Y.A.M. Leeman

Teacher research and the aims of education

We report on the development of a course for experienced teachers in the Netherlands, intended to enhance their professionalism by engaging them in doing research based on reflection on the aims of their educational efforts. The course was accompanied by design-based research. The research question was whether and how the course stimulated teachers to connect doing research and taking a reflective stance; the results were used to improve the course, thus creating a cyclical design. Although the course was positively evaluated by the participants, reflection on its results made clear to us that our approach in the combination of learning to do research and reflecting on aims is not enough to make teachers into critical research-minded professionals. A more context-aware view of their learning process is necessary: the institution school limits their possibilities. The implication is that both our course and our research effort have to be critically revised. Instead of looking for causal effects, one should be aware of traces of development that may or may not be caused by the intervention.

Guiding discussions in the class about ethnic diversity

In the literature on intercultural education there is an abundance of text about what ought to be going on in the classroom and a lack of empirical descriptions of the dilemmas of intercultural education in practice. This article describes the practice of five teachers guiding discussions about sensitive issues in ethnically diverse secondary education classes in the Netherlands. On the basis of the literature, we differentiated five requirements regarding the role of teachers in these discussions. With the help of interviews we mapped the objectives and approaches that the teachers considered to be desirable and attainable. Observations gave an impression of what teachers actually did and said. The results show the courage and fears, dilemmas and solutions of the teachers. Four teachers experienced difficulties with various professional requirements. These findings give us a starting point for understanding and rethinking the professional development needed for the guidance of these types of discussions.

Coming of age in Dutch schools: issues of schooling and identity

In this article we compare research we did 30 years ago in Dutch schools among youth of diverse ethnic backgrounds about their identities with today’s research evidence. Taking the position that education is a site for implicit and explicit identity development mediated by the social conditions in which young people grow up and the political climate regarding multiculturalism and inclusiveness, we sketch a picture of changing frameworks relating to education and multicultural societies and a picture of developments in the identification with others and society of urban youth of different descent. The possibility to meet in ethnically mixed schools, a meaningful curriculum and qualified teachers to guide the processes of identity development of all students towards the ideal of inclusiveness are among the features of education taken into account. Lessons that can be learned for the research agenda are reflected in the discussion.

Redesigning Vocational Education: The Possibilities of Design-Based Research.

This article describes and reflects our experiences as researchers in a design‐based research project on a curriculum innovation focused on meaningful, co‐operative learning in vocational education in the Netherlands. The project was successful in gaining insights in possible practices for workplace learning but did only partly realize the individuation aims formulated for the participating students. Among the reasons for this are the complexity of the project (having different types of schools participating) and the desired outcomes formulated by the financing authorities (somewhat contradicting the original goals of the originators). Mainly, however, this study reflects on the authors’ contribution as researchers: it succeeded only partially in helping the project keep focus on the individuation aims. This study inquires into the causes and suggests that at the start of design‐based research projects a profound analysis of the project structure and power relations and negotiations aimed at realizing conditions for real partnership are necessary. Also, one should not under‐estimate the amount of time and involvement required of researchers.

Whither Cultural Diversity and Intercultural Education in the Netherlands

Leeman examines current developments in the construction of intercultural education in the Netherlands in the context of today’s context of increased mobilities across national boundaries. She describes the move away from multiculturalism in Europe and how this is reflected in education. Leeman describes how intercultural education was replaced by citizenship education in the Netherlands, and the marginalization of knowledge about critical approaches to issues of cultural diversity and global connections. Drawing on a case study about teacher professional learning, Leeman explores some possibilities in the development of critical global teaching in the current climate. Her hope is in reflective teachers who are able to link the concept of meaningful education that builds on youngsters’ experiences with cultural diversity and identity development as a critical global citizen.

The contested professionalism of teachers meeting radicalising youth in their classrooms

In a diverse and unjust world, teachers experience difficulties to achieve inclusive education. In parts of the western world, including the Netherlands, the very possibility of a combination of ethnic and cultural diversity and common citizenship has come into question. Meanwhile some youngsters are in the process of radicalisation. We illustrate the problem definitions of teachers and teacher trainers with a case study of a professional learning activity in Amsterdam. This is followed by a critical discussion based on a pedagogical view on education.

The Moral Side of Education

Websites of schools often feature well-sounding phrases like ‘we care for the wellbeing of all pupils’ or ‘we make sure that all students can develop all their potentials’, phrases that are open to multiple and conflicting interpretations. Teachers have difficulty explaining how such statements translate into actual practice, but even more striking, they often do not see such statements as having moral quality. It seems that they do not interpret their professional identity in terms of moral issues.

Primary school teachers’ collaboration with parents on upbringing: a review of the empirical literature

Abstract This article presents the outcomes of a review of the last decade’s scientific literature on primary school teachers’ collaboration with parents on upbringing. Since educational goals related to upbringing are of renewed interest in today’s western societies, we were curious to learn what current literature tells us about this facet of collaboration between teachers and parents. Twenty empirical studies were included in the research. Methods of searching, selecting and coding are described. A prominent finding of the review is that teacher–parent collaboration on upbringing is not a frequently studied topic. However, in the available studies the following complicating factors to teacher–parent collaboration on upbringing are found: a tendency of teachers and parents to remain silent about upbringing-related issues; a school-based interpretation of teacher–parent collaboration among teachers; and teachers’ difficulty to collaborate with parents in the case of differing value positions, related to teachers’ narrow views on “good” upbringing. Positive factors found concern teachers’ professional practices, such as initiating dialogue, building warm, trusting relationships and adopting alternative frames to broaden their understanding of teacher–parent collaboration and of alternative upbringing practices and beliefs. In accordance with these positive and complicating factors, encouraging teacher professionalisation practices concerns (pre-service) teachers’ collegial experience exchange and reflection at a profound personal level. Subjects for future research are discussed.

Inter-professional collaboration in action research

Abstract This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in the Netherlands for a type of action research in which teachers and researchers work in democratic collaboration on the improvement of teaching practices, this inter-professional collaboration worked out well. The participants worked, inspired by shared commitment towards the students, as equal partners. In the findings and conclusion insights developed about key elements for inter-professional collaborative research, such as the importance of common relevance, shared responsibility for the research and mutual trust and respect for differences in professional identities and working conditions are addressed.

Beroepstrots als bron van burgerschap: burgerschapsvorming in het vmbo

Dit artikel doet verslag van een beschrijvend onderzoek naar de burgerschapsdoelen die leraren in de beroepsgerichte vakken in de bovenbouw van het vmbo in hun lessen nastreven en de wijze waarop ze aan die doelen werken. Vijftien vakleraren, werkzaam in diverse sectoren werden geinterviewd. De leraren zeggen weinig bezig te zijn met burgerschap als thema en doel. Tegelijkertijd besteden ze wel aandacht aan maatschappelijk verantwoord handelen en aan zelfkennis, vaardigheden en houdingen die te maken hebben met de relatie van de leerling tot anderen en de samenleving. In de context van het leren in levensechte beroepscontexten werken ze onder meer aan samenwerken, een goede werk- en beroepshouding en, met name in het geval van het technisch onderwijs, gezamenlijke zorg voor en reflectie op de kwaliteit van het werk. In de discussie gaan we in op de mogelijkheden voor een, in vergelijking tot algemene vormen van onderwijs, relatief eigen karakter van burgerschapsvorming in het vmbo en leggen een relatie met Sennetts visie op vakmanschap als burgerschap.