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Teacher Education in The Netherlands

Outline. The context of TESystem en structureAutonomy versus government controlMistrust in societyIssues in TETeacher quality: standards and knowledge baseBridging the gap: school based TEResearch based TE and academic schoolsQuality versus quantityLifelong learning of teachersThe quality

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Teacher Education in The Netherlands

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    1. Teacher Education in The Netherlands

    2. Outline The context of TE System en structure Autonomy versus government control Mistrust in society Issues in TE Teacher quality: standards and knowledge base Bridging the gap: school based TE Research based TE and academic schools Quality versus quantity Lifelong learning of teachers The quality of teacher educators

    3. The Dutch educational system

    4. A dual system in higher education Universities: Traditional academic subjects Ba (3) and MA or MSc (1 or 2) and PhD Research Hogescholen (univ. for applied sciences) Professional education (BEd, 4 year) Few post-initial master courses (MEd, 60 ECTS (not) funded) Recently: practice oriented research

    5. Teacher degrees

    6. Dutch teacher education

    7. Types of teacher education

    8. Autonomy versus government control Deregulation: steering on outcome s and quality School autonomy: responsible school boards and a national inspectorate Teacher education: a matter of national concern stronger government interference explicit quality criteria and control national tests

    9. Mistrust towartds the quality of TE

    10. Mistrust towards teacher education Lack of quality? Lack of subject knowledge? National competences National knowledge base National knowledge tests

    11. Issues in TE Teacher quality: standards and knowledge base Bridging the gap: school based TE Research based TE and academic schools Quality versus quantity Lifelong learning of teachers The quality of teacher educators

    12. Teacher quality: Competence standards

    13. Detailed prescriptions 7 competences Description-requirements-indicators (21 pages) Detailed knowledge base that each student is expected to master

    14. Bridging the gap: schoolbased TE Strong co-operation TE schools: shared responsibility within strong partnerships Part of the TE curriculum in school (>40%?) Mentor = school based teacher educator Pairs of school based and TEI based teacher educators New division of roles and responsibilities Integration of education of new teachers and school development

    15. Research based TE and academic schools Within BEd-programmes: attention to practice based research Introduction of research groups within the Universities of Applied Sciences (lectoren) Government support for academic schools (PDS): teachers and teacher students involved in research to support innovation

    16. Quality versus quantity Teacher shortage Attracting professionals from outside schools Introducing teacher assistants Flexibility in TE-routes New routes into teaching: Initial TE Post-graduate courses Side-entrance into the profession (APL) Academic bachelors Quality initiatives Academic primary teachers Honours programs Every teacher a master???

    17. Lifelong learning of teachers Not compulsory No incentives Commercially based New initatives: In-service master programmes Bursary system Towards a national professional register

    18. The quality of teacher educators Strong national association of School based and university based Teacher educators (1600 members) Strong professional awareness Professional standard Professional register (not compulsory) Knowledge base for teacher educators Professional journal, publications, conferences,

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