Course 14-T4: Teaching and Teacher Education


27 January



1.        Introduction to the master class

Prof. Dr Jan van Tartwijk

Prof. Dr Wilfried Admiraal

Teacher expertise



2.        Group work



3.        1 Professional identity

Prof. Dr Douwe Beijaard


4.        2 Teacher Knowledge

Prof. Dr Jan van Driel


5.        Reflection


28 January Teaching



6.        Group work



7.        3 Interpersonal perspective

Prof. Dr Theo Wubbels


8.        4 Pedagogical aspects

Prof. Dr Monique Volman


9.        5 Instructional perspective

Prof. Dr Wim van der Grift


10.     Reflection


12 February Teacher learning



11.     Group work



12.     6 Teacher education

Prof. Dr Fred Korthagen


13.     7 Teacher assessment

Dr Dineke Tigelaar


14.     8 Self study

Dr Amanda Berry


15.     Reflection


13 February Teacher career



16.     Group work



17.     9 Professional development

Dr Klaas van Veen


18.     10 Teacher socialization

Prof. Dr Geert Kelchtermans


19.     11 Teacher career development

Prof. Dr Mieke Brekelmans


20.     Reflection


14 February Project day






Venue: UU Utrecht binnenstad / VU Amsterdam, De Boelelaan 

Master class preparation: 
· Read literature for each workshop 
· Prepare issues for discussion and send them the day before 
· Discuss these issues in group work in order to prepare each workshop 

· Assignment and preparation of presentation 

3 EC = 84 hrs; 40 hrs meetings and 44 hrs preparation

Overview of the workshops 
Workshop 1. Professional identity (Prof. Dr Douwe Beijaard) 
The workshop will consist of two parts. In the first part the concept of professional identity will be explained, including how it originated in the domain of Teaching and Teacher Education. There are different research perspectives on how to investigate teachers’ professional identity. During the first part of the workshop the participants are challenged to work with a specific, narrative, research method for the collection and analysis of data. In the second part of the workshop attention will be paid to the development of professional identity in teacher education. The emphasis will be placed on some relevant program principles for this. 

Workshop 2. Teacher knowledge (Prof. Dr Jan van Driel) 
In Europe, a long tradition in teaching and learning of subject matter has been established (referred to in the Netherlands as ‘vakdidactiek’). In the USA, Lee Shulman coined the phrase pedagogical content knowledge (often shortened to PCK) to denote the specific knowledge teachers have, or should have, about teaching strategies aimed at student understanding of specific topics or content. During this workshop I will discuss the concept of PCK in the light of the international research literature, also comparing PCK to the abovementioned European tradition. Next, I will discuss the development of PCK in the context of science teacher education and in the course of science teachers’ work in practice. For this purpose, I will present some results of my own research. Also, I will address methodological issues related to research on PCK. 

Workshop 3. Interpersonal perspective (Prof. Dr Theo Wubbels) 
Teaching and teachers can be studied from multiple theoretical perspectives. We study teaching from an interpersonal perspective that describes, analyzes and interprets teaching in terms of the teacher-student and teacher-class relationships. Questions to be answered are e.g. What determines the character of the teacher-class relationship? How do teachers proceed in building teacher-student relationships? What types of teacher-class relationships can be distinguished? Are characteristics of these relationships connected to student cognitive and affective outcomes? Do relationships develop over time? Can student teachers learn to build positive relationships?. 

Workshop 4. Pedagogical aspects (Prof. Dr Monique Volman)
This workshop addresses the question what is a pedagogical perspective on teaching. Often ‘taking care of a safe learning climate’ or ‘teaching students norms and values’ are considered to be the pedagogical aspect of education. It will be argued that a pedagogical perspective instead focuses on the contribution of education to personal development or identity development. Working as a community of learners, as discussed in the article of Boersma et al. (2010), is proposed as a way of teaching with a pedagogical quality. 

Workshop 5. Instructional perspective (Prof. dr. Wim van der Grift) 
More information will be available soon

Workshop 6. Teacher education (Prof. dr. Fred Korthagen) 
This workshop will be devoted to some inconvenient truths, such as the gap between theory and practice in teacher education, the problematic relationship between teacher thinking and teacher behaviour, and the limited significance of teacher competencies. Also promising new perspectives will be put forward, in particular the realistic approach to teacher education and a more holistic view of teachers and teaching. 

Reading assignment
Please read the article entitled “How teacher education can make a difference”. Take a large sheet of paper, and make a concept map in which you connect the most important concepts and principles from the article. Also add and connect concepts or principles from your own research. At the bottom of the sheet write questions and points of discussion that come up. 

Workshop 7. Teacher assessment (Dr Dineke Tigelaar) 
During the workshop on teacher assessment, we will focus on recent developments in teacher assessment, and on purpose and quality issues in teacher assessment. In order for participants to prepare for this workshop, I have selected the following article: 

Uhlenbeck, A. M., Verloop, N., & Beijaard, D. (2002). Requirements for an assessment procedure for beginning teachers: Implications from recent theories on teaching and assessment. Teachers College Record, 104(2), 242–272.

Although this article is quite old, it still provides a valuable overview of theories on teaching and assessment, and on requirements for assessment of (beginning) teachers. The article also provides insight into typical issues in teacher assessments.

Reading assignment 
After having read this article, go back to Table 1, and try to group the implications (along with their foundations and the related issues): 
Which (group of) implications do you see as the most important requirements for (beginning) teacher assessment? 
Which (group of issues) do you consider as the most challenging for developers and users of teacher assessments? 

Workshop 8. Self study (Dr. Amanda Berry) 
More information will be available soon

Workshop 9. Professional development (Dr Klaas van Veen) 
Increasingly, teachers are assumed to develop professionally continuously. At the same time, research in this domain is very popular and the field is growing. However, reviewing this field shows mainly the domains that still need to be explored. Other features of this field are the often strong normative connotations in professional development programs, and the lack of understanding of the school context in which the professional development is organized. The text is the English version of a recent review of this field (Van Veen, K., Zwart, R. & Meirink, J. (2012). What makes teacher professional development effective? A literature review. In: M. Kooy & K. van Veen, Teacher learning that matters: International perspectives (pp. 3-21). New York: Routledge). 

Workshop 10. Teacher socialization (Prof. dr Geert Kelchtermans)
More information will be available soon

Workshop 11. Teacher development (Prof. dr Mieke Brekelmans) 
In this meeting we will use principles of Dynamic systems theory to discuss how studying development of professional expertise (behavior, knowledge, identity) on different time scales (within lessons, during school year, during teaching career) may help to understand teacher development. 

Reading assignment 
To prepare for the meeting carefully read the following article: 
Mainhard, M.T., Brekelmans, & Wubbels. (2011). The development of the classroom social climate during the first months of the school year. Contemporary Educational Psychology, 36, 190-200. Doi:10.1016/j.cedpsych.2010.06.002 

Formulate at least three questions (e.g. issues you don't understand) or points of discussion.