Professionalisering in school: een studie naar verbetering van het pedagogisch-didactisch handelen

Abstract

This study focuses on the professional development of teachers. The question is how the professional development of teachers can be improved within the school to which they are attached. This research was conducted between 1996 - 2004 at a school for secondary education, the 'Koningin Wilhelmina College' in Culemborg. The research was conducted by the headmaster of this school . The immediate cause for this study was the desire of the school board for the newly appointed headmaster to innovate education. This was in a period when the basic curriculum (basisvorming, 1993) was introduced and in which the next change, the Second Phase (tweede fase, 1999) presented itself. These reforms have had their influence on the performance of teachers. In terms of teaching practice and teaching strategy they had to meet new demands. The question is whether teachers are able and prepared to adapt to these reforms. The role of the school management team has also changed. Initially this team predominantly focussed on management and the teachers on education. Nowadays a more integral approach is expected from the executive. The aim of the research described in this study is to gain insight into the manner in which the expertise of the teachers can be improved. The role to be played by the school management team in this process is also considered. To enhance the professional development two projects were carried out: an intervention based schoolwide intervision project and a process based so-called pair project. The research questions are: How and in how far can the professional development of teachers be stimulated by means of a schoolwide intervision project? How and in how far can the professional development of teachers be stimulated by means of the pair project? Which role can the school management team play in the professional development of teachers? As the research was conducted at school it is described as a field study or practical study. However, as the research was conducted at only one school, it is also described as a case study. Both learning history and interview were applied as research methods. By means of structured interviews teachers were asked their opinions with regard to professional development. The research is then described as a pilot study and in qualitative terms. As the headmaster was closely involved in the planning and execution of the projects as well as in the processing and interpretation of the research data, much attention is paid to the planning of the research and the reliability of the methods employed. On the basis of the results I come to the conclusion that - especially where teaching practice and teaching strategy are concerned - it is necessary for professional development to be organised. This can be accomplished in a number of ways. It is not self-evident that teachers direct their own learning process. Monitoring of learning by the school management team has to be attuned to the personal needs and possibilities of teachers. It is recommended to replace the current non-committed attitude, still characteristic of the culture of professional development of teachers, with a culture in which professional development is only natural. In this respect it is also recommended that teachers be given more time for their professional development.