SKO Flevoland Veluwe — Kath Agnietenschool (Q4006723): Difference between revisions
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New forms of education and professionalisation will have to be thought through and introduced on a lasting basis. That’s going to be the necessary questions from teachers. Elements such as communication and professional behaviour are then very important (cross-)conditions which allow the necessary developments and changes to take place, as insufficient teams function results in an increase in the experienced psychosocial workload and absenteeism. Teachers must be able to continuously develop new routines, because ‘the What’ and ‘the How’ in education are subject to change. A pilot team will work on team development and the connection with professionalisation. The team learns together from a professional dialogue in the form of a professional learning community (PLG). In order to encourage the development of teachers’ team into learning communities, a coherent set of actions is needed to be implemented with this project. SKO Kath. Agnietenschool expects that connecting team development to professional development is a fruitful way for the organisation of HR/professionalisation policy. Professionalisation and team learning are seen as a valuable tool to improve the quality of education. In addition, SKO wants Kath. Agnietenschool gives the teacher the ‘space’ as a professional and the team as a professional learning community. But how do employees feel about this? What significance do they attribute to education as a broad commitment to professionalisation and team learning? The objective of the consultant’s research is to gain insight into the ‘inside’, by asking employees what significance they attach to professionalisation and team learning and how they assess the impact of team learning in relation to their own employability. SKO Kath. Agnietenschool assumes that the way teachers (as the ‘recipients’) attribute importance to professionalisation and team learning is decisive for its success. (English) | |||||||||||||||
| Property / summary: New forms of education and professionalisation will have to be thought through and introduced on a lasting basis. That’s going to be the necessary questions from teachers. Elements such as communication and professional behaviour are then very important (cross-)conditions which allow the necessary developments and changes to take place, as insufficient teams function results in an increase in the experienced psychosocial workload and absenteeism. Teachers must be able to continuously develop new routines, because ‘the What’ and ‘the How’ in education are subject to change. A pilot team will work on team development and the connection with professionalisation. The team learns together from a professional dialogue in the form of a professional learning community (PLG). In order to encourage the development of teachers’ team into learning communities, a coherent set of actions is needed to be implemented with this project. SKO Kath. Agnietenschool expects that connecting team development to professional development is a fruitful way for the organisation of HR/professionalisation policy. Professionalisation and team learning are seen as a valuable tool to improve the quality of education. In addition, SKO wants Kath. Agnietenschool gives the teacher the ‘space’ as a professional and the team as a professional learning community. But how do employees feel about this? What significance do they attribute to education as a broad commitment to professionalisation and team learning? The objective of the consultant’s research is to gain insight into the ‘inside’, by asking employees what significance they attach to professionalisation and team learning and how they assess the impact of team learning in relation to their own employability. SKO Kath. Agnietenschool assumes that the way teachers (as the ‘recipients’) attribute importance to professionalisation and team learning is decisive for its success. (English) / rank | |||||||||||||||
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| Property / summary: New forms of education and professionalisation will have to be thought through and introduced on a lasting basis. That’s going to be the necessary questions from teachers. Elements such as communication and professional behaviour are then very important (cross-)conditions which allow the necessary developments and changes to take place, as insufficient teams function results in an increase in the experienced psychosocial workload and absenteeism. Teachers must be able to continuously develop new routines, because ‘the What’ and ‘the How’ in education are subject to change. A pilot team will work on team development and the connection with professionalisation. The team learns together from a professional dialogue in the form of a professional learning community (PLG). In order to encourage the development of teachers’ team into learning communities, a coherent set of actions is needed to be implemented with this project. SKO Kath. Agnietenschool expects that connecting team development to professional development is a fruitful way for the organisation of HR/professionalisation policy. Professionalisation and team learning are seen as a valuable tool to improve the quality of education. In addition, SKO wants Kath. Agnietenschool gives the teacher the ‘space’ as a professional and the team as a professional learning community. But how do employees feel about this? What significance do they attribute to education as a broad commitment to professionalisation and team learning? The objective of the consultant’s research is to gain insight into the ‘inside’, by asking employees what significance they attach to professionalisation and team learning and how they assess the impact of team learning in relation to their own employability. SKO Kath. Agnietenschool assumes that the way teachers (as the ‘recipients’) attribute importance to professionalisation and team learning is decisive for its success. (English) / qualifier | |||||||||||||||
point in time: 26 January 2022
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Revision as of 19:20, 26 January 2022
Project Q4006723 in Netherlands
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | SKO Flevoland Veluwe — Kath Agnietenschool |
Project Q4006723 in Netherlands |
Statements
6,000.0 Euro
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12,000.0 Euro
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50.0 percent
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11 February 2017
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11 February 2018
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SKO Flevoland Veluwe - Kath Agnietenschool
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8081NB
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Nieuwe vormen van onderwijs en professionalisering zullen blijvend doordacht en ingevoerd moeten worden. Dat gaat het nodige vragen van leraren. Elementen als communicatie en professioneel gedrag zijn dan zeer belangrijke (rand)voorwaarden waardoor de noodzakelijke ontwikkelingen en veranderingen plaats kunnen vinden, omdat een onvoldoende functioneren van teams resulteert in een stijging van de ervaren psychosociale arbeidsbelasting en arbeidsverzuim. Leraren moeten in staat zijn om continue nieuwe routines te ontwikkelen, omdat ‘het Wat’ en ‘het Hoe’ in onderwijs aan verandering onderhevig zijn. Een pilotteam gaat werken aan teamontwikkeling en de verbinding met professionalisering. Het team leert samen vanuit een professionele dialoog in de vorm van een professionele leergemeenschap (PLG). Om de ontwikkeling van docententeam tot leerwerkgemeenschappen te stimuleren is een coherente set acties nodig die met dit project in werking worden gezet. SKO Kath. Agnietenschool verwacht dat het verbinden van teamontwikkeling aan professionele ontwikkeling een vruchtbare weg is voor de inrichting van HR/professionaliseringsbeleid. Professionalisering en teamleren worden gezien als een waardevol instrument om de kwaliteit van het onderwijs te verhogen. Daarnaast wil SKO Kath. Agnietenschool de leraar als professional en het team als professionele leergemeenschap de ‘ruimte’ geven. Maar hoe denken medewerkers hier zelf over? Welke betekenis kennen zij toe aan de onderwijs brede inzet op professionalisering en teamleren? Het doel van het onderzoek door de adviseur is inzicht te krijgen in de ‘binnenkant’, door medewerkers te vragen welke betekenis zij toekennen aan professionalisering en teamleren en hoe zij het effect van teamleren beoordelen in relatie tot hun eigen inzetbaarheid. SKO Kath. Agnietenschool gaat er daarbij van uit dat de wijze waarop leraren (als de ‘ontvangers’) betekenis toekennen aan professionalisering en teamleren bepalend is voor het succes ervan. (Dutch)
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New forms of education and professionalisation will have to be thought through and introduced on a lasting basis. That’s going to be the necessary questions from teachers. Elements such as communication and professional behaviour are then very important (cross-)conditions which allow the necessary developments and changes to take place, as insufficient teams function results in an increase in the experienced psychosocial workload and absenteeism. Teachers must be able to continuously develop new routines, because ‘the What’ and ‘the How’ in education are subject to change. A pilot team will work on team development and the connection with professionalisation. The team learns together from a professional dialogue in the form of a professional learning community (PLG). In order to encourage the development of teachers’ team into learning communities, a coherent set of actions is needed to be implemented with this project. SKO Kath. Agnietenschool expects that connecting team development to professional development is a fruitful way for the organisation of HR/professionalisation policy. Professionalisation and team learning are seen as a valuable tool to improve the quality of education. In addition, SKO wants Kath. Agnietenschool gives the teacher the ‘space’ as a professional and the team as a professional learning community. But how do employees feel about this? What significance do they attribute to education as a broad commitment to professionalisation and team learning? The objective of the consultant’s research is to gain insight into the ‘inside’, by asking employees what significance they attach to professionalisation and team learning and how they assess the impact of team learning in relation to their own employability. SKO Kath. Agnietenschool assumes that the way teachers (as the ‘recipients’) attribute importance to professionalisation and team learning is decisive for its success. (English)
26 January 2022
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Identifiers
2016EUSF2011244
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