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First presentation in the series "Professionalising teachers and raising the quality of care" (PAMAOK003); MA in Education Studies , Groningen University (RUG), 10 November 2010.
Citation preview
|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
1
Professionalising teachers and raising the quality of care
An introduction
PAMAOK003: Professionalising teachers and raising the quality of care Lecture 1 | 10 November 2010Ernst D. Thoutenhoofd
To review this presentation see www.slideshare.net/ernstt
|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
Contents
1 Summary of this module’s lectures and assignments
2 Introduction to the module:● Functionalist and constructivist perspectives on professionalism● Example of professionalism: assessment-based intervention
‘Handelingsgerichte diagnostiek’ or HGDClinical supervision
|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
3
Outcome targets for this Master-track
› Insight into the causes and consequences of problems with learning.› Insight into the possibilities of (early) recognition, diagnosis, treatment
and prevention. › Systematic intervention with respect to learning problems on micro-,
meso- and macro-levels. › Understanding of, and insight into, the care-structure of the school.› Evaluate the care for learners, notably the care offered by teachers and
resident/ambulant support services.› Demonstrate understanding of different models for improving the quality
of care, including assessment-based intervention (handelingsgerichte diagnostiek) and consultative support for learning (consultatieve leerlingebegeleiding).
› Practice coaching and consultation competencies aimed at professionalisation of teachers.
|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
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Module details
Learning outcomes1. Reflect on the knowledge and skills needed for
professionalisation. 2. Appraise different approaches to professionalisation.3. Propose goals that can be pursued through professionalisation.
Assignments1. Learning gains—what do you know before and after the
module?2. Book review—how do different approaches compare?3. Options for professional practice—which goals may be pursued?
Please note: the deadline for all assignments is 12 January 2011.
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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Lectures
10-11-2010 Assessment-based interventions Ernst Thoutenhoofd
17-11-2010 Consultative support for learning Marja van Duin 24-11-2010 Thinking skills + workshop Rob de Haas 01-12-2010 Professional learning conversations Ernst
Thoutenhoofd 06-12-2010 Wenckebach visit Pauline Bakker 08-12-2010 Practising consultation Marieke van Roy 15-12-2010 Learning conversation + evaluation Students 12-01-2011 Assignment deadline Students
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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Objectives for this introductory lecture
Put the role of educational expertise in improving the quality of educational practice up for discussion.
Firstly, by detailing a constructivist perspective, in order to make visible what is often taken for granted in the notion of professionalism.
And secondly, by describing assessment-based intervention as a widely-used functionalist approach to improving educational practice, before other approaches are introduced.
NB: ‘assessment’ is here used as English equivalent of the Dutch term ‘diagnosis’; in both cases what is meant is a formal, normative, expert appraisal aimed at determining a causal interaction.
|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
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curriculum
7
Professional differentiation over time
¶ Based on Meijer et al. (2008): Leren met meer effect.
teacher
pupil
scientist
pupil
curriculum
advisorassistant
teacher
manager
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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A functionalist perspective
Vincent Connelly and Michael Rosenberg Special education teaching as a profession (2009)
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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Developmental functionalism
Some developments act in favour of professional autonomy:complex knowledge of work to be doneperiod of inductionongoing career developmenttraining in new approachessubstantial authority over actionrelatively high salaries
Other developments act against autonomy:as in medicine, conflicting interests and (counter-)claimsunlike in law, the state directly interferes in autonomyas in engineering, escalating influence of markets
¶ Based on Connelly and Rosenberg (2009) Special education teaching as a profession.
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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From functionalism to constructivism
Functionalist perspectives tend to assume realism.
However, problems and their solutions are never naturally occurring but constructed realities: things could typically have been perceived differently, and acted upon differently.
E.g. disorder classifications; language and cultural capital; social inclusion and integration; ethnicity and gender; intelligence and performance; educational targets and aspirations; etc.
Education professionals confront elaborate constructions on a daily basis.
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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A constructivist perspective
› Jeroen Dekker Children at risk in history: a story of expansion (2009)
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pedagogy and educational sciences
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The number of children ‘at risk’
Child science and child acts served as major multipliers for the number of children at risk.
Professionals contribute to expansion by e.g. using research methods that inflate numbers broadening the definition of child maltreatment
The moral dimension of child science has become increasingly prominent over time.
Addressing the needs of an expanding population leads to greater influence of better organised professionals.
¶ Based on Dekker (2009) Children at risk in history.
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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Summary of professionalism as critique
Constructivism is alert to socio-political dimensions, while functionalism focuses on the quality of the task.
Education professionals confront both constructivist and functionalist dimensions of professionalism on a daily basis.
There is a highly symbiotic (mutually enhancing) relationship between science, professionalism and policy; e.g. raising the quality of educational care.
Education scholars are becoming increasingly interventionist, while education professionals become increasingly scientific.
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faculty of behaviouraland social sciences
pedagogy and educational sciences
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Critical de-differentiation
¶ Based on Meijer et al. (2008): Leren met meer effect.
scientist
pupil
curriculum
advisorassistant
teacher
managerscientist
pupil
curriculum
advisor
assistantteacher
manager
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faculty of behaviouraland social sciences
pedagogy and educational sciences
15
Assessment-based intervention
Pameijer and van Beukering (2004) Handelingsgerichte diagnostiek.
The approach is known in the Netherlands as HGD, and this is the term used here for assessment-based intervention.
For the purposes of this module, it is assumed that HGD and its various incarnations (cf. Pajak) provide general, widely used frameworks for intervention used by e.g. orthopedagogen in the Netherlands and educational psychologists in the UK.
HGD can therefore provide the large backdrop against which to explore other approaches to professionalisation in education.
|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
Starting points of HGD
Assessment-based intervention (HGD) is a systematic, cyclical procedure for evidence-based decision-making in education.
Diagnosis is not a goal in itself, but a means to base advice in good evidence. The diagnostic cycle is complete when the client receives advice that is both welcome and usable.
The goal of HGD is to provide advice that has the support of teachers, carers and the child; the approach is holistic, inclusive and participatory.
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|Date 10.11.2010
faculty of behaviouraland social sciences
pedagogy and educational sciences
The six phases of HGD intervention
1. intake phase (re)formulate the request for help2. strategy phase gather data relevant to decision-making3. research phase question-guided analysis4. assessment phase translation from diagnosis to advice5. advising phase adjusted to means and wishes6. evaluation phase evaluate diagnosis and advice
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faculty of behaviouraland social sciences
pedagogy and educational sciences
Guiding principles of HGD
Engagements are transactional—it is recognised that all participants reflect on, and adjust to, the intervention that is taking place.
HGD distinguishes between risk factors and protective factors.
Goodness of fit is reflected in the expectations of parents vs. the capacities, motivation and behaviours of the child.
The cause of a learning problem is less relevant than its meaning for properly adjusting the education of the child.
Collaboration with school, parents and child is crucial, calling for open communication and clear agreements.
18
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pedagogy and educational sciences
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Edward Pajak’s focus on clinical supervisionPajak positions the evolution of assessment-based intervention in the sociology of John Dewey (1859-1952).
‘When Dewey called for the application of the scientific method to educational problems, he was referring to reflective inquiry as a guide to practice.’ (Pajak 2000:2-3)
According to Dewey,• Democratic supervision recognises the worth of individuals;• Democracy is action oriented (the pursuit of intelligent solutions through problem-centred groups);• Schools are information-based organisations.
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pedagogy and educational sciences
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Thank you for your attention
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pedagogy and educational sciences
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References
Connelly, Vincent J., and Michael S. Rosenberg (2009) Special education teaching as a profession: Lessons learned from occupations that have achieved full professional standing, in Teacher Education and Special Education 32(3):201-214.
Dekker, Jeroen J.H. (2009) Children at risk in history: A story of expansion, in Paedagogica Historica 45(1):17-36.
Pajak, Edward (2000) Approaches to clinical supervision: Alternatives for improving instruction. Norwood, US: Christopher-Gordon Publishers.
Pameijer, N. and Beukering, T van (2004) Handelingsgerichte diagnostiek: Een praktijkmodel voor diagnostiek en advisering bij onderwijs- en opvoedingsproblemen. Leuven, België: Acco.