Maatschappelijke waardering en professionaliteit: componenten van de aantrekkelijkheid van het lerarenberoep

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Differentiated instruction in teacher education : a case study of congruent teaching

Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education

A qualitative study of in-service teacher evaluation beliefs

Evaluation is traditionally seen as judgment to help teachers assess the educational outcomes. However, evaluation also plays an important role in the development of teaching and learning process as a key driving element. As evaluation is often used as a tool, it offers little opportunity for these attributes (learning environment, behaviour, competence and attitude) to develop. Thirty-one Chinese in-service teachers were interviewed to ascertain their evaluation beliefs In the classroom. The result shows that in-service teachers define their evaluation in terms of who, why, what, how and when to evaluate. Implications of this research suggest in-service teachers should have an integral role in designing a curriculum and systems relevant to the evaluation context if educational researchers are all concerned with their beliefs

Tradition VS reform: a critical review of teacher evaluation beliefs in China

In context of Chinese New Evaluation reform devoting to change the negative aspects of traditional evaluation including evaluating aim, content, method and student-teacher relationship as well as testing system, we disclosed that the “top-to-down” political and educational system is the critical barrier to block the new theories putting into practice. In order to promote communication between top and down, this paper focuses on the evaluation (the driving force) to explore the relationship between teacher beliefs (why, what, who, when and how) in the classroom and the key problems of New Evaluation reform as “why-aim”, “what-content”, “who-student-teacher relationship”, “how-method” and “when- time”, and then explore some effective counter-measures to involve both top and down into harmony communication to promote Chinese education development