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Uwe Krause Fontys University of Applied Sciences Tilburg/NL

Concepts into practice: Pedagogical network geography in South-Netherlands GTE Conference 2014 Winchester 24 th - 26 th January 2014. Uwe Krause Fontys University of Applied Sciences Tilburg/NL. It all started with an idea and 2 visits …. 1st round: April 2012 - June 2013.

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Uwe Krause Fontys University of Applied Sciences Tilburg/NL

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  1. Concepts into practice: Pedagogical network geography in South-NetherlandsGTE Conference 2014Winchester24th- 26th January 2014 Uwe Krause Fontys University of Applied Sciences Tilburg/NL

  2. It all started with an idea and 2 visits … u.krause@fontys.nl

  3. 1st round: April 2012 - June 2013 2 teacher educators 7 teachers 12 meetings “open approach” 14 students 2nd year B Ed Traineeship: 2 full weeks, 8 weeks 2 days Institute: “Teaching Geography”-courses u.krause@fontys.nl

  4. 1st round: results - teachers Taylor’s 2nd order concepts help to have a more clear idea, what geography is about. Some applied a conceptual approach and enquiry based learning. Want to have a concrete benefit of the meetings ( we spend a free evening) Do not (only) come for the students they are tutoring. Network-meetings are a form of professionalization. u.krause@fontys.nl (Results based on questionnaires of all participants.)

  5. 1st round: results - students Taylor’s 2nd order concepts and the idea of a lesson focus question help to structure the lessons Increasing understanding of geography as a spatial science. Tips: more structured reflection tasks /feedback Benefits of network (freedom to explore, tutor knew about theory, match theory-practice; feedback in couples) less practice time due to couples (Results based on 3 questionnaire of all participants (before, during and after traineeship),1 oral interview (after traineeship), and 1 master thesis based on in-depth interviews with 8 students and an analysis of a lesson plan of every student.) u.krause@fontys.nl

  6. Meanwhile in the Netherlands … Learning at the workplace Source: freedigitalphotos.net • Transfer of: • Pedagogy (courses) • Tutoring Professional development • Teaching the subject (courses) u.krause@fontys.nl

  7. Meanwhile in the Netherlands … Learning at the workplace Closing the “theory – practice” gap Source: freedigitalphotos.net • Functioning pedagogical networks tool for learning process of students and teachers / teacher educators, combine theory and practice (Tynjälä, 2008) • Few knowledge about design and continuation of pedagogical networks (ibid) u.krause@fontys.nl

  8. 2nd round: June 2013 - now Design of the network-meetings: double sandwich Teaching Geography • Clear structure & focus • Advanced organizer • Different strategies • Alternation plenum – small groups • Mixing groups • No presentations longer than 10 min. • Transfer from/to practice • Moments of reflection, evaluation • Possibilities for own contributions/ questions • Rituals • Creating a “common feeling” • Exemplary materials Source: freedigitalphotos.net Traineeship students Source: freedigitalphotos.net u.krause@fontys.nl (Thijs & Van den Akker, 2009 ; Knezic et al., 2010; Schlee, 2012 ;Onderwijsraad, 2013; Wahl, 2013)

  9. 2nd round: June 2013 - now u.krause@fontys.nl Adapted from Clarke & Hollingsworth, 2002

  10. 2nd round: June 2013 - now Exemplary “materials” • Answering a question of network teachers • Relating to basic idea’s (concepts, enquiry based learning, variety in teaching strategies, importance of debriefing) • Making visible the reasoning behind the answers • Relating to the teaching practice (concrete examples) • Possibilities for feedback, discussion & reflection Source: freedigitalphotos.net u.krause@fontys.nl (Thijs & Van den Akker, 2009; Wahl, 2013)

  11. 2nd round: June 2013 - now Exemplary “materials” • How can you introduce 2nd order concepts in a 1st grade (13 years) and 4th grade (16 years)? • How to deal with the Milankovic curve in lessons? • How to organize the theme “Rich and Poor” by 2nd order concepts? • What is the relation between (2nd order) concepts and idea’s about “effective learning” by Ebbens & Ettekoven? • How can I teach the theme “surviving in Europe” with the enormous amount of concepts? • What are the benefits of (2nd order) concepts? • Which 2nd order concepts could you use for all social sciences (geography, history, civics and economy)? • How to design a task for an “academic poster”? • What is a logical sequence of 2nd order concepts? • What is a logical sequence for geographical themes? • Can you formulate teaching aims so precisely, that you can work without a schoolbook? • How to make the chapters about “development policy of the Netherlands” more interesting? Source: freedigitalphotos.net u.krause@fontys.nl

  12. 2nd round: June 2013 - now 2 teacher educators 15 teachers (+1) 6 meetings ( 2 to go) “sandwich approach” 20 students 2nd year B Ed Traineeship: 2 full weeks, 8 weeks 2 days Institute: “Teaching Geography”-courses u.krause@fontys.nl

  13. 2nd round: June 2013 - now Did the design work? Teaching Geography • Clear structure & focus • Advanced organizer • Different strategies • Alternation plenum – small groups • Mixing groups • No presentations longer than 10 min. • Transfer from/to practice • Moments of reflection, evaluation • Possibilities for own contributions/ questions • Rituals • Creating a “common feeling” • Exemplary materials Source: freedigitalphotos.net Traineeship students Source: freedigitalphotos.net u.krause@fontys.nl (based on 15 written questionnaires = all participating teachers and oral evaluation, recorded)

  14. 2nd round - 1st results • Applying teaching strategies • More theoretical understanding “There hasn’t been one meeting that I didn’t ‘take’ something home: new knowledge, concrete teaching ideas, teaching strategies …I cannot imagine that there will be one meeting that I would not like to come.” “You know each other, this gives you a safe feeling. For me this is very important, that I may say everything, even stupid things.” “Every time a meeting sets you sharp.” “I already got the question from my students, if I do a training. They see so many new things in such a short time. They were very enthusiastic and find it much more useful.” • “scholarly teaching” Brooks (2010) • “engaging with the subject and its promise” (Lambert & Morgan, 2010) u.krause@fontys.nl (based on 15 written questionnaires = all participating teachers and oral evaluation, recorded)

  15. 2nd round - 1st results • Applying teaching strategies • More theoretical understanding • Conceptual approach “Concepts become (after 1,5 years more concrete, recognizable, applicable, practical, inviting…” “3 years ago (at uni) I thought, okay (forget it). Now I want to do something with it, definitely because of the things I see here, it’s more than only a view on geography.” u.krause@fontys.nl (based on 15 written questionnaires = all participating teachers and oral evaluation, recorded)

  16. How to continue? • Focus on student’s learning within the network (meaningful learning & deliberate practice) (Bronkhorst, 2013) • Professional development of participating teachers (pedagogical content knowledge) • Pedagogical network as a learning environment (Clarke & Hollingsworth, 2002) • Conceptual approach in practice • Use and usefulness of digital tools

  17. Literature • Clarke, D. & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth . In: Teaching and Teacher Education 18 (2002) 947–967 • Tynjälä, P. (2008) Perspectivesintolearning at the workplace. In: Education Research Review 3 (2008) 130-154 • Brooks, C. (2010) Developpingandreflecting on subject expertise. In: Brooks, C. Studying PGCE Geography at M Level. Reflection, research andwritingfor professional development. London / New York: Routledge • Knezic, D. et al. (2010) The SocraticDialogueand teacher education In: Teaching and Teacher Education 26 (2010) 1104- 1111 • Lambert, D. & Morgan, J. (2010) Teaching Geography 11-18. A conceptual Approach. Maidenhead: McGraw Hill • Schlee, Jörg (2012) KollegialeBeratungundSupervisionfürpädagogischeBerufe. Stuttgart: Kohlhammer • Bronkhorst, L. (2013) Research-based teacher education. Interactionsbetween research and teaching. Utrecht: Universiteit Utrecht • Onderwijsraad (2013) Verkenning Leraar zijn. Met oog voor persoonlijke professionaliteit. Den Haag: Onderwijsraad • Thijs, A. & van den Akker, J. ( 2009), Leerplan in Ontwikkeling, Enschede: SLO • Wahl, Diethelm (2013) Lernumgebungenerfolgreich gestalten. Vomträgen Wissen zumkompetentenHandeln. Bad Heilbrunn: Julius Klinkhardt u.krause@fontys.nl

  18. ANY QUESTIONS? u.krause@fontys.nl

  19. u.krause@fontys.nl

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