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THE SKY IS THE LIMIT! De-minimalizing teacher education by stimulating collaborative professionalism. Outline. Focus on minimum standards Calculating strategies of students A need for a wider professionalism of teachers What is understood by ‘wider professionalism’ - PowerPoint PPT Presentation
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RDC Curricula in Teacher Education
THE SKY IS THE LIMIT!
De-minimalizing teacher educationby stimulating collaborative
professionalism
RDC Curricula in Teacher Education
Outline
• Focus on minimum standards• Calculating strategies of students• A need for a wider professionalism of teachers• What is understood by ‘wider professionalism’• Discussion: What opportunities and experiences
do teacher educators have to stimulate this wider professionalism?
RDC Curricula in Teacher Education
Minimum standards in Europe
• Concerns about the quality of the teaching profession
• Safeguarding and stimulating teacher quality by setting minimum standards
• Connected to national tests or inspection regimes
• Minimum standards have become the norm!
RDC Curricula in Teacher Education
Calculating students
• Test regimes and modulair curricula dominate teacher eduation
• Teaching and learning to the tests• A ‘pass’ is enough. No interest in feedback• Many competing and more interesting activities• Consumer-attitide of students: ‘I need more
feedback’, ‘The curriculum should cover more books’
RDC Curricula in Teacher Education
Ambitious and excellent teachers
• Children and society need more ambitious teachers• Teachers need a ‘wider professionalism’
RDC Curricula in Teacher Education
Main question
• What opportunities can be created for more challenging teacher education curricula where ‘minimalism’ (focus on minimum standards) is replaced by ‘maximalism’ (a focus on collaborative professionalism and on reaching the highest possible for each student)?
RDC Curricula in Teacher Education
To answer this question?
• A clearer understanding of collaborative professionalism
• A clearer understanding on theories on student motivation
• Examples of good practice in challenging students (e.g. honours programmes, etc.)
RDC Curricula in Teacher Education
Five sociological perspectives on professionalism
1. Traits approach2. Demands to modern ‘professionals’3. A professionalisation project 4. An independent logic5. The idealistic and altruistic
professional
RDC Curricula in Teacher Education
Traits approach
• Compared to classical professions and professionals: doctors, lawyers, …
• Ideal characteristics:– Monopoly regulating the entrance to the
profession– Ethical code and standards (exclusion from
the profession)– Strong academic knowledge base– Independent
• Semi-, para- or proto-professions• Critics: Idealized and historical-cultural
specific characteristics
RDC Curricula in Teacher Education
Modern demands to professionals• Focus on outcomes• Limited budgets (efficiency)• Transparant and steerable• Accountablecontrol and bureaucracy
• No professional isolation – collaborative• No boundaries – multidisciplinairy• Innovative• Lifelong learning
Neo-liberalism
Knowledge society
RDC Curricula in Teacher Education
Professionalisation project
Emphasis on the development of a profession (Larson 1977, Powers 2008, Gewirtz et al 2009)
• Emancipation of a professionor
• Securing the quality of the professionor
• Self-interest: creating a monopoly, strengthening the position in negotiations, increasing status and income
Professional Association of Diving Instructors
RDC Curricula in Teacher Education
A seperate logic
Three logics (Freidson, 2001)• The free market• Bureaucracy• Professionalism
• Special position and work of professional asks for a seperate logic and steering
• Ensuring quality from within• Professional autonomy to be able to make professional
decisions(Atkinson&Claxton 2000, Evetts 2009, Tonkens 2009)
RDC Curricula in Teacher Education
The idealistic and altruistic professional
• Power imbalance between customer and professional. Customer can’t judge the quality of the professional.
• Service oriented motives of the professional: contribution to society, not income.
• Professional freedom and mandate as condition and reward
• Condition: deserved public trust• Instrument: quality assurance from within by
professional codes, professional registers, …(Crook 2008, Lund 2008)
RDC Curricula in Teacher Education
Trust as a condition
• Trust versus control• Contractual trust vs. relational trust• Trust in competence • Trust in intentions:
– dedication and benovelence– empathy
• Role trust (through ethical codes)
(Byrk&Schneider 2002, Bottery 2003, Nooteboom 2006)
Give trust
RDC Curricula in Teacher Education
Translated into qualities of teachers• Feeling part and being member of the profession/ professional
associations • Commitment to central values and good conduct within the
profession through the use of ethical codes;• Public accountability for outcomes of professional performance;• A strong academic knowledge base that underlies professional
activities.• Involvement in the development of the academic and practice-
based knowledge base through involvement in research• Lifelong professional development of the members of the
profession;• Collaboration with colleagues and stakeholders;• Involvement in innovation of the profession;• Commitment to support both the public and the state in their
understanding of educational matters;• Acceptance of the right of the state to set policies, connected to the
drive of professionals to comment on the effects of such policies at the level of implementation
RDC Curricula in Teacher Education
Maximizing teacher education?
• How to stimulate students’ wider professionalism?
• How to stimulate students to get the most out of their study, aiming for maximum learning outcomes?
• What experiences do you have at your institution in supporting and challenging ambitious and excellent students?