How to support generic and disciplinary aspects of teaching in higher education

The question whether centers for staff and educational development in higher education should focus not just on generic aspects but also on disciplinary aspects, presupposes the very existence of such centers. As a matter of fact, such centers have established themselves in many countries only fairly recently. For a long time, a PhD, publications in peer reviewed journals and other research credentials were the prime and often only prerrequisites for a teaching career in higher education. Academics who had these credentials were apparently seen as adequately equipped to prepare students for their future in the system

Contributing to reading comprehension through Science and Technology education

In this study, an educational development approach is investigated aiming at improving reading comprehension outcomes in primary education through inquiry and design-based Science & Technology teaching. The context is societal pressure to increase the likelihood that more students, later in their life, will aspire for careers in technology-intensive professions. However, schools are under more pressure to focus on core subjects, such as language. Integrated Science & Technology and Language education may overcome this problem. In this study, students from Years/Grades 3-6 (9- to 12-year-olds) received an experimental treatment, in which regular reading comprehension lessons were replaced by inquiry and design-based projects with a strong focus on oral language. Before and after, their performance on tests for reading comprehension was measured. No significant differences were found from performance in a control group, who received the regular reading comprehension lessons, but hardly any Science & Technology lessons. In the experimental group, teachers used the Skills Rubric Inquiry and Design and reported that students’ skills for inquiry and design improved considerably. Substantial professional support in the form of weekly meetings in a professional learning community was necessary to achieve these goals. Initially, the teachers involved had little knowledge of Science & Technology and low self-efficacy with regard to teaching this subject, but teacher attitude towards teaching Science & Technology improved considerably during the project. It was concluded that integrating Science & Technology and language education is a complicated yet rewarding approach

El modelo de consenso sobre el Sistema de Certificación en Docencia en Educación Superior en Holanda: un fenómeno típicamente holandés

[EN] This article describes the process which led to the introduction of a University Teaching Qualification (UTQ) at research universities in the Netherlands. Until 2008, the only requirements to get appointed as a lecturer at most Dutch research universities pertained to research competences. This changed in 2008 when all Dutch research universities signed the Mutual Agreement of University Teaching Qualification. In 2005 staff developers of six universities initiated a working group to support the idea of a mutual agreement of the UTQ. Their initiative was taken over by two Vice Chancellors but at that time there was no consensus between all the research universities. This changed by political pressure of the Ministry of Education and student unions. The Dutch UTQ is mandatory, but not by law. The UTQ Agreement describes the scheme that concerns the embedding of the UTQ certification procedures in the participating universities. The mutual recognition of the UTQ is an example of a typical Dutch phenomenon called the Polder Model a strategy of consensus based policy making and a pragmatic recognition of pluriformity.[ES] El artículo describe el proceso que condujo a la introducción de un título de enseñanza universitaria (UTQ) en las universidades de investigación en los Países Bajos. Hasta 2008, los únicos requisitos para ser profesor en la mayoría de las universidades de investigación holandeses se remitían a competencias en investigación. Esto cambió en 2008, cuando todas las universidades de investigación holandeses firmaron el Acuerdo Mutuo de la Universidad de Cualificación Docente. En 2005 los formadores de seis universidades iniciaron un grupo de trabajo para apoyar la idea de un acuerdo mutuo sobre la UTQ. Su iniciativa fue asumida por dos Rectores, sin que hubiera consenso entre todas las universidades de investigación. Esto cambió por la presión política de la Consejería de Educación y los sindicatos de estudiantes. Ahora el UTQ es obligatorio, pero no por la ley. El Acuerdo UTQ describe el esquema que se refiere a la incorporación de los procedimientos de certificación UTQ en las universidades participantes. El reconocimiento mutuo de la UTQ es un ejemplo de un típico fenómeno holandés, el modelo pólder, una estrategia basada en el consenso en la formulación de políticas y un reconocimiento pragmático de la pluriformidad.De Jong, R.; Mulder, J.; Deneer, P.; Van Keulen, H. (2013). Poldering a teaching qualification system in Higher Education in the Netherlands: a typical Dutch phenomenon. REDU. Revista de Docencia Universitaria. 11(3):23-40. https://doi.org/10.4995/redu.2013.5517OJS2340113Association of Universities in the Netherlands/ VSNU (2008). Mutual agreement on a national framework of a University Teaching Qualification System (Overeenkomst Wederzijdse erkenning Basiskwalificatie Onderwijs: BKO). The Hague.Board of the University of Groningen (2013). University of Groningen Critical Reflection 2013. GroningenGerritsen, R.J., Jong, R. de, & Alst, J. M. T. van (2004). Toetsen van docentcompetenties: professionaliseringsbeleid voor docenten. TH&MA, 2004(5), 53-61.Gibbs, G. (2005). NTFS Report on Utrecht University. Oxford: NTFS.Jong, R. de (2012). Teaching competencies: qualification frameworks and external audits. The Dutch example: how to unite uniformity and flexibility. Lecture presented at the annual RED-U meeting, 02-02-1012 Bilbao, Spain.Jong, R. de, & Keulen, H. van. (2007) De lange weg naar competente én gekwalificeerde docenten, Onderzoek van Onderwijs, 36/3, 44-47.Jong, R. de, Alst, J. van, Andernach, T., Baume, D., Diez, A., Keulen, H. van, Petegem, P. van (2010). International agreement on a Qualification for University Teaching, Let's make a start as experts in staff development. Workshop at the ICED Conference 2010, Barcelona, Spain.Jong, R. de, Andernach, T., Barendsen, E. & Mulder, J. (2011). Externe kwaliteitsborging BasisKwalificatie Onderwijs in de Praktijk, Een onderzoek naar een bruikbaar auditsysteem'. The Hague: SoFoKles.Keesen, F., Wubbels, T., Tartwijk, J. van, & Bouhuijs, P. A. J. (1996). Preparing university teachers in The Netherlands: Issues and trends. International Journal for Academic Development, 1(2), 8-16.Keulen, J.van, Alst, J. van, Jong, R. de, & Halma, A. (2006). Towards a national system of teaching qualifications in higher education in the Netherlands. Paper presented at the ICED Conference 2006, Sheffield, EnglandKeulen, H. van, Jong, R de, Deneer, P. (2008). Characteristics of successful faculty development programs. Paper presented at the ICED Conference 2008, Salt Lake City, USA.Kranenburg, M. (1999), The political branch of the polder model, The economist (May 2002) ModelmakersMulder, J.A., Jong, R. A.H. de & Andernach, J.A. (2012). University Teaching Qualification: Quality assurance via external audits in the Netherlands. Paper presented at the 2012 ICED conference, Bangkok, Thailand

LA PRESA DE AYAGAURES EN CONSTRUCCIÓN [Material gráfico]

Copia digital. Madrid : Ministerio de Educación, Cultura y Deporte. Subdirección General de Coordinación Bibliotecaria, 201

Nieuwsgierig naar de wereld : opleiden en opvoeden in verbondenheid

Curious about the world. Education in harmony with the surrounding context’. On December 11, 2014, dr. Hanno van Keulen was installed as professor on the chair for Educational Leadership at Windesheim Flevoland University of Applied Science in Almere, the Netherlands. In his lecture, Hanno van Keulen first addresses the special history of the province of Flevoland, emerging from the sea through a grand act of polder creation only decades ago. New Towns like Almere and Lelystad have subsequently been designed and built. Higher Education came only recently, in 2010. It has to meet the challenges of a region that still has to develop socially and economically, but it can already benefit from the architectural and organizational alignment between the provincial, municipal and private institutions for education, youth care and governance. The research program of the Lectureship of Educational Leadership focuses on establishing and investigating professional learning communities in order to promote continuing professional development and innovation in the whole area of education, from toddler through K-18 into higher education and professional life, from honours programs for high achievers to programs for children that need care or have special educational needs. Given the immense potential of technology for future careers and employment, the research program focuses on strengthening STEM (‘Science, Technology, Engineering, Mathematics’) education and relating STEM to academic language skills, 21st century skills and citizenship in formal and informal education. In his lecture, Hanno van Keulen elaborates on the theory of embodied and situated cognition and its relevance for education

How to support generic and disciplinary aspects of teaching in higher education

The question whether centers for staff and educational development in higher education should focus not just on generic aspects but also on disciplinary aspects, presupposes the very existence of such centers. As a matter of fact, such centers have established themselves in many countries only fairly recently. For a long time, a PhD, publications in peer reviewed journals and other research credentials were the prime and often only prerrequisites for a teaching career in higher education. Academics who had these credentials were apparently seen as adequately equipped to prepare students for their future in the system