9 research outputs found
Teachersâ individual action theories about competence-based education: the value of the cognitive apprenticeship model
Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachers' individual action theories about competence-based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203-215.Dutch prevocational secondary schools are reforming their educational
programmes to make them more competence-based. This reform has substantial
implications for the roles played by teachers. Yet, little empirical research has
been conducted on teachersâ processes of competence development in vocational
settings. This study explores teachersâ individual action theories regarding the
introduction of competence-based prevocational secondary education. The
cognitive apprenticeship model provides a conceptual framework for addressing
this issue. The research questions addressed here are: How do teachers value
elements of the cognitive apprenticeship model in designing and delivering
competence-based prevocational secondary education?, and, What individual
action theories do teachers have regarding competence-based prevocational
secondary education? The study was designed in two phases. In the qualitative
phase, interviews and concept map techniques were used, while the quantitative
phase employed a questionnaire. Teachers valued elements of the cognitive
apprenticeship model differently, and suggested two additional features: a custommade
educational approach and the professionalisation of teachers
SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
Seezink, A., Poell, R. F., & Kirschner, P. A. (2010). SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators. European Journal of Teacher Education, 33(3), 229-243.This paper reports on a case study investigating learning outcomes at the individual and organizational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organizational development of schools, Action- and development-oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-based vocational
educational arrangements for pupils. An inductive qualitative analysis of 37 semistructured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration,
action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organizational learning
outcomes were identified: institution-level learning, project-level learning, and combining institution-level and project-level learning. A tension was identified between the participantsâ individual interests in learning and personal development, and, the need
for organizational learning aimed at improving organizational processes
De 'droom' van Johan
Johan heeft zich altijd sterk gemaakt voor competentiegerichte en vitale / innovatieve beroepsopleidingen. Zowel in het VMBO en MBO als ook t.a.v. de lerarenopleiding. In het hoofdstuk waarop wij willen reageren, heeft Johan zich geconcentreerd op het SOOP-principe, en hoe dit principe kan bijdragen aan de lerarenopleiding. De essentie van het SOOP-principe houdt in dat School- en instituutsontwikkeling en innovatie, Opleiding van beginnende leraren, praktijkgericht Onderzoek en Professionele ontwikkeling van docenten op een geïntegreerde manier worden aangepakt. Een aanname die hieraan ten grondslag ligt, is dat het vormgeven van loopbaan- en competentiegericht beroepsonderwijs-op-maat een kernopgave is, waar docent en lerende beide verantwoordelijk voor zijn. Lerarenopleidingen als organisaties, en lerarenopleiders en docenten-in-opleiding als individuen horen actief en kritisch betrokken te zijn bij de innovaties in het VMBO en MBO. Zij vormen een belangrijke schakel in de kennisproductie- en circulatieprocessen die op gang moeten komen. Door het samenbrengen van onderzoekers, opleiders, docenten en studenten kan een krachtige leeromgeving gecreëerd worden