Motivatie blijkt een belangrijke rol te spelen als het gaat op de deelname aan professionaliseringsactiviteiten. Middels een semigestructureerd interview bij twintig basisschoolleerkrachten is...Show moreMotivatie blijkt een belangrijke rol te spelen als het gaat op de deelname aan professionaliseringsactiviteiten. Middels een semigestructureerd interview bij twintig basisschoolleerkrachten is nagegaan hoe verplichte en zelfgekozen professionaliseringsactiviteiten worden ervaren. Aan de hand van cognitieve valenties (persoonlijk, school en voor de leerlingen) en subjectieve normen, twee motivatievariabelen uit het taak-specifieke motivatiemodel, is onderzocht of er verschillen in motivatie aspecten waren tussen verplichte en zelfgekozen professionaliseringsactiviteiten. Voor beide variabelen geldt dat deze zowel een positieve als negatieve lading kunnen hebben. De resultaten van dit onderzoek tonen aan dat er verschillen zijn in cognitieve valenties tussen verplichte en zelfgekozen professionaliseringsactiviteiten. Positieve cognitieve valenties voor de leerkracht persoonlijk werden door leerkrachten veruit het meest genoemd. Negatieve cognitieve valenties voor de leerkracht persoonlijk werden ervaren bij zelfgekozen leeractiviteiten vanwege het gemis aan praktische aspecten. Een ander verschil tussen verplichte en zelfgekozen professionaliseringsactiviteiten heeft betrekking op positieve cognitieve valenties voor de school. Bij een verplichte setting werd de doorgaande lijn voor de school en inzicht op teamniveau als positief ervaren terwijl leerkrachten bij zelfgekozen activiteiten spraken over persoonlijke winst in vaardigheden die ten goede kwam aan de school. Voor subjectieve normen zijn er verschillen gevonden binnen verplichte activiteiten. Leerkrachten spraken daarbij over negatieve subjectieve normen zoals een sceptische houding van collega’s of het team en het gevoel dat collega’s of het team niet wilden meewerken aan de professionaliseringsactiviteit. Wat betreft aanbevelingen zouden toekomstige professionaliseringsactiviteiten moeten inspelen op de vraagstukken en problemen van leerkrachten die zij ervaren binnen en buiten de klas. Wanneer professionaliseringsactiviteiten persoonlijk leerwinst bieden voor de leerkrachten zou het eveneens ten goede komen aan de school en aan de leerlingen zo menen de leerkrachten in dit onderzoek.Show less
In this research, teachers' motivation for professionalization activities about learning delays and giftedness was explored by interviewing twenty-eight primary school teachers in the Netherlands....Show moreIn this research, teachers' motivation for professionalization activities about learning delays and giftedness was explored by interviewing twenty-eight primary school teachers in the Netherlands. With this information an attempt was made to answer the following question: To which extent do differences exist in the affective valences, cognitive valences and sense of competence among teachers with regard to professionalization activities about learning delays and giftedness and how can differences be explained? Results show that teachers feel that pupils with learning delays need emotional as well as cognitive help. However, there's a limit to what these pupils can achieve cognitively, so teachers aim for their emotional well being. Teachers do not mention a cognitive limit for the gifted pupils, but do mention the emotional well being of these pupils as one of the conditions that needs to be met to help them excel, alongside testing the giftedness of the pupil and knowing how to help these pupils. Furthermore, teachers with a preference for professionalization activities about learning delays mainly build upon non-personal cognitive valences, like wanting to renew their knowledge to connect to the needs of these students and wanting to help the large number of pupils with learning delays, for their motivation. In contrast, teachers with a preference for professionalization activities about giftedness mainly build upon positive personal cognitive valences, like feeling the need to gain new knowledge to develop themselves, for their motivation. The number of years a teachers has been working in education explained most of the differences in their motivation, like the decreasing will to gain new knowledge and to renew old knowledge. The outcomes of this research should be explored further, but can already be to used to improve professionalization activities by building upon the motivational aspects that play a role in teachers' motivation for these activities.Show less
For this research on professionalization activities, twenty Dutch primary school teachers were interviewed through semi-structured interviews. These interviews were analysed using ATLAS.ti. in...Show moreFor this research on professionalization activities, twenty Dutch primary school teachers were interviewed through semi-structured interviews. These interviews were analysed using ATLAS.ti. in order to construct the overall professionalization habitus of the respondents and differences in their habitus with regard to choice conditions (voluntary versus mandatory professionalization), teaching experience (starting, mid-career, senior) and school position (management versus exclusively teaching) were researched. This research has shown that teachers of this sample had an overall positive habitus towards professionalization activities. Both positive and negative feelings teachers experienced were often paired with positive outcomes for the teachers, the pupils and the school. Outcomes for the school and the pupils were experienced more when teachers were involved in non-voluntary professionalization activities. Personal outcomes predominate when teachers engaged in voluntary professionalization activities. When teaching experience is taken into account, senior teachers showed to be different to teachers at the start of their career towards learning activities. Starting teachers were more focused on personal gains and losses whereas senior teachers seemed to be more aware of both positive and negative outcomes for all parties concerned. When school position is taken into account this research showed that teachers in management positions were mainly focused on the outcomes for school where non-voluntary settings are concerned whereas teachers without management positions had a boarder focus on outcomes for all parties concerned. For voluntary settings, all teachers, regardless of their position focused on personal outcomes. The Dutch government has targeted professional development of teachers as a means to improve the quality of education. This research shows that teachers have a positive habitus towards professionalization, but differences in habitus between different groups of teachers should be taken into account when professionalization activities are initiated.Show less
In this research it was analysed whether students learn from mentoring conversations; to what extent learning is influenced by their beliefs on professional learning, their valuing of their mentor,...Show moreIn this research it was analysed whether students learn from mentoring conversations; to what extent learning is influenced by their beliefs on professional learning, their valuing of their mentor, their reflection report and the conversational moves in mentoring conversations; to what extent the students’ beliefs on professional learning and their valuing of their mentor are associated with the conversational moves in mentoring of the mentor; and to what extent these are influenced by the students’ reflection report. It was analysed which conversational moves occurred during mentoring conversations and how often. Use was made of student teachers’ questionnaires and reflection reports. It appeared that students learn from mentoring conversations. Learning was probably positively influenced by the numbers of the conversational moves not relevant, orienting, reflective, directive, regulative and constructive. Students learn more when they value their mentor more positively and when the quality of their reflection report becomes higher. Students’ beliefs on professional learning are positively associated with the numbers of the conversational move regulative and students’ valuing of their mentor is positively associated with the numbers of the conversational moves recollect, orienting, reflective and constructive. The conversational move ‘mainly not content oriented’ only occurred with the student with a low quality of reflection. Mentoring conversations are effective to educate students when the right conversational moves are used in the right extent.Show less
