concepts into practice: pedagogical network geography in south-netherlands gte conference 2014...
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Concepts into practice: Pedagogical network geography in
South-NetherlandsGTE Conference 2014
Winchester
24th- 26th January 2014
Uwe Krause
Fontys University of Applied Sciences Tilburg/NL
1st round: April 2012 - June 2013
2 teacher educators7 teachers12 meetings “open approach”
14 students 2nd year B Ed
Institute:“Teaching Geography”-courses
Traineeship:2 full weeks, 8 weeks 2 days
1st round: results - teachers
Some applied a conceptual approach and enquiry based learning.
(Results based on questionnaires of all participants.)
Taylor’s 2nd order concepts help to have a more clear idea, what geography is about.
Network-meetings are a form of professionalization.
Want to have a concrete benefit of the meetings ( we spend a free evening)
Do not (only) come for the students they are tutoring.
1st round: results - students
(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.)
Increasing understanding of geography as a spatial science.
Taylor’s 2nd order concepts and the idea of a lesson focus question help to structure the lessons
Benefits of network (freedom to explore, tutor knew about theory, match theory-practice; feedback in couples)
Tips: more structured reflection tasks /feedbackless practice
time due to couples
Meanwhile in the Netherlands …
Learning at the workplace
Transfer of:Pedagogy (courses)Tutoring Professional developmentTeaching the subject (courses)
Source: freedigitalphotos.net
Meanwhile in the Netherlands …
Learning at the workplace
Closing the “theory – practice” gap
• 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)
Source: freedigitalphotos.net
2nd round: June 2013 - now
Design of the network-meetings: double sandwich• 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
(Thijs & Van den Akker, 2009 ; Knezic et al., 2010; Schlee, 2012 ;Onderwijsraad, 2013; Wahl, 2013)
Teaching Geography
Traineeship students
Source: freedigitalphotos.net
Source: freedigitalphotos.net
2nd round: June 2013 - now
Exemplary “materials”
(Thijs & Van den Akker, 2009; Wahl, 2013)
• 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
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?
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12
2nd round: June 2013 - now
2 teacher educators15 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
2nd round: June 2013 - now
Did the design work?
• 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
(based on 15 written questionnaires = all participating teachers and oral evaluation, recorded)
Teaching Geography
Traineeship students
Source: freedigitalphotos.net
Source: freedigitalphotos.net
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.”
(based on 15 written questionnaires = all participating teachers and oral evaluation, recorded)
“scholarly teaching” Brooks (2010) “engaging with the subject and its
promise” (Lambert & Morgan, 2010)
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.”
(based on 15 written questionnaires = all participating teachers and oral evaluation, recorded)
• 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
How to continue?
• Clarke, D. & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth . In: Teaching and Teacher Education 18 (2002) 947–967
• Tynjälä, P. (2008) Perspectives into learning at the workplace. In: Education Research Review 3 (2008) 130-154• Brooks, C. (2010) Developping and reflecting on subject expertise. In: Brooks, C. Studying PGCE Geography at
M Level. Reflection, research and writing for professional development. London / New York: Routledge• Knezic, D. et al. (2010) The Socratic Dialogue and 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) Kollegiale Beratung und Supervision für pädagogische Berufe. Stuttgart: Kohlhammer• Bronkhorst, L. (2013) Research-based teacher education. Interactions between 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) Lernumgebungen erfolgreich gestalten. Vom trägen Wissen zum kompetenten Handeln.
Bad Heilbrunn: Julius Klinkhardt
Literature
