OECD-rapport: 'Interactie en tact van leraar staat bij leren voorop, al het andere is secundair'
27 september 2012
Dirk van Damme schrijft als chef van de OECD-denktank - Global Perspectives on Education - over de toegevoegde waarde van de leraar in ons onderwijs. Hij haalt recente rapporten aan, die dieper op de interactie tussen leraar en leerling in gaan en concludeert: 'Een excellente leraar zorgt ervoor dat kinderen leren en succes hebben op school. Al het andere - 'standards, curricula, assessments, resources, school leadership' - is secundair.' Wat doet deze excellente leraar eigenlijk precies? Zijn blog over de betekenis van Pedagogische Tact in een leercontext.
Classrooms seem to be the ‘black boxes’ of the education system. There is not an awful lot of research on classroom teaching practices, but TALIS 2008 provides some self-reported data on teaching practices and professional activities including participation in collaborative learning with colleagues. The main TALIS report, published in 2009, compared the relative preference for three different teaching practices – structuring, student oriented and enhanced activities – across the 23 different countries that participated in the survey.
The report showed differences between countries regarding the extent to which teachers are favouring directive and teacher-directed practices over more activating and learner-centred ones. These TALIS results were received as rather disappointing signals, suggesting that the teaching profession was relatively resistant to change in many countries.
In collaboration with the TALIS programme and as part of its Innovative Teaching for Effective Learning project the OECD’s Centre for Educational Research and Innovation(CERI) has just released a research report which delves deeper in the TALIS data on teaching practices in classrooms and schools. Based on some advanced analytical tools (multilevel latent profile analysis), this new book called Teaching Practices and Pedagogical Innovations: Evidence from TALIS identifies underlying profiles in teachers’ classroom practices. A large set of variables about teachers, such as gender, training, subjects taught, but also their pedagogical beliefs, the degree of professional development, the amount of feedback and appraisal received, etc., were brought together and in each country different profiles of teachers were distinguished.
The scientific and policy implications of this research are huge. Many learning researchers and education policy makers strongly – and rightly so – believe in the benefits of more student-oriented, self-regulating approaches to teaching and learning. This suggests that a particular form of teaching is outdated and should be replaced by a more innovative one. Consequently, this report now suggests that we should not look at the quality of what happens in classrooms in an ‘either-or’ way. While it is true that the best teachers differ from their colleagues in their relative use of activating, student-oriented ways of teaching, they also use more structuring, teacher-driven forms of classroom practice. Teaching quality is a matter of diversity of practices, not of one set of practices against the other. Excellent teachers are those teachers who master a large repertoire of teaching practices, which they can deploy according to learners’ needs and varying classroom conditions. Those teachers are also the ones who actively advance their own professional competence by professional development and who feel more satisfied and effective about their own work. Lees verder
De Belg Dirk Van Damme is chef van OECD-denktank CERI.