Work-based teacher training and beginning teachers in the Netherlands

Rikky Dekkers, Edmee Suasso,Obe de Vries, Wim OehlenATEE, 28 August 2010

Contents of this presentation

• Introduction• Framework for work-

based teacher education• Case Study• Discussion?

Work-based teacher

education

Concept framework Aspects Points of view

1. Vision / educational leadership

- shortage of teachers / quantity and quality- bridging the career shift of starting teachers- Personnel at the school - Innovation in de school

2. Policy - multiyear policy towards development of WBTT - human resource management- financial policy

3. Programmatic implementation

- curriculum - student selection- expertise of the personnel- assessment, testing

4. Quality management - processes - results - (side-)effects

5. Relation between school and institute

- communication - decision

Vision

Tactical;Providing

Operational;

Acting

Strategic;Setting goals

Fig. 1 policy process PDS; E.Suasso

Learninggoals and curriculum

steering professional development

Competent in working with colleges

Competent in working within environment

Pedagogiccompetence

Didactic competence

Interpersonal competence

Organize competence

Layers of reflection in every competence

Effective acting in professional settings

Conceptual reflection

Reflection professional Identity

steeringprofessional development

Policy

Quality managementQuality management

Programmatic implementation

Relation between teacher training institute and primary/secondary schools

Conclusions

Quality of education = quality of teachersQuality of teachers = quality of education

It’s a gift to meet inspired teachers!