A multiple case study of manifestations of responsiveness in Dutch teacher education: a curriculum in flux.

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Abstract

To address teacher shortages, teacher education (TE) is striving to make its curriculum more flexible. The problem with flexibility is that it is often viewed from a single perspective, focusing primarily on the needs of students. In the present study the term responsive, derived from the discourse on vocational education, is used to refer to both the student perspective, the workplace perspective and the societal perspective. The aim of this research was to study how responsiveness manifests itself in practice in teacher education from these multiple perspectives. A case study design involving twelve TE programs was utilized. Data were collected through interviews as primary data sources, documents and site visits as secondary data sources. Results show four patterns in the data, which can be interpreted as four ideal-typical responsive curricula, distinguishing between TE being customization oriented, locally oriented, community oriented or change agent oriented. These ideal-typical responsive curricula may support curriculum designers in TE in making their curriculum more responsive.
Original languageEnglish
JournalPedagogische Studiën
Publication statusPublished - 5 Jul 2023

Keywords

  • Curriculum, teacher education, flexibility, vocational education

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