Co-teachers verzorgen samen onderwijs aan een groep leerlingen die aan hun zorg zijn toevertrouwd. Uit het promotieonderzoek van Dian Fluijt (docent en projectleider bij het Seminarium voor Orthopedagogiek en onderzoeker bij het Lectoraat Normative Professionalisering) blijkt dat co-teaching een effectieve wijze kan zijn om les te geven aan een hyperdiverse groep en tegelijkertijd tegemoet komt aan de behoefte aan meer handen voor de klas. Uit het onderzoek van Dian blijkt dat een klein netwerk van intensief samenwerkende leraren (co-teaching team) in staat is tot duurzame onderwijsinnovatie, waarvan zowel leerlingen als leraren kunnen profiteren. Het welbevinden van zowel leerlingen als leraren in een co-teaching groep groeit, omdat leerlingen meer aandacht krijgen en leraren hun verantwoordelijkheid kunnen delen. Leerlingen in een co-teaching groep presteren over het algemeen beter. Professionalisering op het gebied van co-teaching, gericht op het verkennen van eigen en gezamenlijke normen, waarden en overtuigingen van co-teachers, het leren om samen goed les te geven en het leren om goed samen te werken, is voorwaarde om co-teaching goed uit te kunnen voeren.
This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems.
Het Nederlandse onderwijssysteem kan beschouwd worden als ‘the hidden secret in education’ (Alma Harris). Weinig landen zijn in staat om hoge onderwijs kwaliteit te combineren met een grote mate van gelijke kansen. Daarmee kan Nederland naast gidslanden zoals Finland, Canada/Ontario en Singapore een inspiratiebron zijn voor andere landen. Met dit doel voor ogen is in mei 2017 het boek ’The Dutch way in education: Teach, learn and lead the Dutch way’ gepubliceerd. ‘because the Dutch score high on Pisa rankings, they top almost every chart on child well-being and have a high performing system with a good balance between equity and excellence. These are just a few aspects that indicate the Dutch society and its education has a lot of things to discover if you look more closely.’In dit boek worden de verworvenheden van het Nederlandse onderwijssysteem beschreven vanuit verschillende invalshoeken (klik hier voor de inhoudsopgave [https://www.thedutch-way.com/downloads/The_Dutch_Way_in_Education_tableofcontents.pdf]). Lector Marco Snoek heeft het hoofdstuk over de leraar in het Nederlandse schoolsysteem beschreven. In the Netherlands, as in every country in the world, the quality of education is an issue of major concern, as education is a key factor in maintaining and developing the economic and social stability of a country. It is a key responsibility of the government to maintain and develop that quality. After all, educational quality is not a static concept, as education needs to adapt itself continuously to changes and new needs in society. This chapter focuses on the way in which educational quality and development are supported in the Netherlands and the role teachers play in these. Three perspectives on that role are presented, one in which teachers are recipients from government measures and follow system structures and regulations, one in which individual teachers are seen as the key actors in defining and realizing educational quality and one in which educational quality is considered the result of close collaboration of teams of teachers. The chapter shows how government and local policies in the Netherlands have moved from the first to the second perspective and are now, slowly, evolving to the third perspective.Het boek is uitgegeven door Uitgeverij Onderwijs maak je Samen. Zie www.thedutch-way.com. Sinds november 2017 is er ook een Nederlandse vertaling beschikbaar: The Dutch Way. Leren, lesgeven en leiderschap in het Nederlandse Onderwijs.
The European creative visual industry is undergoing rapid technological development, demanding solid initiatives to maintain a competitive position in the marketplace. AVENUE, a pan-European network of Centres of Vocational Excellence, addresses this need through a collaboration of five independent significant ecosystems, each with a smart specialisation. AVENUE will conduct qualified industry-relevant research to assess, analyse, and conclude on the immediate need for professional training and educational development. The primary objective of AVENUE is to present opportunities for immediate professional and vocational training, while innovating teaching and learning methods in formal education, to empower students and professionals in content creation, entrepreneurship, and innovation, while supporting sustainability and healthy working environments. AVENUE will result in a systematised upgrade of workforce to address the demand for new skills arising from rapid technological development. Additionally, it will transform the formal education within the five participating VETs, making them able to transition from traditional artistic education to delivering skills, mindsets and technological competencies demanded by a commercial market. AVENUE facilitates mobility, networking and introduces a wide range of training formats that enable effective training within and across the five ecosystems. A significant portion of the online training is Open Access, allowing professionals from across Europe to upgrade their skills in various processes and disciplines. The result of AVENUE will be a deep-rooted partnership between five strong ecosystems, collaborating to elevate the European industry. More than 2000 professionals, employees, students, and young talents will benefit from relevant and immediate upgrading of competencies and skills, ensuring that the five European ecosystems remain at the forefront of innovation and competitiveness in the creative visual industry.
Collaborative networks for sustainability are emerging rapidly to address urgent societal challenges. By bringing together organizations with different knowledge bases, resources and capabilities, collaborative networks enhance information exchange, knowledge sharing and learning opportunities to address these complex problems that cannot be solved by organizations individually. Nowhere is this more apparent than in the apparel sector, where examples of collaborative networks for sustainability are plenty, for example Sustainable Apparel Coalition, Zero Discharge Hazardous Chemicals, and the Fair Wear Foundation. Companies like C&A and H&M but also smaller players join these networks to take their social responsibility. Collaborative networks are unlike traditional forms of organizations; they are loosely structured collectives of different, often competing organizations, with dynamic membership and usually lack legal status. However, they do not emerge or organize on their own; they need network orchestrators who manage the network in terms of activities and participants. But network orchestrators face many challenges. They have to balance the interests of diverse companies and deal with tensions that often arise between them, like sharing their innovative knowledge. Orchestrators also have to “sell” the value of the network to potential new participants, who make decisions about which networks to join based on the benefits they expect to get from participating. Network orchestrators often do not know the best way to maintain engagement, commitment and enthusiasm or how to ensure knowledge and resource sharing, especially when competitors are involved. Furthermore, collaborative networks receive funding from grants or subsidies, creating financial uncertainty about its continuity. Raising financing from the private sector is difficult and network orchestrators compete more and more for resources. When networks dissolve or dysfunction (due to a lack of value creation and capture for participants, a lack of financing or a non-functioning business model), the collective value that has been created and accrued over time may be lost. This is problematic given that industrial transformations towards sustainability take many years and durable organizational forms are required to ensure ongoing support for this change. Network orchestration is a new profession. There are no guidelines, handbooks or good practices for how to perform this role, nor is there professional education or a professional association that represents network orchestrators. This is urgently needed as network orchestrators struggle with their role in governing networks so that they create and capture value for participants and ultimately ensure better network performance and survival. This project aims to foster the professionalization of the network orchestrator role by: (a) generating knowledge, developing and testing collaborative network governance models, facilitation tools and collaborative business modeling tools to enable network orchestrators to improve the performance of collaborative networks in terms of collective value creation (network level) and private value capture (network participant level) (b) organizing platform activities for network orchestrators to exchange ideas, best practices and learn from each other, thereby facilitating the formation of a professional identity, standards and community of network orchestrators.
In de huidige onderwijsdiscussie staat persoonsvorming prominent op de agenda. Ten aanzien van beroepsopleidingen voor het leraarschap is er een toenemende en brede erkenning voor het belang van de persoonsvorming van de leraar (in opleiding), de professionele identiteit van de leraar en de bronnen (primaire bronteksten) die bij dat vormingsproces van belang zijn. De relatie tussen de gebruikte bronnen, de persoonsvorming/professionele vorming en de professionele praktijk is complex en daarover is nog veel onduidelijk. Echter, die relatie is cruciaal vanuit het standpunt dat een beroepsopleiding een positieve en waarneembare invloed beoogt uit te oefenen op de aanstaande beroepsbeoefenaren en daarmee op de professionele praktijk in de school. Als onderdeel van het curriculum van een christelijke lerarenopleiding voor het basisonderwijs worden primaire (levensbeschouwelijke en pedagogische) bronteksten ingezet bij het proces van persoonsvorming en vorming van de professionele identiteit. Het onderzoeksproject De invloed van primaire bronteksten op de persoonsvorming en het professionele handelen van de leraar (in opleiding) beoogt aan het licht te brengen welke invloed primaire bronteksten hebben op de persoonsvorming van studenten/aankomende leraren en op beroepsuitoefening in de lespraktijk in het basisonderwijs tijdens hun LIO-stage. Hoe primaire bronteksten functioneren in de praktijk van het onderwijscurriculum op de pabo-opleiding, hoe deze teksten doorwerken bij de persoonsvorming van studenten, welke invloed deze teksten hebben op de vorming van de professionele identiteit van aankomende leraren basisonderwijs en hoe dat hun handelen als beroepsbeoefenaar beïnvloedt, is tot op heden niet onderzocht. Dit empirische onderzoek wil in deze leemte voorzien.
