Guiding learning teaching: Towards a pedagogy of work-based teacher education

Volman, M.L.L. [Promotor]Brekelmans, J.M.G. [Promotor

Contaminants in popular farmed fish consumed in the Netherlands and their levels in fish feed

Investigated is a wide range of pollutants in the top five consumed fish in the Netherlands (salmon, trout, tilapia, pangasius and shrimps). Farmed fish samples were collected from different sources (supermarkets, fish stores, markets and suppliers for restaurants) and analysed for PCDD/Fs, PCBs, organochlorine pesticides (OCPs), PBDEs, HBCD, PFCs, heavy metals and residues of antibiotics. Furthermore, fish feeds and ingredients were collected and investigated for mycotoxins and toxaphene residue

Partnerschaften zwischen Schulen und Hochschulen in den Niederlanden

Dieser Beitrag beschreibt Partnerschaften von Schulen und Hochschulen in den Niederlanden, die es zum Ziel haben, die Lehrerinnen- und Lehrerbildung mithilfe des Potenzials beider Institutionen, Hochschule und Schule, zu verbessern. Er gibt einen Überblick über verschiedene Formen der Hochschul-Schul-Partnerschaft, wie sie in den Niederlanden bestehen, und beschreibt die Lernarrangements und die Begleitung der Studierenden in den Schulen. Zugrunde gelegt sind verschiedene Quellen, darunter staatliche Berichte und Forschungsbeiträge zur Kooperation von Schulen und Hochschulen. Sie zeigen, dass neue Formen der Zusammenarbeit das Vertrauen in die jeweils andere Institution stärken und die Unterstützung der Studierenden in den Praktika verbessern. Grundlage dafür scheint ein echtes Verantwortungsgefühl für die Ausbildung guter Lehrpersonen zu sein. Allerdings ist die Theorie-Praxis-Kluft durch die Kooperation nicht vollständig verschwunden. Eine neue Herausforderung ist die Entwicklung eines kohärenten Studienprogramms der Lehrerinnen- und Lehrerbildung auf der Grundlage der Zusammenarbeit der Akteure aus Schulen und Hochschulen.This article describes school-university partnerships in the Netherlands that aim at improving the quality of teacher education by using both the affordances of schools and universities. It gives an overview of the ways school-university partnerships are organized in the Netherlands, and describes the learning arrangements of student teachers and the supervision given at school. This paper is based on several sources, among others on reports and studies initiated by the government, and research into Dutch school-university partnerships. From these we learn that partnerships have enhanced the trust between schools and universities and have improved supervision given at school based on a really felt responsibility for teacher quality. On the other hand, the gap between «theory» and «practice» has not completely disappeared yet. New challenges to teacher education also have come up. One of them is the development of a continuous teacher education curriculum as a result of collaboration between staff of schools and universities

The activities of a school-based teacher educator: a theoretical and empirical exploration

Teacher education all over Europe is increasingly becoming school-based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school-based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used. © 2009 Association for Teacher Education in Europe