Self-evaluation - Technische Universiteit Eindhoven

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Appendices self-evaluation research programme ESoE related to research Incidental reviews for conference proposals ORD and ICTMA (International Community of Teachers of Mathematical Modelling and Applications) Name Ruurd Taconis Fte research 0,4 Role 2007 - 2011: Assistant professor 2011 - present; Associate professor; director of education Professional memberships - ICO (staff member) - VOR - AERA - EARLI - ESERA Leadership positions - Staff member of ICO (2010 - present) - Chair of the division Domain Specific Education (STEM) and board member of the Netherlands Educational Research Association (VOR) (2009 - present) Roles in organization of meetings/conferences Awards, prizes, nominations Editorial board memberships, roles in journals, editorships NWO (PROO), EU or other fundamental research grants (not contract research or innovation grants) Invited addresses, lectures or presentations Roles in policy advisory boards, grant evaluation committees Other relevant roles or achievements related to research - Organizer of symposia of the division domain Specific Education of the Netherlands Educational Research Association (VOR) - Springer Award for best journal article in the journal Learning Environments Research 2010, SIG Learning Environments, American Educational Research Association. - Associate editor for International Journal of Science Education (IJSE) - Reviewer for the journals: Teaching and Teacher Education (TATE) and Scandinavian Journal of Educational Research, Instructional Science, Pedagogische Studien, Science Education. - Member of the editorial board of ‘Tijdschrift voor Didactiek der β- wetenschappen’ (Dutch journal publishing scientific articles on the pedagogy of science) - Board member of ‘WND’ (Dutch foundation to promote the transfer of the results of research and development in the field of the pedagogy of Physics and the teaching of Physics) 2010-2011. - Science teachers designing context-based curriculum materials: developing context -based teaching competence. DUDOC, 2007 – 4 year PhD project - Invited address: An identity perspective on choosing and learning STEM, colloquium of Universitetet Oslo, October 2012. - Invited book chapter: Taconis, R. Problem solving. In J. Hattie, and E.M. Anderman (eds.). International guide to student achievement (379-382). 60
Appendices self-evaluation research programme ESoE Appendix 10 – ESoE Research programme ‘professional learning’ (2009-2012), version October 2009 1 INTRODUCT ION Research is one of the three core tasks of the Eindhoven School of Education (ESoE). The other two relate to teacher education in the domain of science and to contributing to the innovation of education 22 . The connection between the three core tasks forms the basis of ESoE’s research program, which is described below. It also adds dynamics to the program, making it necessary to adapt it frequently on the basis of input obtained from innovation and teacher education. The research program focuses on teachers’ learning, with specific attention paid to science and technology education. Both focal points are closely connected with ESoE’s position as a collaborative venture between Eindhoven University of Technology (TU/e) and Fontys University of Applied Sciences (Fontys Hogescholen). In the first instance, ESoE organizes teacher education in the subjects of Physics, Chemistry, Mathematics, and Computer Science within the TU/e, while general teacher education is the core business of Fontys. In the second instance, in and around the city of Eindhoven, there is a concentration of knowledge in the field of science and technology at TU/e, at the Fontys Pedagogical Technical School, and at the High Tech Campus Eindhoven, for example. Furthermore, ESoE is in charge of the research carried out at the Kenniscentrum Wetenschap en Techniek Zuid (KWTZ), the center of expertise for science and technology, which was established by the elementary teacher education colleges (Pabo) in the southern part of the Netherlands to support the introduction of technology in primary education. In addition to these pragmatic reasons, there are also conceptual reasons, which we will explain below, for paying particular attention to “the teacher” and to “science and technology education”. 1.1 THE T EACHER AS A P ROFESSI ONAL Teachers occupy a central place in the research program. The guiding concept is that of the teacher as a professional: namely, one who takes his or her own responsibilities, makes his or her own choices, and takes on his or her own professionalization. The quality of teachers is highly significant for the quality of education (Jochems, 2007, Day, 1999). Furthermore, the role of the teacher as a professional is also essential for innovations to succeed (Duffee & Aikenhead, 1992). In addition, appealing to the fact that teachers are responsible for their own professionalism may be of great importance for motivating teachers who are, in fact, often confronted with a lack of recognition and the demotivation that attends it. The image presented above of the teacher as a professional is an idealized one not currently fitting every teacher. In the literature, today’s teachers are more generally characterized as semi- professionals. Consequently, considerable work still needs to be done for a teacher to achieve the status of a professional. One of the focal questions of this research program therefore concerns how teachers could be supported in their further development as professionals, and how the initial education of teachers could anticipate ongoing professionalization. The fact that the teacher as a professional was chosen as a starting point, means that a central place has been created in the research program for active professionals learning throughout every phase in their careers. This is expressed in the theme of professional learning, which refers to learning in the workplace. However, professional learning encompasses more than the fact that it involves current teachers and that learning in one’s own work environment is a major aspect. It also involves a professional attitude towards profession-oriented learning and learning to become a professional. The basic premise of the teacher as a professional also has consequences for the initial training, which will need to create a basis for continued professionalization. In addition to the teaching of teaching skills, the initial training will also prepare prospective teachers to experiment with, and to look into new forms of education and educational contents in their own classrooms. Furthermore, the teacher education institution will need to make its students aware that ongoing professionalization is an indispensable component of the teaching profession. 22 For more information about the ESoE, please refer to the document in which the institution’s mission is described. 61
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Self-evaluation - Technische Universiteit Eindhoven

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