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Twelve Years On: the new teacher training in the Netherlands |
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| Authors: | Chris Schrijner |
| Abstract: | The author draws upon his experience as Director of one of the ‘new’ Dutch teacher training institutions, for lower‐secondary pupils, created after the Mammoth Act of 1968. Although outside the university system, they have been subject to university supervision, which led to some problems. The relationship, for example, is hierarchaic, and many universities and professors are interested only in the academic subject. There has been a progressive move away from university dominance. Considerable effort has gone into the creation of an institutional strategy. While each of the ‘new’ colleges was free to choose its own approach, that adopted at the SOL Utrecht was radical. On the basis of the identification of the needs of future teachers, teams of specialists from different areas—for example, pedagogues as well as subject specialists —were brought together to plan, as a team, for the courses offered. This approach makes heavy demands on staff attitudes, which must be allowed for. The school practice experience is important, and carefully planned for. Also, much use is made of audio‐visual media, including videotaping of lectures, once course content has been fixed. The institution is committed to an integrated approach to the training of teachers. |
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