In this dissertation, Dutch secondary school teachers’ attitudes, knowledge, noticing skills and reasoned practices regarding culturally responsive teaching in a multicultural classroom context,... Show moreIn this dissertation, Dutch secondary school teachers’ attitudes, knowledge, noticing skills and reasoned practices regarding culturally responsive teaching in a multicultural classroom context, were examined. These components of culturally responsive teaching were addressed in three explorative, qualitative studies. In the first study, expert teachers’ reasoned practices were examined by in depth interviews. In the second and third study, spherical video-based virtual reality (SV-VR) clips of a multicultural classroom were used to provide teachers an immersive, authentic and comparable experience. The second study focussed on student teachers’ and expert teachers’ noticing through a cultural lens. In the third study, the SV-VR clips were used for deeper reflections in focus groups through which expert teachers’ culturally responsive attitudes, knowledge, noticing skills and reasoned practices were examined. The main results of this dissertation show that expert teachers teaching at Dutch multicultural schools indicate that working on a good interpersonal relationship with students is crucial. Moreover, the importance of adopting a genuinely curious attitude regarding students’ Funds of Knowledge/ Identity is often referred to. Such knowledge is also seen as necessary to notice relevant classroom events. Recommendations are made for teacher education regarding preparing teachers to teach multicultural classes. Show less
In dit proefschrift legt Wiersma uit hoe Plato's idee van de democratische mens nog steeds herkenbaar is als probleem voor onze eigen tijd. Hij schetst aan de hand van klassieke en christelijke... Show moreIn dit proefschrift legt Wiersma uit hoe Plato's idee van de democratische mens nog steeds herkenbaar is als probleem voor onze eigen tijd. Hij schetst aan de hand van klassieke en christelijke denkers een alternatief: de aristocratische mens. Voorts laat hij zien hoe de onderwijsfilosofie van de traditionele artes liberales een belangrijke rol kunnen spelen in de transitie van democratisch mens naar aristocratisch mens. Hierin is niet alleen het curriculum van groot belang maar vooral ook de rol van de docent. Show less
This chapter examines specifics of African contexts relevant for teaching in multilingual and multicultural environments. It starts with basics, pointing to a toxic cocktail of ideas that may have... Show moreThis chapter examines specifics of African contexts relevant for teaching in multilingual and multicultural environments. It starts with basics, pointing to a toxic cocktail of ideas that may have value in the North, but is counterproductive in Africa. Thus, it examines ideas of ‘language’ as applied to Africa proposing to distinguish between discerned and designed languages. If participation in education increases a tran-sition to using a limited number of designed languages as medium of instruction will become necessary and possible. This will overcome the current diglossic situation dominated by former colonial languages. On culture, the chapter proposes a non-essentialist definition. Recent research shows that the old ‘tribal’ categories have lost their meaning in many (though not all) parts of Africa. An appreciation is needed of the new cultural traditions that are emerging on the continent. Understanding Africa’s specificity will lead to a new research agenda and to new ideas on what teaching and learning in Africa’s multilingual and multicultural environments mean. Show less
In this article I show the relevance of Emmanuel Levinas’ notion of primordial teaching for understanding why online teach- ing cannot adequately mimic face-to-face teaching. I will argue that the... Show moreIn this article I show the relevance of Emmanuel Levinas’ notion of primordial teaching for understanding why online teach- ing cannot adequately mimic face-to-face teaching. I will argue that the current Covid-19 pandemic shows us that being in the immediacy of the embodied presence of one’s students is intimately intertwined with being responsive to the needs of students, which highlights that teaching is not only the trans- mission of intellectual knowledge and skills but first and fore- most an ethical attunement to the suffering of the Other. Lev- inas argues that teaching is in its essence a relation between unique individuals; a uniqueness that originates in the indi- vidual’s unconditional responsibility to each and every other human being. This unconditional responsibility is for Levinas the non-mediated embodied sensitivity to the needs of the Other; an openness that precedes freedom and the conscious choice of a person. In this article I claim this embodied sensitiv- ity is jeopardised in online education, which makes it harder for the teacher to attune to the needs of every student. The risk we run is that the face of the Other remains ‘plastic’, which makes it more difficult for the teacher to attune to the specific needs of students. I will argue that online teaching should not only con- centrate on enabling the transmission of knowledge but should also invest in creating an environment of intimacy that enables responsiveness and genuine contact. Show less
Research forms an important part of the academic competencies attained during academic study.For medical students, this includes learning how to critically appraise and interpret medical and... Show moreResearch forms an important part of the academic competencies attained during academic study.For medical students, this includes learning how to critically appraise and interpret medical and widerhealth care research, particularly – but not only – when relevant for one»s own current or future practice.It also includes understanding the core principles of different methods and research ethics and learningto participate in research. The teaching – research nexus: strategies to implement research education in the medical curriculum. In this paper, we offer reflections on how to do this on the basis of professional anecdotal experiences by a general educationalist with a particular interest in medical education; an undergraduate medical student with a research-focussed, stand-alone additional degree, and a medical academic.Our paper initially explores the need for research education; tying in Healey»s theoretical frameworkin student research, and the nature of providing evidence-based patient care. The paper then presents areport on a student research programme at the University of Birmingham, England. Show less
Modern radiotherapy requires accurate region of interest (ROI) inputs for plan optimization and delivery. Target delineation, however, remains operator-dependent and potentially serves as a major... Show moreModern radiotherapy requires accurate region of interest (ROI) inputs for plan optimization and delivery. Target delineation, however, remains operator-dependent and potentially serves as a major source of treatment delivery error. In order to optimize this critical, yet observer-driven process, a flexible web-based platform for individual and cooperative target delineation analysis and instruction was developed in order to meet the following unmet needs: (1) an open-source/open-access platform for automated/semiautomated quantitative interobserver and intraobserver ROI analysis and comparison, (2) a real-time interface for radiation oncology trainee online self-education in ROI definition, and (3) a source for pilot data to develop and validate quality metrics for institutional and cooperative group quality assurance efforts. The resultant software, Target Contour Testing/Instructional Computer Software (TaCTICS), developed using Ruby on Rails, has since been implemented and proven flexible, feasible, and useful in several distinct analytical and research applications. Show less
In this research project characteristics of effective instructional development were identified that are appealing to medical teachers and relevant for medical education. Furthermore, we wanted to... Show moreIn this research project characteristics of effective instructional development were identified that are appealing to medical teachers and relevant for medical education. Furthermore, we wanted to know if medical teachers__ learning improved if an instructional development program was adapted in such a way that it included more of these characteristics. In this project we conducted two studies. In the first study, described in Chapters 2 and 3, we focused on selecting characteristics of effective instructional development programs for the medical context. In this study teachers and teacher educators were asked to indicate which of 35 characteristics that had been derived from the literature on effective instructional development (Guskey, 2003; Steinert et al., 2006) were important to them. In the second study, on which we report in Chapters 4 and 5, we used the characteristics collected in the first study as a framework to analyze a successful instructional course called Train the Trainers. This provided insight into its effectiveness and impact. We constructed a new instructional development course, using the information from the framework, and studied the learning processes of the medical teachers who participated in this Plus Course Show less
