Responsible Teaching

Abstract

What is seen as responsible teaching depends on two main elements: the view of development of children, and the view of the aims of education. This chapter contrasts the points of view of Developmental Education on these two aspects with the (sometimes implicit) views of other concepts of education, e.g. effective teaching or progressive education. In Developmental Education, development is interpreted as transformation, and the aim of education is the building of pupils’ identity as responsible citizens. It will be argued that as a consequence, teaching is seen as a process in which teachers and pupils respond to each other in the context of cultural practices. In this process, teachers strive to stimulate development optimally. As the social conditions of development change, this implies that teachers are also learners, continually enhancing their professionalism, and schools should create the conditions for the learning of teachers and pupils alike.

Appendix: Teacher Competences for Developmental Education

The generally accepted framework for teacher competence in the Netherlands recognises seven fields of competence:

• interpersonal competence

• competence in group processes

• competence in content knowledge and teaching procedures

• competence in organising

• competence in co-operating with colleagues

• competence in co-operating with the school environment

• competence in reflection

All of these have been specified for DE teachers in an (as yet unofficial) document. The text is too long to quote here in full. As examples, we translate the text for “interpersonal competence” and for “competence in reflection”.

Interpersonal competence

A DE teacher recognises her specific pedagogical task in a changing and sometimes insecure society. Pupils come to school to develop their personalities in a broad sense. Knowledge and skills are of importance in this process. Kids in a DE classroom relate to what they are learning. The teacher strives for the pupils to build attachment to her, to each other, and to the content and aims of education.

Characteristic for the climate in a DE classroom is that everything that is treated will be meaningful for every individual and relevant for the whole group.

Interpersonal relationships in a DE classroom are built up in joint activities and conversations, where the contribution of everybody is sought and valued.

A DE teacher always pronounces high expectations of the possibilities of her pupils. Nothing is too difficult in advance and if you want to participate you are never too young.

Together with the pupils, the teacher builds learning environments in which children can explore safely and are challenged to redefine their limits.

How does the teacher do this?

• making contact: she takes time to come into real (verbal and nonverbal) contact with her pupils and to understand their actual interests and skills. She helps them to reflect on their actions

• relating pupils to each other: she organises individual and collective activities in which the children have mutual contacts and learn to take responsibility for themselves and for the group

• taking part: she takes part in the pupils’ activities aiming at the construction of a zone of proximal development, and provides positive feedback on participation rather than achievement

• building a learning environment: continually, together with the group, she engages in designing a rich learning environment relevant to the development of the learning theme. An environment that encourages learning together.

Competence in reflection and development

Reflection is very important in DE: both reflection on what happens with the pupils in the group and reflection on the teacher’s own actions.

How does the teacher do this?

• reflection in the group: daily she reflects on the primary process in the classroom, aided by the DE reflection instruments (HOREB). Together with the pupils, she daily organises evaluative moments in which she reflects together with them on what has been worked on, what progress has been made, and what activities could come next. Also, she evaluates the pupils’ development together with them

• Reflection on her own development: periodically she reflects her skills in DE. She is able to sketch an image of herself as a DE teacher and to mention points for further development. Working on these points, she is able to use available DE materials.