RDC Curricula in Teacher Education THE SKY IS THE LIMIT! De-minimalizing teacher education by stimulating collaborative professionalism

RDC Curricula in Teacher Education Outline Focus on minimum standards Calculating strategies of students A need for a wider professionalism of teachers What is understood by ‘wider professionalism’ Discussion: What opportunities and experiences do teacher educators have to stimulate this wider professionalism?

RDC Curricula in Teacher Education Minimum standards in Europe Concerns about the quality of the teaching profession Safeguarding and stimulating teacher quality by setting minimum standards Connected to national tests or inspection regimes Minimum standards have become the norm!

RDC Curricula in Teacher Education Calculating students Test regimes and modulair curricula dominate teacher eduation Teaching and learning to the tests A ‘pass’ is enough. No interest in feedback Many competing and more interesting activities Consumer-attitide of students: ‘I need more feedback’, ‘The curriculum should cover more books’

RDC Curricula in Teacher Education Ambitious and excellent teachers Children and society need more ambitious teachers Teachers need a ‘wider professionalism’

RDC Curricula in Teacher Education Main question What opportunities can be created for more challenging teacher education curricula where ‘minimalism’ (focus on minimum standards) is replaced by ‘maximalism’ (a focus on collaborative professionalism and on reaching the highest possible for each student)?

RDC Curricula in Teacher Education A new project? 1 Elaboration of theoretical concepts In the search for curricula in teacher education that stimulate and facilitate students to gain the maximum possible learning outcomes and to develop collaborative professionalism, four theoretical areas are relevant to find starting points for improving curricula: Theories on and concepts of collaborative professionalism Theories on reflection, supportive feedback and assessment-for-learning Theories on challenging students to meet the highest possible standards The impact and possibilities of social software on collaborative learning 2 Identify examples of good practice Examples for good practice within the curricula of teacher education that stimulate students in maximalizing their professionalism will be identified, documented and analyzed.

RDC Curricula in Teacher Education 3.Pilot possible approaches in the curriculum Based on the theoretical concepts and the analysis of good practice, new approaches in the teacher education curriculum can be developed, stimulating students systematically to perform at their maximum level. These approaches are piloted and evaluated in different curricula and countries. 4.Development of curriculum guidelines The evaluation of the pilots leads to guidelines for curricula that stimulate maximalizing collaborative professionalism of students. 5.Development and piloting of a Comenius course for teacher educators The results can be integrated in a Comenius course for teacher educators, focussing on curriculum design and roles of teacher educators in supporting students in developing their learning ambitions.

RDC Curricula in Teacher Education To answer this question? A clearer understanding of collaborative professionalism A clearer understanding on theories on student motivation Examples of good practice in challenging students (e.g. honours programmes, etc.)

RDC Curricula in Teacher Education Five sociological perspectives on professionalism 1.Traits approach 2.Demands to modern ‘professionals’ 3.A professionalisation project 4.An independent logic 5.The idealistic and altruistic professional

RDC Curricula in Teacher Education Traits approach Compared to classical professions and professionals: doctors, lawyers, … Ideal characteristics: –Monopoly regulating the entrance to the profession –Ethical code and standards (exclusion from the profession) –Strong academic knowledge base –Independent Semi-, para- or proto-professions Critics: Idealized and historical-cultural specific characteristics

RDC Curricula in Teacher Education Modern demands to professionals Focus on outcomes Limited budgets (efficiency) Transparant and steerable Accountable  control and bureaucracy No professional isolation – collaborative No boundaries – multidisciplinairy Innovative Lifelong learning Neo-liberalism Knowledge society

RDC Curricula in Teacher Education Professionalisation project Emphasis on the development of a profession (Larson 1977, Powers 2008, Gewirtz et al 2009) Emancipation of a profession or Securing the quality of the profession or Self-interest: creating a monopoly, strengthening the position in negotiations, increasing status and income Professional Association of Diving Instructors

RDC Curricula in Teacher Education A seperate logic Three logics (Freidson, 2001) The free market Bureaucracy Professionalism Special position and work of professional asks for a seperate logic and steering Ensuring quality from within Professional autonomy to be able to make professional decisions (Atkinson&Claxton 2000, Evetts 2009, Tonkens 2009)

RDC Curricula in Teacher Education The idealistic and altruistic professional Power imbalance between customer and professional. Customer can’t judge the quality of the professional. Service oriented motives of the professional: contribution to society, not income. Professional freedom and mandate as condition and reward Condition: deserved public trust Instrument: quality assurance from within by professional codes, professional registers, … (Crook 2008, Lund 2008)

RDC Curricula in Teacher Education Trust as a condition Trust versus control Contractual trust vs. relational trust Trust in competence Trust in intentions: –dedication and benovelence –empathy Role trust (through ethical codes) (Byrk&Schneider 2002, Bottery 2003, Nooteboom 2006) Give trust

RDC Curricula in Teacher Education Translated into qualities of teachers Feeling part and being member of the profession/ professional associations Commitment to central values and good conduct within the profession through the use of ethical codes; Public accountability for outcomes of professional performance; A strong academic knowledge base that underlies professional activities. Involvement in the development of the academic and practice- based knowledge base through involvement in research Lifelong professional development of the members of the profession; Collaboration with colleagues and stakeholders; Involvement in innovation of the profession; Commitment to support both the public and the state in their understanding of educational matters; Acceptance of the right of the state to set policies, connected to the drive of professionals to comment on the effects of such policies at the level of implementation

RDC Curricula in Teacher Education Maximizing teacher education? How to stimulate students’ wider professionalism? How to stimulate students to get the most out of their study, aiming for maximum learning outcomes? What experiences do you have at your institution in supporting and challenging ambitious and excellent students?