voedend beschouwd kunnen worden in situaties met condities die vervulling van psychologische basisbehoeften dreigen te belemmeren. De verwachting in dit onderzoek is dat mensen -en dus ook dio's -beschikken over innerlijke bronnen in de vorm van persoonlijke kwaliteiten (Korthagen, 2001;Peterson & Seligman, 2004;Seligman, 2002) die kunnen helpen psychologische basisbehoeften in moeilijke omstandigheden te vervullen. Met betrekking tot docenten geeft Korthagen (2001, p. 30) in navolging van Tickle (1999) aan dat kwaliteiten zoals empathie, compassie, het vermogen frustratie en ongeduld te reguleren, begrip en tolerantie, liefde, flexibiliteit en het vermogen met schuldgevoelens en boosheid om te kunnen gaan, wezenlijke kwaliteiten zijn voor docenten. ...
... Deze kwaliteiten worden daarom door hen aangeduid met het begrip kernkwaliteiten (Korthagen & Vasalos, 2005). De kwaliteiten die Korthagen (2001) en Ofman (1994) noemen, lijken grotendeels samen te vallen met kwaliteiten die Peterson en Seligman (Peterson & Seligman, 2004;Seligman & Peterson, 2003) character strengths noemen en die ook door anderen als belangrijke en vervulling gevende menselijke kwaliteiten worden genoemd (zie bijvoorbeeld de handboeken op dit gebied: Snyder & Lopez, 2002;Aspinwall & Staudinger, 2003a). In ons onderzoek zal daarom onderzocht worden of kernkwaliteiten die dio's zeggen in te zetten bij het lesgeven, samenhangen met de vervulling van psychologische basisbehoeften. ...
... In het voorgaande zijn positieve krachten aangeduid met de term character strengths. In het Nederlandse taalgebied wordt door Ofman (1994) en Korthagen (2001) het begrip kernkwaliteit gehanteerd, dat een vergelijkbare betekenis heeft. Ofman omschrijft kernkwaliteiten onder andere als positieve kwaliteiten die in ieder mens altijd potentieel aanwezig zijn. ...
... However, many of the existing frameworks are not adjusted to modern approaches to teaching. Moreover, critics of existing frameworks with teaching competencies argue that these lists are too detailed and too prescriptive (Korthagen 2001). A good teacher cannot be described in terms of isolated abilities or a long list of items as is outlined in the definition of teaching competencies formulated above. ...
... A good teacher cannot be described in terms of isolated abilities or a long list of items as is outlined in the definition of teaching competencies formulated above. In addition, another weak point of the existing frameworks is that they do not pay attention to the fact that aspects of a teacher's personality play an important role in being a good teacher (Korthagen 2001). Aspects of a teacher's personality that are important for effective teaching are the teacher's professional identity (how he or she views himself or herself as a teacher), his or her beliefs about teaching and the teacher's involvement in teaching. ...
... Aspects of a teacher's personality that are important for effective teaching are the teacher's professional identity (how he or she views himself or herself as a teacher), his or her beliefs about teaching and the teacher's involvement in teaching. Korthagen (2001) mentions some personal characteristics that are important for teachers such as empathy, and the ability to regulate frustration and impatience. Lowyck (1994) also stresses that it is not the teaching behaviour in itself but the teacher's personality that is the paramount indicator for effectiveness. ...
Article
In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching. The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N = 63) were asked: ``How important are the following teaching competencies in each domain for an experienced teacher in higher education?'' A confirmatory factor analysis was conducted to assess the adequacy of the domains. After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education.
... Wanneer we in de minor stilstaan bij de ervaring pellen we deze ervaring af aan de hand van de "ui van Korthagen". In dit reflectiemodel worden op een diepere laag de kwaliteiten, overtuigingen, identiteitsopvattingen en drijfveren (Korthagen, 2001;2011; van de leraar-in-opleiding onderzocht. Bij het lezen van de reflectieverslagen ligt de focus op het identificeren en selecteren van tekstfragmenten, die een licht werpen op de diepere beweegredenen van de leraar-in-opleiding in relatie tot de ervaring. ...
... Korthagen (2001). Waar doen we het voor? ...
Thesis
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In their role as student-teacher during their internship, students are regularly confronted with practical situations that do not proceed as they have imagined on the basis of their preparation. These are moments that we refer to as "bumpy moments", in which the student-teacher experiences "resistance" from the students in the class. On the basis of experience descriptions of thirteen students of the Physical Education Teacher Training from the Group Dynamics minor at Windesheim University of Applied Sciences, these experiences of “resistance” were investigated from the perspective of the act of confusion that the student-teacher feels confronted with.
... De algemene idealen en principes van hoofdstuk 3 worden in hoofdstuk 4 nader ingevuld met behulp van zowel zeven ontwerpprincipes van loopbaanleren als door talent, beroepsvorming en loopbaan met elkaar te verbinden via een lagenmodel dat Korthagen (2001) presenteert voor de ontwikkeling van de persoonlijkheid. Het model laat zien dat het aan de buitenkant gaat om gedrag en bekwaamheden. ...
... In plaats van de buitenkant van personen en organisaties komt de binnenkant in het vizier. Het gaat niet meer om beroepsonderwijs dat poogt de loopbaanontwikkeling van deelnemers vooral te meten en te beheersen, maar om beroepsonderwijs dat deelnemers de kans geeft de persoonlijke zin-en betekenisgeving te verbinden met hun beroepsvorming en loopbaanontwikkeling (zie bijvoorbeeld: Korthagen, 2001en Mulder, 2005 (Bauman, 2005). Dit brengt ons terug bij de verbinding die we hebben gelegd tussen individuele loopbaanontwikkeling en het bestaan van deelmarkten op de arbeidsmarkt in paragraaf 3.2. ...
... Met andere woorden: het opleidingsconcept zou moeten resulteren in een gedeelde opleidingsdidactiek, waarin niet alleen de gemeenschappelijke uitdagingen, keuzen en benaderingswijzen zijn vastgelegd, maar ook de concrete 'tools' die opleiders bij hun interventies hanteren (vgl. Korthagen, 2001). Een dergelijke opleidingsdidactiek zou om te beginnen een antwoord moeten geven op drie fundamentele items binnen de lerarenopleiding (zie: Wubbels, Korthagen en Dolk ,1992;Valstar, 1996a;Korthagen, 1998;Simons, 2001): • Preconcepten en misconcepten Hoe gaan wij om met preconcepten en misconcepten? ...
... Naast deze, met elkaar samenhangende items, zijn er meer zaken die om een integrale opleidingsdidactiek vragen. Zo kan men bijvoorbeeld denken aan de veranderende rol van de leraar (Verloop, 1995); het leren reflecteren (Korthagen, 2001); de bezinning op de pedagogische professionaliteit (Fenstermacher, 1999a,b;Klaassen, 1999) en niet te vergeten: de recente invoering van de informatietechnologie in het onderwijs (Hitt, 2001). Kortom, er zijn redenen te over om binnen de lerarenopleiding op basis van het vigerende opleidingsconcept een functionele opleidingsdidactiek te formuleren. ...
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In dit artikel wordt een integraal opleidingsperspectief gepropageerd. De auteurs gaan uit van de samenhang tussen het opleidingsconcept, de opleidingsdidactiek en het handelen van de vakdidacticus. Met een schets van drie vakdidactische praktijken geven wij een indicatie van de manier waarop verschillende vakdidactici recht proberen te doen aan hun gemeenschappelijke opleidingsverantwoordelijkheid. Daarbij valt de focus op de kwesties van ‘conceptual change’, het congruentieprincipe en het transferprobleem. Het gaat hier om items die vanwege hun essentiële betekenis nadrukkelijk deel zouden moeten uitmaken van de gedeelde opleidingsdidactiek. Het uiteindelijk ontwerp van een ‘opleidingsdidactische standaard’ is voor de auteurs een toekomstperspectief. Een dergelijke standaard draagt bij aan de integrale kwaliteitsverbetering van de lerarenopleiding (vergelijk de Beroepsstandaard Lerarenopleiders, 1999).
... More fundamentally, the critics claim that such elaborated lists betray a behaviourist view on competences, which defines learning as the acquisition of perceptible behaviour and divides competences in separate aspects (De Corte 1996;Lowyck 1992;Shuell 1986). According to these critics, a good teacher cannot be described in terms of isolated abilities or a long list of items (Korthagen 2001 Developer places the student at the center when designing educational material is capable of designing activating educational materials is capable of building education in such a way that students gradually learn to learn in a self-directed manner Counsellor is capable of giving feedback places the student at the center in his or her teaching is capable of activating students Evaluator is capable of assessing students' learning results is capable of re-adjusting his or her teaching practice on the basis of evaluations is capable of designing tests that are appropriate for the desired learning results balance between a detailed description of knowledge, skills and attitudes and a global competence description. Such an approach combines the advantages of the detailed and global description and can thus give enough direction to the functioning of the individual teacher, without losing the relation with reality. ...
... 3-Rec?g e students studying problems and offer -Support of dynamic-affective processes (indicators them the necessary support 1 en 2) 4. Teach students how to learn -Study-methodical support (indicators 3 en 4) 5 Concretise (to start with a case or problem, to -Support of learning processes (indicator 5 en 6) build in reality), model (offer ones own method as -Support of group processes (indicator 7) model/example/reference point) and structure the -Transparency (indicator 8) subject matter 6. Guide students and give instruction, but at the same time give them enough space and responsibility 7. Stimulate cooperation between students so that they learn from and with each other 8. Explain the reasons for this approach 12. To integrate the evaluation of the students' 1. Follow up the learning process by collecting development in student support material about the functioning of students and by evaluating both the process and the product of learning 2. Give adequate and substantive feedback to students concerning their functioning 3. Make the evaluation system transparent to students, so that they know what will be evaluated, when and how the evaluation will take place and which criteria will be used Korthagen (2001in Tigelaar et al. 2004) too points out that existing competence profiles do not pay enough attention to the importance of a teacher's personality in being a good teacher, while their identity, beliefs and involvement are crucial in order to understand their functioning. These aspects are incorporated in the competence list under the domain 'professional attitudes'. ...
Article
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The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy.
... De problematiek van het Nederlandse onderwijs is de afgelopen jaren in beleidsstukken en door adviesorganisaties uitvoerig geanalyseerd, wat heeft geleid tot een aantal conclusies die breed worden gedeeld (OC&W, 1999;2001;SCP, 2002;Onderwijsraad, 2002). ...
... Ten eerste zijn persoonskenmerken of motieven, hoe belangrijk ook voor een adequate beroepsuitoefening, volgens sommigen niet of nauwelijks zichtbaar te maken (Bergenhenegouwen, Mooijman & Tillema). Ten tweede worden kennis en vaardigheden beschouwd als relatief gemakkelijk te ontwikkelen, terwijl bijvoorbeeld waarden, overtuigingen en motieven daarentegen worden beschouwd als relatief moeilijk te ontwikkelen bij beroepsbeoefenaren (Korthagen, 2001;Spencer & Spencer, 1993;Stoof, Martens & Van Merriënboer, 2000). Omdat de professionele ontwikkeling van lerarenopleiders in ons onderzoek centraal staat, is dit een tweede reden om ons te richten op kennis en vaardigheden als aspecten uit de definitie van bekwaamheden. ...
... Wat is de essentie van goed leraarschap? (Korthagen, 2001) Dergelijke vragen zijn in het kader van een aantal onderzoeks-en begeleidingstrajecten door ons aan vele leerkrachten reeds voorgehouden. De grote hoeveelheden data die ondertussen hieruit zijn voortgekomen, liggen klaar om in een nieuw onderzoeksproject systematisch geanalyseerd te worden. ...
... Daar doe je het kennelijk voor en dat is de essentie van goed leraarschap (vgl. Korthagen, 2001). Het is (1) belangrijk dit expliciet in beeld te hebben in verband met de eigen professionaliteitsopvatting (Klaassen, 1996) en (2) zich te realiseren hoe deze opvatting en bijdrage tevens bouwsteen is voor het 'participerend vormgeven aan de identiteit van de school' (Hermans, 2003). ...
Article
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Rede in verkorte vorm uitgesproken bij de aanvaarding van het ambt van bijzonder hoogleraar aan de universiteit Utrecht vanwege het Utrechts Universiteitsfonds op het terrein van de ‘Levensbeschouwelijke opvoeding en vorming in een multi-religieuze context’
... The personality of a teacher determines his or her ability to teach effectively (Korthagen, 2001). The key aspects of a teacher's personality for effective teaching include his or her professional identity (how they view themselves as a teacher), his or her beliefs about teaching, and his or her involvement in teaching. ...
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With the deepening of teacher educational reforms, increasing focus has been placed on the importance of evaluating student teachers’ teaching abilities in Chinese universities. The Delphi method and an Analytic Hierarchical Process were used to construct an evaluation system for student teachers’ teaching abilities. Delphi specialists included administrators, teachers and teacher educators working in primary, secondary and tertiary education. The evaluation items consisted of four dimensions, namely teacher ethics, teaching skills, educational ability, and developmental ability and a total of 31 indicators. Teaching skills were ranked highest, followed by teacher ethics, educational ability and developmental ability. The overall mean of the dimensions and components was rated as very important to important after three rounds of the Delphi process. Overall, the evaluation system demonstrated high reliability and validity; its’ entries were reasonably distributed indicating its evaluation potential and its’ weighting system denotes priorities for student teachers’ competencies’ evaluation.The evaluation system could help teachers identify key capacities in teacher training ,guide the development of talent nurturing programs, and provide developmental feedback for student teachers.
... This new attention also surfaces in many of the newer approaches that have been taken when reflecting on the profession which, by using terms like identity and spirituality attempts to describe the core of the teacher's personality (e. g. Fullan & Hargreaves 2012; Korthagen, 2001;Bakker & Montessori, 2016) Handling religious and secular worldview claims in a non-rigid and fore-closed way is necessary to be able to use the language, symbols, and rituals that shed light on our life stance and the development thereof, in order to connect the cognitive and affective dimensions within the professional development of teachers. ...
Chapter
In our research group ‘Normative Professionalisation’ – as the combined research group of Utrecht University and the HU University of Applied Sciences - we take the view that good education occurs when teachers master the required knowledge and skills together with a reflective awareness of their personal background. The leading idea is that suggested, prescribed or in some other way required knowledge, skills, and protocols only become meaningful through the personal, individualized considerations and interpretations that teachers make in their daily practices. After all, these considerations are not neutral as such and have a subjective, normative dimension. In the classroom, this normative element consists of the views of teachers about what is the right thing to do in their daily actions. Professional behaviour, therefore, is not merely a matter of applying and implementing prescriptive and standardizing protocols. A professional teacher needs to be aware of this interpretive element of the work and will need to develop this personal, morally loaded dimension of the teaching profession. ‘Taking position,' the central theme of this book, marks the same perspective, in the sense that ‘taking position’ is not only mirroring or applying the prescribed, but also appeals to individual reflexivity and the courage to deliberate, to make decisions and finally to act. By distinguishing between instrumental and normative professionality, as we do in this chapter, we could bring this perspective further as a rewarding focus on research.
... Korthagen verwijst naar Eraut (1995) (Korthagen, 2017). De individuele beleving kan worden verbeeld in de lagen van het bekende 'ui'-model (Korthagen, 2001). ...
Article
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Reflectie vormt in Nederlandse lerarenopleidingen een centraal onderdeel van het leerproces voor leraren in opleiding. Hoewel het belang ervan breed onderschreven wordt, hebben lerarenopleiders soms moeite om reflectie betekenisvol te maken voor studenten. Reflectie lijkt daardoor niet in alle gevallen de verdiepte leerervaring te bieden, die docenten van de lerarenopleiding studenten beogen te geven (Korthagen, 2014; 2017). In dit artikel willen we verkennen, hoe reflectie meer betekenisvol voor studenten gemaakt kan worden, door in aanvulling op gangbare vormen van reflectie, het fysieke aspect van reflectie te benutten. Dit verbreedt zowel de mogelijkheden in de vorm waarin reflectie plaats kan vinden, als de inhoud van de reflectie zelf. We verkennen theorie die de toegevoegde waarde van het fysieke aspect van reflectie kan helpen onderbouwen en geven twee voorbeelden van manieren om te werken met het fysieke aspect tijdens reflectie in de lerarenopleiding.
... Reflectie omschrijven we met Kelchtermans (2001) als 'het menselijk vermogen om expliciet terug te blikken op en na te denken over het eigen handelen als leerkracht" (p.10). Om echt te spreken van professionele ontwikkeling is het dan ook noodzakelijk om de ervaringen reflectief te verbinden met en te integreren in de reeds aanwezige kennis en opvattingen van de lerende (Kelchtermans, 2001; zie ook Korthagen, 2001;Korthagen & Koster, 1996). Daardoor ontwikkelt de betrokkene enerzijds een breder, verfijnder en effectiever repertoire aan handelingsvaardigheden en anderzijds een meer gefundeerde (geldige) kennisbasis over de professionele situaties en opdrachten. ...
... Vakinhoudelijke kennis is daarom van essentieel belang voor goed leraarschap. Terwijl de vraag naar wat goed leraarschap is, in de loop der tijd steeds anders is beantwoord, lijkt men het wel steeds eens te zijn over het belang van vakinhoudelijke kennis (Korthagen, 2001). Actieve lesvormen en coöperatief werken zijn succesvolle methoden bij leerlingen met speciale onderwijsbehoeften (Weare & Gray, 2003;Meijer, 2006). ...
Book
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Er zijn steeds meer signalen vanuit het onderwijs over de toename van gedragsproblemen. Niet duidelijk is of dit ook daadwerkelijk het geval is of dat de nadruk steeds meer is komen te liggen op het signaleren van gedragsproblemen. Parallel aan deze signalen loopt de ontwikkeling naar inclusief onderwijs. Steeds meer leerlingen met probleemgedrag blijven in het reguliere onderwijs. Op 1 augustus 2007 wordt de zorgplicht ingevoerd. Zorgplicht betekent dat voor iedere leerling die zich bij een school meldt een passende plek gevonden moet worden. Een andere ontwikkeling is de invoering van de leerling gebonden financiering, ook wel het ‘rugzakje’ genoemd. Leerlingen die eerder naar het speciaal (basis)onderwijs gingen, blijven nu vaker in het reguliere onderwijs. Scholen krijgen voor deze kinderen een leerlinggebonden budget, dit kan onder andere gebruikt worden voor ambulante begeleiding vanuit de regionale expertisecentra. Welke consequenties hebben al deze verschuivingen voor de groepsleraar? Het onderwijs moet meer worden aangepast aan de individuele leerling en iedere leerling heeft zijn of haar eigen ‘gebruiksaanwijzing’. Mooi gezegd: de leraar geeft adaptief onderwijs. Wat betekent dit concreet? Het onderzoek naar gedragsproblemen in de basisschool en de competenties van leraren probeert de bovenstaande vragen te beantwoorden.
... Kolb's Experimental Learning Cycle (1984) De bijdragen van Kolb (1984) en Korthagen (2001) respectievelijk; 'The experimental learning cycle', zie figuur 2, en 'Het spiraalmodel voor reflectie', zie figuur 3, schetsen het beeld hoe wij kennis in zijn algemeen eigen maken, op welke wijze binnen het constructivisme mensen leren. Voor het ontwikkelen van competenties geven de modellen van Kolb en Korthagen een stevige basis. ...
... Deze bewustwording moet zich ontwikkelen met behulp van fase 2 (terugblikken op het handelen). Korthagen (2001) gebruikt zijn reflectiecyclus veelvuldig bij het reflecteren op echt handelen. In de volgende paragraaf laten we zien dat als we het hebben over reflectie voor loopbaanontwikkeling, loopbaanleren of studieloopbaanbegeleiding, een breder perspectief nodig is. ...
... Het is een model dat fasen in de reflectie beschrijft en het zegt weinig over de inhoud en aard van de reflectie. Ik heb dit fasenmodel daarom in mijn Utrechtse oratie (Korthagen, 2001) aangevuld met een model waarin niveaus (lagen) Uiteindelijk trad een verandering op alle lagen van de ui: Nicole's ideaal (betrokkenheid) werd nu dat leerlingen zouden leren om te gaan met hun eigen onzekerheid bij zelfstandig leren. Op identiteitsniveau formuleerde ze helderder de professionele rol die zij daarbij voor zichzelf zag. ...
Article
Rede in verkorte vorm uitgesproken bij het afscheid als profileringshoogleraar ‘Didactiek voor het Opleiden van Leraren’ aan de Universiteit Utrecht, faculteit Sociale Wetenschappen, departement Pedagogische en Onderwijskundige Wetenschappen, op woensdag 14 september 2011. Vandaag neem ik afscheid als hoogleraar in de didactiek voor het opleiden van leraren aan de Universiteit Utrecht. Ik vind het fijn om bij deze gelegenheid stil te staan bij een aantal thema’s waaraan ik, samen met mijn collega’s, ruim dertig jaar met veel plezier heb gewerkt en nog steeds werk. De kern van dat werk is de opleiding en coaching van leraren. Ik heb mij daarbij vooral gericht op het effectief verbinden van theorie en praktijk en op het verdiepen van reflectie- en leerprocessen van leraren. Ik zal dan ook vooral op deze thema’s focussen.
... During the last two decades the concept of 'professional identity' has gained interest in the field of teaching and teacher education (cf. Beijaard, Meijer, Morine-Dershimer, & Tillema, 2005;Korthagen, 2001). Nevertheless, the concept of teachers' professional identity has been poorly defined according to Beijaard, Meijer, and Verloop (2004). ...
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The overall aim of this dissertation was to contribute to the conceptualization of teachers’ professional identity. Based on the literature and previous research, teachers’ job satisfaction, self-efficacy, occupational commitment, and change in level of motivation were perceived as indicators of teachers’ sense of their professional identity. The relationships between these indicators were explored using data of 1214 teachers working in secondary education in the Netherlands. Teachers’ relationship satisfaction (referring, for instance, to teachers’ satisfaction with the support they receive or their satisfaction with their co-workers) and teachers’ classroom self-efficacy play a pivotal role in the relationships between the indicators. By further analysing the same dataset, three distinct professional identity profiles were identified: an unsatisfied and demotivated identity profile consisting of teachers who scored relatively low on the indicators, a motivated and affectively committed identity profile consisting of teachers who scored relatively high on the indicators, and a competence doubting identity profile consisting of teachers with a more diverse score pattern. Differences between the profiles were observed regarding teachers’ beliefs about the objectives of education: ‘stimulating personal and moral development’ and ‘importance of qualification and schooling’. No differences between the profiles were observed regarding the teachers’ amount of experience. An additional exploratory study among eighteen teachers showed that the students of teachers with an unsatisfied and demotivated identity profile observed their teachers’ behaviours ‘providing clear instruction’ and ‘efficient classroom management’ more often than students’ ratings of teachers with a motivated and affectively committed or a competence doubting identity profile.
... Die keuzes zijn gebaseerd op impliciete en expliciete waarden. Deze waarden vormen -wanneer zij bijvoorbeeld via kernreflectie (Korthagen, 2001) gekoppeld zijn aan het niveau van overtuigingen en identiteit -het normatieve kader waaruit de leraar bewust handelt. Hiermee krijgt persoonlijke professionaliteit ook de lading van normatieve professionaliteit: weten waar jij als professional voor wil staan, bereid zijn jouw waarden en normen te toetsen en tegen het licht te houden, je bewust zijn van je innerlijke drijfveren en die kunnen verantwoorden en je professie kunnen opvatten als meer dan een instrumenteel-technische. ...
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Over de kwaliteit van het opleidingsonderwijs wordt veelvuldig gesproken en gedebatteerd. In de debatten over die kwaliteit ligt het accent op wat de ‘kennisbasis’ wordt genoemd. In dit artikel wordt er aandacht gevraagd voor een ander aspect van het opleidingsonderwijs, namelijk voor waardenvol opleiden en daarmee verbonden normatieve professionaliteit. Normatieve professionalisering is een begrip dat de laatste jaren steeds meer in gebruik raakt bij het nadenken over goede beroepsuitoefening (Jacobs,Meij,Tenwolde & Zomer,2008). De auteurs breken een lans voor inspiratie en normatieve professionalisering in het onderwijs. Zij doen dat door te schetsen hoe de Marnix Academie, een zelfstandige hogeschool met bachelor – en masteropleidingen voor lerarenfuncties in het basisonderwijs, op weg is om inspiratie en normativiteit bewust, expliciet en integraal te verwerken in het opleidingsonderwijs. Kernpunt hierbij is dat de Marnix Academie studenten wil opleiden die zowel bekwaam als betrokken en bevlogen zijn voor een context waarin deze kwaliteiten gevraagd zijn en gewaardeerd worden.
... Where some authors refer to reflection, others speak about self-reflection. Through self-reflection, (student) teachers relate experiences to their own knowledge and feelings, and are willing and able to integrate what is socially relevant into their images of themselves as teachers (Korthagen, 2001; Nias, 1989). Roberts (2000) wrote about multiple selves with different voices of discourse: the personal, professional , and institutional. ...
Article
The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity.
... Korthagen and Lagerwerf use the term 'gestalt' to refer to cohesive wholes of earlier experiences, role models, needs, values, feelings, images and routines which are -often unconsciously -evoked by concrete situations (Korthagen and Lagerwerf, 1996;Korthagen, 1998Korthagen, , 2001. With the lesson videos, we are trying to give students concrete situations in which they: ...
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When video is offered to students in a Web-based Learning Environment through a streaming video server, digital traces of their viewing behaviour can be collected in log files. These traces can be linked to view behaviours like zapping. According to the literature, a zapping scenario could indicate the broken link between the educational task and the video. The analysis of log files from e-learning systems could tell us something about studying the behaviour. The subject of this explorative research is the possibly interesting patterns in log files from streaming media servers. The setting of the experiment was a polytechnic institute in Groningen (The Netherlands) and it involved three groups of students, 50 in total, who were taking a course on JavaScript. We focused on the relationship between the event clusters in the log files and their related viewing scenarios. The presence of zapping can indicate the need for improvements to either the instruction video or its accompanying task. Based on our analysis of the literature, previous experiments and interviews, we have defined four viewing scenarios: one-pass, two-pass, repetitive and zapping scenario. We found traces of these scenarios in the log files. Further research is necessary to link viewing scenarios to study the behaviour.
... Uit het onderzoek van De Wolff, alsmede dat van Bakker en Rigg, blijkt dat schoolidentiteit niet statisch is en in praktijk wordt vormgegeven door de wisselwerking tussen de persoon en de biografie van de leerkracht enerzijds, en de groepsdynamiek van de schoolklas en de school als morele gemeenschap anderzijds (De Wolff, 2000;Bakker en Rigg, 2004). Korthagen (2001) en Bakker (2004) bepleiten, bij het onderzoeken van de rol van de leerkracht, aandacht voor de biografie en de persoonlijkheid van de leraar. In aanvulling op allerlei technisch-didactische aspecten van het leraarschap zou ook het persoonlijk 'narratief' van de leerkracht onderwerp van onderzoek moeten zijn. ...
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Diversity in the classroom: pupil diversity as constructed by teachers at Protestant-Christian primary schools in the Netherlands (Dutch, with a summary in English) Original title: Diversiteit in de klas: perspectieven van de leerkracht. This PhD dissertation distinguishes the contradictory ideals that Dutch primary school teachers adhere to with regard to religious and ethnic diversity of children in their classroom. Despite secularization and 'de-pillarization' of Dutch institutions in general, a large number of primary schools in the Netherlands is of 'Protestant-Christian' denomination. Many of these schools have a religiously and ethnically diverse school population. How do teachers, given their cultural context, relate to this diversity in their classroom? The research consists of a theoretical and an empirical part. The theoretical part describes psychological theories regarding social perception and diversity. Social psychological theories about group construction (Tajfel, 1982) and the role of discourse (Billig, 1985), the cultural setting of education (Bruner, 1996) and the interconnectedness of national, ethnic and religious identities (Baumann, 1999) are discussed. The cultural context of teachers in the Netherlands is reconstructed at three levels: national, professional and personal. Special attention is given to insights from the psychology of religion, in which orthodox religious views may negatively influence tolerance for the religious other. A discourse analytical methodical approach by means of in-depth interviews is chosen for the empirical part of the study. In these interviews, teachers working at different Protestant-Christian primary schools describe the differences between children in their classroom, the values they want to teach, their aim for religious education, their own religious views and the concept of a 'christian school'. The aim of - and criterion for - selection was to create a diverse group of respondents, who differed in age, gender, location of their schools and school population. The search for new respondents ended when the data became saturated, and answers appeared which were similar to those already heard in previous interviews, which was after 18 interviews. The analysis of the interviews results in the distinction of five dominant, but often contradictory, discourses in which teachers express themselves when describing their strategies in dealing with pupil diversity. These were: a discourse of respect, a discourse of diversity as value, a discourse of equal treatment, a discourse of segregation and a discourse of autonomy. All teachers entered different discourses during the interview, each discourse generating its own version of diversity, its own vision on relevant categories, ideals at stake, and solutions to problems. A pragmatic approach to dilemmas is possible when one single ideal or discourse is not the exclusive viewpoint to a problem, but when in each situation several ideals are weighed against each other. The individual strategies of the teachers are confined by social conventions and restrictions on both an organizational and a national level. The opinions of teachers are also shaped by these conventions. However, this research shows that not organizational school identity, but the personal religiosity of teachers are the most influential in the ways in which children of different religious and ethnic backgrounds are viewed.
... The steps in the development of our view of reflection which were described above, can be summarized in an adaptation of the ALACT model which we first published in Dutch in 2001 (Korthagen, 2001b), and later in English (Korthagen & Vasalos, 2005). It is represented in Figure 5. ...
... De leraar ontwikkelt bijvoorbeeld kennis over goede en minder goede aanpakken, opvattingen over lesgeven, en een gevoel van professionele identiteit door de confrontatie van het 'ik' met de uitkomsten van het eigen handelen. Elders heeft Korthagen (2001) de persoonlijkheid van de leraar beschreven aan de hand van zes 'lagen'. Ervaring refereert aan de voortdurend veranderende stroom van gebeurtenissen en is daardoor nooit volledig te beschrijven. ...
... Dat noemen we kernreflectie. In andere publicaties is de methodiek daarvan uitgewerkt (Korthagen, 2001, Korthagen, 2004b, Korthagen & Vasalos, 2005). Voor de lerares hierboven, die moeite had met een groepje jongens, zou dit betekenen dat ze, bijvoorbeeld samen met een collega en gekoppeld aan deze concrete situatie, gaat reflecteren op de fricties tussen de lagen in het ui-model. ...
... This could be illustrated in the area of teacher education and the increasing attention that is paid to the individual characteristics of the teacher and his or her individual biography. We could even speak about a trend and we could think of Kelchtermans (1990;1991), Van den Berg and Vandenberghe (1995), Korthagen (1998;2001), Korthagen c.s. (2001Korthagen c.s. ( , 1996, Everington and Sikes (1998) and many other authors interested in the subjective educational concepts that are in the mind of the student-teacher. For the professional development of both student-teachers and fullteachers, we have to be aware of these subjective concepts. ...
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In the Netherlands the debate on the identity of a school is influenced by the long and dominant history of a close linking between religious traditions (mainly the Christian tradition) and the design of the national school system. For almost 100 years, most schools, formally speaking, are so called Christian schools. This is not an accidental adverb used to indicate some of the Dutch schools, but it has a strong juridical basis. In recent education a certain discrepancy is experienced between the formal corporate identity of a school and the actual identity of the school population. This discrepancy is the central matter of this article. We present two research projects by which this discrepancy is explored. The key issue seems to be that in Dutch education there is a strong need for a paradigm shift from a more deductive to a more inductive reflection on school ethos.
... aar hun op het vwo opgedane voorkennis, waarop mogen we aannemen in de voorafgaande jaren was voortgebouwd waren meestal heel onbevredigend.21 Korthagen presenteert in zijn oratie een model met lagen van de persoonlijkheid van de docent. Iedere laag ziet hij als een perspectief van waaruit antwoord gegeven wordt op de vraag wat goed leraarschap is.Korthagen, F.A.J. (2001). Waar doen we het voor? Op zoek naar de essentie van goed leraarschap. Oratie Universiteit Utrecht.22 Sporen daarvan vinden we ook terug in de opleiding die binnen de masteropleiding Science Education and Communication in Utrecht werd verzorgd, waarin ondermeer uitgegaan wordt van de concerns van de student, beoordeling plaatsvindt op b ...
... aar hun op het vwo opgedane voorkennis, waarop mogen we aannemen in de voorafgaande jaren was voortgebouwd waren meestal heel onbevredigend.21 Korthagen presenteert in zijn oratie een model met lagen van de persoonlijkheid van de docent. Iedere laag ziet hij als een perspectief van waaruit antwoord gegeven wordt op de vraag wat goed leraarschap is.Korthagen, F.A.J. (2001). Waar doen we het voor? Op zoek naar de essentie van goed leraarschap. Oratie Universiteit Utrecht.22 Sporen daarvan vinden we ook terug in de opleiding die binnen de masteropleiding Science Education and Communication in Utrecht werd verzorgd, waarin ondermeer uitgegaan wordt van de concerns van de student, beoordeling plaatsvindt op b ...
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Dames en heren, de conclusie uit het voorafgaande zou moeten zijn dat we, doordat we met het biologiedidactisch onderzoek vooruitgang hebben geboekt, de komende jaren in toenemende mate een bijdrage kunnen leveren aan de verbetering van de kwaliteit van het onderwijsleerproces. Was het maar waar. Helaas moeten we constateren dat het met de continuïteit van het biologiedidactisch onderzoek in Nederland slecht is gesteld. We hebben drie problemen. In de eerste plaats heeft het departement biologie van onze faculteit, kort nadat ik de pensioengerechtigde leeftijd had bereikt, vanwege een structureel financieel tekort besloten de leerstoelgroep Didactiek van de Biologie op te heffen. Daarmee is de situatie ontstaan dat binnen het Freudenthal Instituut, het grootste instituut in Nederland dat zich richt op verbetering en vernieuwing van het bètaonderwijs, formeel geen biologiegroep meer bestaat en er geen hoogleraar Didactiek van de Biologie in Nederland meer is. In de tweede plaats moeten we constateren dat het biologiedidactische onderzoek landelijk sterk verbrokkeld is. Aan alle universiteiten zijn kleine aan de lerarenopleiding verbonden groepen waar door een klein aantal promovendi onderzoek wordt gedaan. Bovendien wordt daar, doordat er ook voor de andere vakken zulke kleine groepen zijn en de verantwoordelijkheid ligt bij collega’s met een onderwijskundige leeropdracht, vaak meer onderwijskundig dan biologiedidactisch onderzoek gedaan. In de derde plaats moeten we constateren dat het nauwelijks lukt om 2e geldstroom onderzoek gefinancierd te krijgen . Bij de Programmaraad voor Onderwijsonderzoek, de PROO, moeten we concurreren met onderwijskundigen die algemene, niet-vakspecifieke opbrengsten garanderen en in veel gevallen in onderwijsonderzoek meer gewaardeerde onderzoeksmethoden hanteren. Daar komt bij dat de PROO de afgelopen jaren slechts een klein deel van alle aanvragen heeft gehonoreerd. Andere werkgemeenschappen binnen NWO, als Exacte wetenschappen en Aard- en levenswetenschappen, financieren geen vakdidactisch onderzoek. Al met al moet ik daarom concluderen dat het biologiedidactisch onderzoek in Nederland heel kwetsbaar is en de continuïteit nauwelijks is gegarandeerd.
... Bij een herhaling van negatieve ervaringen, hanteert een student een attributiestijl waarbij zij het falen toeschrijft aan zichzelf (Pintrich & Schunk, 2002). De herhaling van negatieve ervaringen heeft als gevolg dat de student bevestigd wordt in haar negatief zelfbeeld (Korthagen, 2001), waardoor zij geen vertrouwen heeft in haar eigen kunnen. Een mogelijk gevolg van het ontwikkelen van een negatief zelfbeeld, is het verliezen van de motivatie van de student. ...
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In this book we explore how teachers deal with complex situations in their teaching practices. We do this from a researcher’s perspective. Our main interest is what theories we know and what methodologies we can use, to try to get a better understanding of the thinking, decision-making and actions of professional teachers.
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Chapter
This contribution deals with the question of how reflection of practitioners can be deepened. Due to the pressures of day to day practice, they often focus on “quick fixes.” We describe several steps in the development of an approach to reflection aimed at overcoming this tendency. These include a more balanced attention to thinking, feeling and wanting as the sources of behavior, the distinction of six layers of reflection in the so-called “onion model,” a shift in the content of reflection from the past to the ideal future, and finally a focus on presence and mindfulness. In the resulting concept of Core Reflection, a specific method is used for dealing with the inner obstacles of the human mind to the actualization of personal qualities. KeywordsProfessional development-Professional identity-Deep learning-Positive psychology-Core reflection-Presence
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What happens to pre-service teachers’ dreams and goals during their professional preparation? What can teacher educators learn from what is uncovered about pre-service teachers’ dreams and goals to improve their practice? To answer these questions, a four-phase qualitative study was conducted. Data on five pre-service teachers were collected over a three-year period. At the end of the data collection, case studies of each of the five pre-service teachers were constructed and a cross-case analysis was performed. Participants in the study prioritized their dreams and goals; they tended to mention goals more frequently than dreams and they revised their dreams and goals through the use of backgrounding, foregrounding, reassessment, and refinement. These activities contributed positively to the development of their professional identify as teachers. The importance of the “affective side of teacher education” is addressed by Professor Geert Kelchtermans in a closing commentary.
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The purpose of this study was to investigate experienced secondary school teachers’ (N=80) current and prior perceptions of their professional identity. A questionnaire was used to explore the way teachers see (and saw) themselves as subject matter experts, didactical experts, and pedagogical experts. The teachers currently see their professional identity as consisting of a combination of the distinct aspects of expertise. Most teachers’ current perceptions of their professional identity reportedly differ significantly from their prior perceptions of this identity during their period as beginning teachers. On the basis of their current perceptions of their professional identity, five groups of teachers could be distinguished. These groups had different learning experiences throughout their careers for each aspect of expertise. Also, teachers from different subject areas did not undergo the same changes in their perceptions of their professional identity. The differences among the groups in teachers’ current perceptions of professional identity were not related to contextual, experiential, and biographical factors that might influence these perceptions.
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Many strategies have been proposed to integrate theoretical and practical components in teacher education productively. None of these seems the final solution for the problematic gap between theory and practice in teacher education. There is a poor transfer of theory taught and skills trained on campus to classroom teaching practice. This paper argues that one important reason for the poor transfer is that teacher education programs fail to influence student teachers' preconceptions. We will claim that part of these conceptions can be adequately described as “world images”. These images can be influenced effectively by a language of imagery, metaphor, and symbols, but many teacher education activities mainly use a more logical type of language that often is not optimally suited to influence world images. We offer in this paper several teacher educator interventions that might help student teachers to build “world images” so that these images have consequences for their teaching. Thus, the transfer of skills and theory from campus to practice might be improved. A strategy used in science education to induce conceptual change is applied as an example of how to achieve conceptual change in teacher education. In addition, we mention strategies to address directly world images.
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Incl. bibliographical references, index
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Eerst wordt ingegaan op Human Resource Development, vervolgens op het thema competentieontwikkeling en tot slot wordt ingegaan op de rol van de onderwijskunde voor het agrarisch onderwijs. Tevens wordt een schets gegeven van de bijdrage die de onderwijskunde in Wageningen kan bieden aan het groene onderwijs en de opleiding en ontwikkeling van ondernemers en werknemers binnen het agro-foodcluster
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Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's classic The Sociology of Teaching. This new printing of Lortie's classic—including a new preface bringing the author's observations up to date—is an essential view into the world and culture of a vitally important profession.
The elements of psychosynthesis
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Parfitt, W. (1990). The elements of psychosynthesis. Dorset: Element Books.
Ascent of the mountain, flight of the dove: An invitation to religious studies
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Novak, M. (1971). Ascent of the mountain, flight of the dove: An invitation to religious studies. New York: Harper & Row.
De plek waar de energie zit: Aansluiten bij studenten
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