Gebruik van de expansieve leercyclus in de lerarenopleiding

Het project ‘Research in Teacher Education (RITE)’, gesubsidieerd door het Erasmus+ programma, is in het eerste jaar van uitvoering. In dit project werken vijf universiteiten in Europa samen om docenten beter te ondersteunen in het creëren van een ‘evidence-informed teaching practice’. Het RiTE-project zal ‘best practices’ opleveren die internationaal openbaar beschikbaar zullen worden gesteld en gedeeld zullen worden via de netwerken van Dudoc onderzoekers en EAPRIL. De partners herontwerpen en evalueren de eigen lokale lerarenopleiding. Daarvoor gebruiken ze het gemeenschappelijk theoretisch model van de expansieve leercyclus die Engeström en Sannino (2010). De cyclus kent de stappen: vraag stellen, analyse, oplossing formuleren, oplossing bekijken en testen, oplossing in praktijk brengen, reflecteren op het proces en oplossing consolideren voor toekomstig gebruik. [Opeenvolging van leeracties in een uitgebreide leercyclus (Engeström en Sannino (2010)] Het onderzoek heeft als doel inzicht te verkrijgen over hoe dit model op elke lerarenopleiding kan worden ingezet èn welke leeropbrengsten dit oplevert met betrekking tot de ondersteuning van docenten in het creëren van een ‘evidence-informed teaching practice’. Het model wordt onder andere ingezet om leraren-in-opleiding (lio’s) te leren om literatuur in te zetten voor de eigen ontwikkeling, de ontwikkeling van praktijkgericht onderzoek, en de ontwikkeling van lesmaterialen voor de klassen waar zij stage lopen. Aan de universiteit van Southampton, bijvoorbeeld, wordt het model ingezet in de lerarenopleiding om literatuur die als waardevol wordt aangedragen over het lesgeven in wiskunde kritisch te bekijken en van commentaar te voorzien. Hiermee wordt bereikt dat leraren-in-opleiding literatuur op waarde leren schatten en kunnen gebruiken in hun lesgeven. Aan de universiteit van Chester wordt het model gebruikt om staande praktijken in het lesgeven in algebra onder de loep te nemen en te verbeteren. Aan de universiteit van Paderborn is het waarheidsgehalte van wetenschappelijk publicaties en de impact die ze kunnen hebben op de samenleving het gekozen onderwerp waar leraren-in-opleiding zich mee bezig houden. De nieuwe manier van werken wordt door alle vijf de universiteiten op dezelfde geëvalueerd en levert daarmee inzichten op hoe de expansieve leercyclus kan worden ingezet bij het opleiden van leraren. De Dataverzameling & analyse richt zich op de perspectieven, overtuigingen en capaciteiten van leraren-in-opleiding in het gebruik van ‘evidence’ in het verbeteren van hun lespraktijk. Daarvoor worden 3 instrumenten gebruikt: •Een vragenlijst voor het evalueren van LIO’s perspectieven en overtuigingen (aangepast van Melnyk, Fineout-Overholt, & Mays (2008)). •Een ‘Evidence-Informed Decision-Making in Education Test (EIDM-ET)’ om de capaciteiten van lio’s te evalueren (aangepast van Ramos & Tracz (2003)). •Semi-gestructureerde pre-post interviews om de uitkomsten van de vragenlijst en de test te kunnen evalueren. In deze workshop wordt een korte toelichting gegeven op de doelen van het RITE project waarna de deelnemers actief zelf aan de slag gaan met de expansieve leercyclus van Engeström en Sannino. De werkvorm levert de deelnemers inzichten op hoe deze cyclus ingezet kan worden in onderzoek en in opleiding van docenten. Referenties: Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1. Melnyk, B. M., Fineout-Overholt, E., & Mays, M. Z. (2008). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 5(4), 208-216. Rock, T. C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32(1), 77-92. Ramos, K. D., & Tracz, S. (2003). Validation of the fresno test of competence in evidence based medicine. Bmj, 326(7384), 319-321.   Doorloop van de worksho

Strategies to support teachers’ professional development regarding sense-making in context-based science curricula

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. This framework guides the design of activities that support teachers' development in three new aspects of teaching context‐based science units: setting a context in class, performing a new teaching role, and teaching new content. In a case study, six teachers in secondary education participated in a professional development program based on the adapted framework. A qualitative inner‐case analysis was conducted to describe teachers' sense‐making during the program, in terms of the categories “assimilation,” “accommodation,” “toleration,” and “distantiation.” Results showed that teachers participating in the professional development program successfully assimilated and accommodated all three aspects; however, the process of teachers' sense‐making of the new content followed a different path compared to the processes of the other aspects. The relation between these results and the adapted framework are discussed to retrieve strategies for planning professional development programs to support teachers in curriculum innovations

Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. This framework guides the design of activities that support teachers' development in three new aspects of teaching context‐based science units: setting a context in class, performing a new teaching role, and teaching new content. In a case study, six teachers in secondary education participated in a professional development program based on the adapted framework. A qualitative inner‐case analysis was conducted to describe teachers' sense‐making during the program, in terms of the categories “assimilation,” “accommodation,” “toleration,” and “distantiation.” Results showed that teachers participating in the professional development program successfully assimilated and accommodated all three aspects; however, the process of teachers' sense‐making of the new content followed a different path compared to the processes of the other aspects. The relation between these results and the adapted framework are discussed to retrieve strategies for planning professional development programs to support teachers in curriculum innovations

Strategies to support teachers’ professional development regarding sense-making in context-based science curricula

The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. This framework guides the design of activities that support teachers' development in three new aspects of teaching context‐based science units: setting a context in class, performing a new teaching role, and teaching new content. In a case study, six teachers in secondary education participated in a professional development program based on the adapted framework. A qualitative inner‐case analysis was conducted to describe teachers' sense‐making during the program, in terms of the categories “assimilation,” “accommodation,” “toleration,” and “distantiation.” Results showed that teachers participating in the professional development program successfully assimilated and accommodated all three aspects; however, the process of teachers' sense‐making of the new content followed a different path compared to the processes of the other aspects. The relation between these results and the adapted framework are discussed to retrieve strategies for planning professional development programs to support teachers in curriculum innovations