Naturally Curious Research ability in (teacher training for) vocational education in the Netherlands

Transcription

1 Naturally Curious Research ability in (teacher training for) vocational education in the Netherlands Niek van den Berg, Niek van Benthum, Bernadette Damman, Stan Frijters, Ewald Nijenhuis, Lia Spreeuwenberg and Toon van der Ven Study Group Research in the Bachelor Programme Stoas Wageningen Vilentum University Presentation at EAPRIL, 24-27, November 2015, Luxemburg Content General context and Stoas context Research objective Research method Desk research Model Outcomes Invitation to contribute List of references 1

2 General context Professionals need more research ability (Dutch Education Council, 2014) Foster innovation and creativity (Bologna Process 2020, 2009) Combine practical relevance and scientific rigor (Andriessen, 2014) Stoas context Stronger and more visible research component in the curriculum needed Build on ETI- principles (Ecologically Transdisciplinarilly Inspired Research ((De Jong, De Beus, Richardson, & Ruijters, 2013) Research ability is an integrated part of student development based on transformative learning (Kegan, 1994) Research objective Increased insight into the: concept of research ability importance of research ability for students, their colleagues and their pupils or students development of research ability in teacher training 2

3 Research method May 2014: Interviews with teachers on visibility of research in the curriculum Action research team started September 2014 Deskresearch, interviews, workshops and conference discussions Interviews with stakeholders (teacher trainers, team leaders, students, teachers in schools for vocational education) Workshops with stakeholders Conference discussions (teacher trainers and researchers) 2015: Framework document and assessment tool to be discussed with stakeholders (mixed method) Desk research Need for more research ability Dutch Education Council, 2014; NVAO, 2013; Platform Onderwijs2032, 2015; Bologna Process 2020, 2009 Practical relevance and scientific rigor Andriessen, 2014 Transformative learning Kegan, 1994; Mezirow & Taylor, 2009; Ruijters & Simons, 2006 Ecologically and Transdisciplinarilly Inspired Research Stoas Wageningen,

4 Model Research ability Transformative Practical relevance Scientific rigor Inquiring?? stance Apply?? Conduct?? Outcomes The university curriculum looks sufficiently practice-oriented, but needs more methodical orientation and transformative approach A change is needed in both teachers and students attitude A common language is developing and necessary to implement an integrated learning line The research has brought about a shared urgency to develop this learning line (a bottom-up transformation process) People working in an educational context should stimulate research ability of other people 4

5 Aspects of practical relevance, scientific rigor and transformative learning? Invitation to delegates to contribute List of references Andriessen, D. (2014, april 10). Praktisch relevant én methodisch grondig? Dimensies van onderzoek in het HBO. Utrecht: Hogeschool Utrecht. Bologna Process (2009, April 28-29). Conference Communiqué Leuven. Opgeroepen op juni 5, 2015, van Neuve_Communiqu%C3%A9_April_2009.pdf De Jong, F., De Beus, M., Richardson, R., & Ruijters, M. (2013). Ecologically and Transdisciplinarily Inspired Research: Starting Points for Practitioner. journal of organizational transformation & social change, Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge MA: Harvard University Press. Mezirow, J., & Taylor, E. (2009). Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco, CA: Jossey-Bass. NVAO. (2013). Accreditatie besluit HBO Bachelor Educatie en Kennismanagement Groene Sector ( ). Onderwijsraad. (2014, november). Meer innovatieve professionals. Opgehaald van Onderwijsraad: Platform Onderwijs2032. (2015, juni 5). Ons Onderwijs 32. Opgehaald van Ruijters, M., & Simons, R.-J. (2006). Het leerlandschap van organisaties. Develop nr. 2. Opgehaald van Stoas Wageningen. (2013). ETI-principes uitgewerkt. Opgeroepen op Juni 5, 2015, van 5