De Cultuurhistorische Onderwijspedagogiek als narratief | Amsterdam University Press Journals Online
2004
Volume 39, Issue 3
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

In this article, we reflect on the contribution of cultural historical theory for the innovation and improvement of educational practice in the Netherlands. As a first step, we will show how different narratives about good education are constructed and passed on in educational discourse. Next, we will discuss the characteristics of a cultural historical narrative about good education. To illustrate this narrative, we will present one particular story that has been developed over the past decades: Developmental Education. Developmental Education is a specific approach to education that is based on and rooted in cultural historical theory. A special feature of this narrative is the close and inseparable relation between theory and practice. We will show how this vision on the theory-practice relation leads to a specific interpretation of teachers’ professional development. Using two examples, we will illustrate how teachers, teacher trainers, educational developers, and researchers within the Developmental Education community collaboratively innovate and improve educational practice in a theory-driven manner.

Loading

Article metrics loading...

/content/journals/10.5117/PED2019.3.003.VAND
2019-12-01
2024-03-29
Loading full text...

Full text loading...

/deliver/fulltext/15677109/39/3/03_PED2019.3_VAND.html?itemId=/content/journals/10.5117/PED2019.3.003.VAND&mimeType=html&fmt=ahah

References

  1. Adan-Dirks, R.(2012). Assessing vocabulary development. In B.van Oers (Ed.), Developmental Education for young children: Concept, practice, and implementation (pp. 87- 104). Dordrecht: Springer.
    [Google Scholar]
  2. Bol, E.(1982). Leespsychologie. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  3. Borghouts-Van Erp, J.W.M.(1989). Het rekenmannetje: afrekenen met problemen bij optellen en aftrekken. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  4. De Koning, L.(2012). Coaching the transition towards developmental education: Exploring the situation with teachers. In B.van Oers (Ed.), Development Education for young children: Concept, practice, and implementation (pp. 189-206). Dordrecht: Springer.
    [Google Scholar]
  5. Gal’perin, P.J.(1976). Vvedenie v psichologiju [Inleiding in de psychologie]. Moskou, Russia: Izd-vo Moskovskogo Universiteta.
    [Google Scholar]
  6. Haenen, J.(1996). Piotr Gal’perin: Psychologist in Vygotsky’s footsteps. New York, NY: Nova Science Publishers.
    [Google Scholar]
  7. Howe, C., & Abedin, M.(2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325-356. doi:10.1080/0305764X.2013.786024
    [Google Scholar]
  8. Kirschner, P.(2018). Paul Kirschner legt het nog één keer uit… Blog Paul Kirschner https://didactiefonline.nl
    [Google Scholar]
  9. Kooreman, H.J.(1974). Het leren verklanken van lettertekens: theorie en onderzoek. Pedagogische Studiën, 51, 185-198.
    [Google Scholar]
  10. Lakkala, M., Ilomäki, L., Paavola, S., Kosonen, K., & Muukkonen, H.(2012). Using trialogical design principles to assess pedagogical practices in two higher education courses. In A.Moen, A. I.Mørch, & S.Paavola (Eds.), Collaborative knowledge creation (pp. 141–161). Rotterdam, The Netherlands: Sense Publishers.
    [Google Scholar]
  11. Paavola, S., & Hakkarainen, K.(2005). The knowledge creation metaphor—An emergent epistemological approach to learning.Science & Education, 14, 535–557.
    [Google Scholar]
  12. Poehner, M.E.(2008). Dynamic Assessment. A Vygotskian approach to understanding and promoting L2 development. New York, NY: Springer.
    [Google Scholar]
  13. Pompert, B.(2012). Creating knowledge and practice in the classroom. In B.van Oers (Ed.), Developmental Education for young children: Concept, practice, and implementation (pp. 207-222). Dordrecht: Springer.
    [Google Scholar]
  14. Resnick, L.B., Asterhan, C., & Clarke, S. (Eds.) (2015). Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.
    [Google Scholar]
  15. Sammut, G., Andreouli, E., Gaskell, G., & J.Valsiner (Eds.). The Cambridge Handbook of Social Representations. Cambridge, UK: Cambridge UP.
    [Google Scholar]
  16. Sternberg, R. J., & Grigorenko, E. L.(2002). Dynamic testing. The nature and measurement of learning potential. New York, NY: Cambridge University Press.
    [Google Scholar]
  17. Van der Veen, C.(2013). Opbrengstgericht werken, een koud kunstje? Villa Kakelbont als good practice. Zone, tijdschrift voor Ontwikkelingsgericht Onderwijs, 12(1), 10-12.
    [Google Scholar]
  18. Van der Veen, C., Dobber, M., & Van Oers, B.(2015). Implementing Dynamic Assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education school. Language Assessment Quarterly: An International Journal, 13(4), 329-340.
    [Google Scholar]
  19. Van der Veen, C., & Wolbert, L.(2014). Human flourishing in Developmental Education schools: a collaborative project perspective. In A.Blunden (Ed.), Collaborative projects: An interdisciplinary study (pp. 336-341). Leiden: Brill.
    [Google Scholar]
  20. Van der Veen, C., De Mey, L., Van Kruistum, C., & Van Oers, B.(2017). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education. Learning and Instruction, 48, 14-22.
    [Google Scholar]
  21. Van der Veen, C., & Van Oers, B.(2017). Advances in research on classroom dialogue: learning outcomes and assessments. Learning and Instruction, 48, 1-4.
    [Google Scholar]
  22. Van der Veen, C.(2017). Dialogic classroom talk in early childhood classroom. Unpublished doctoral dissertation. Amsterdam: Vrije Universiteit Amsterdam.
    [Google Scholar]
  23. Van der Wilt, F., Schinkel, A, Wolbert, L., Dobber, M., & Van der Veen, C. (in voorbereiding). To be or not to be a parasite: an ethical self-examination through a case study of educational research into peer rejection.
    [Google Scholar]
  24. Van Oers, B. & Janssen-Vos, F. (red) (1992). Visies op onderwijs aan jonge kinderen. Assen: van Gorcum.
    [Google Scholar]
  25. Van Oers, B. (Ed.) (2012a). Developmental Education for young children: Concept, practice, and implementation. Dordrecht: Springer.
    [Google Scholar]
  26. Van Oers, B. (2012b). Meaningful cultural learning by imitative participation: the case of abstract thinking in primary school. Human Development, 55(3), 136-158.
    [Google Scholar]
  27. Van Parreren, C.F., & Carpay, J.(1972). Sovjetpsychologen aan het woord. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  28. Van Parreren, C.F., & Carpay, J.(1980). Sovjetpsychologen over onderwijs en cognitieve ontwikkeling. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  29. Vygotskij, L.S.(1982). Istoričeskij smysl’ psichologičeskogo krizisa. Metodologičeskoe issledovanie [De historische zin van de crisis in de psychologie. Een methodologisch onderzoek]. In Sovremënnoe sočinenij, Deel 1 (291–436). Moskou, Russia: Pedagogika.
    [Google Scholar]
  30. Vygotskij, L.S.(1991). Pedagogieskaja psichologija [Pedagogische Psychologie]. Moskou: Pedagogika.
    [Google Scholar]
  31. Vygotsky, L.S.(1997). Educational Psychology. Boca Raton, Fl: St Lucie Press.
    [Google Scholar]
  32. Wardekker, W.(1986). Wetenschapstradities en onderwijsvernieuwing. Naar een cultuurhistorische visie. Amsterdam: VU-uitgeverij.
    [Google Scholar]
  33. Wittgenstein, L.(1953). Philosophische Untersuchungen. Frankfurt am Main: Suhrkamp.
    [Google Scholar]
  34. Yasnitsky, A., & Van der Veer, R. (Eds) (2014). The Cambridge Handbook of Cultural-historical psychology. Cambridge, UK.: Cambridge UP.
    [Google Scholar]
  35. Yasnitsky, A., & Van der Veer, R. & Ferry, M. (Eds.) (2016). Revisionist revolution in Vygotsky studies. London, UK: Routledge.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/PED2019.3.003.VAND
Loading
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error