General practitioners who start as GP trainers have insufficient teaching competence to guarantee good coaching of students. A personal programme leads to progress in teaching competence; however, it would seem that more time and support are necessary to allow GP trainers to gain full teaching competence. The fact that the control group made progress as well suggests that the test had an important learning effect.
Background:The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important 'actors' (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as 'HAVO' or 'VWO') and those who were preparing to follow a vocational pathway (i.e. the track known as 'VMBO') in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants' perceptions of the roles of three actors -namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.
PurposeThe purpose of this paper is to analyse three innovative Master's programmes designed for public and voluntary sector managers across three EU countries.Design/methodology/approachThe paper compares similarities and differences between the programmes in order to shed light on the “innovation journey” which the authors took in establishing these programmes, and on the distinctive pedagogies which have been designed and developed to help address the complex dilemmas and challenges facing public and voluntary sector managers in the three countries.FindingsThe paper draws on theories of innovation and entrepreneurship to illustrate how these programmes were created, and how both new curriculum content and new approaches to pedagogy had to be developed.Originality/valueThe paper addresses the current and future learning needs of these public and voluntary service managers.
This article is a follow-up to, or even a sharpening of, a presentation I offered, three years ago, in this journal TPA, about the closely related research-and-innovation-enrichment of the profession of mid-career students within their two-year part-time master's course. I wrote then about my 12 years of experience at the Urban Education Masters Programme and about my research work at the Rotterdam University of Applied Sciences. At the end of that article I introduced a Mö bius strip metaphor, which expresses a teaching-and-researching chain, a strip which keeps unclear when and where teaching comes to an end and researching starts (and the reverse), or: 'the conviction that a vivid and enriching two-way traffic offers good opportunities to strengthen both the students' research skills and their reflective and innovating capacities' (Notten, 2013a: 78-79). And then, in November 2013, a more than 'very interesting' advisory report was published by the Dutch Scientific Council for Government Policy (WRR) which argues how dealing with dependencies, knowledge circulation and lifelong learning can be regulated better as they are vital preconditions for future sustainable competitiveness and for better results in the public sector. After summarising that very inspiratory WRR report, I will introduce another even more fruitful metaphor, I hope. A multi-levelled one about how to renew conditions for social intervention science.
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