Gerda Geerdink

Diversity in primary teacher education gender differences in student factors and curriculum perception

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? Data were collected among a group of 15 female and 15 male students from one teacher training college (or college of education). Concepts with regard to student factors are: motivation for the profession and expectations as to the curriculum. As for the initial teacher education curriculum, the focus is on the way in which the students perceive the content, the didactic approach, the organisation and the evaluation of the curriculum. In addition, data are collected about student performance. We found meaningful gender-specific differences in students’ motives for the profession and expectations as to the curriculum, and gender differences in the way students experience and assess the curriculum offered. These gender differences may explain the gender-specific performance. In order to prevent that especially male students drop out or are not educated well, it is necessary that colleges of education pay attention to the needs and desires of this relatively small group of students.

Fostering teacher educators’ professional development in research and in supervising student teachers’ research

Abstract Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become familiar with research knowledge and skills, and with the skills to supervise student teachers in conducting research. Professional development activities have been set up to prepare them for it. In this explorative study, we investigated the extent to which four different professional development activities within three Dutch institutes for teacher education contributed to the knowledge and skills needed for these new tasks. We gathered data by interviewing 12 teacher educators. In addition to some striking differences, we found corresponding positive experiences in all four activities. Exchanging experiences and discussing issues with colleagues was perceived to be the most outstanding part of each activity. This research has yielded necessary insights into constructing professional development activities. It is clear that any professional development activity about research should be consistent with teacher educators’ daily practices and concerns.