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Professionalisering van VO docenten in DOTs

Oude Alink, Charlotte (2013) Professionalisering van VO docenten in DOTs.

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Abstract:Collaborative curriculum design is often seen as a good strategy for the professional development of teachers. However, there has been done little empirical research in this field. In this qualitative case study the professional development of teachers when collaboratively designing a curriculum has been visualised. Within this study three Teacher Design Teams (TDT’s) from the institute ELAN have been researched. At the time of data collection, the TDT’s had already ended. Because of this fact, this study is a reconstruction research based on the perspective of learning. During this study the Extended Interconnected Model of Professional Growth (EIMGP) (Coenders & Terlouw, 2012) was used to visualise the learning-process of the teachers. The EIMPG is a descriptive model. Central elements in this model are the five domains that represent possible sources of information that can affect the teachers’ learning. These domains are connected by interactions, which visualise the learning process. These interactions can be activated when teachers participate in multiple activities. The EIMPG exists of two cycles, the development phase and the class enactment phase. During this study a document analysis and interviews with coaches have been used to list the activities that took place in the TDT’s. There is a possibility that these activities cause interaction among the different domains, but that is not a certainty that the teacher has learned from these activities. These interactions are merely possibilities for learning. Interviews with the coaches and teachers have been used to grasp understanding of the effects of these activities were on the learning-process of the teachers. During the development phase of the EIMPG it appeared that the results of activities that supported enactment as well as reflection were most effective. In the development phase the most effective activity probably were the development-discussions. In these development-discussions the teachers discussed which concepts to teach within which pedagogy. Many teachers stated to have gained pedagogical skills and pedagogical content skills. To gain pedagogical content knowledge it appeared to be more effective to develop materials from scratch then to redesign existing materials. A possible reason could be that when teachers redesign materials they have the possibility to change the concepts or the pedagogy of the existing materials instead of both. It seemed that the implementation of the new materials was very important as well. All the teachers that entered the class enactment phase of the EIMPG stated to have gained more trust in the renewed pedagogy. A possible reason could be that the teachers needed to see what the effects of the new materials were on the results of the students before they would change their attitude or beliefs (Guskey, 2002). Many teachers stated to have gained pedagogical knowledge during the implementation. Recommendations for follow-up research could be to visualise the learning-process during the participation of the teachers in the TDT’s. That way the learning-process could possibly be described in a more detailed manner and probably there could be made a better distinction between the effects of the different activities.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/64287
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