German Students In The Dutch Teacher Training For

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Mijn onderzoek over de intergatie van Duitse studenten in het NL Pabo onderwijs bij Stenden.
My survey on the integration of German students in the Dutch Stenden curriculum of the Teacher Training Curriculum.

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German Students In The Dutch Teacher Training For

  1. 1. FROM ETHNOCENTRISM TO DEMOCRATIC PARTICIPATION? German students in the Dutch Teacher Training for primary education at Stenden university, the Netherlands Marcel Haagsma April 23-26 2009, ETEN-conference Izmir Turkey
  2. 2. Presentation <ul><li>Small portrait of two students. </li></ul><ul><li>Survey. Motives, approach, results. </li></ul><ul><li>Discussion on democratic participation. </li></ul>
  3. 3. Portraits Mareke Lienemann Vanessa von Poeppinghausen
  4. 4. Reasons for study in theNetherlands <ul><li>Mareke Lienemann : </li></ul><ul><li>Numerus clausus. </li></ul><ul><li>Flexibility after graduation: Dutch degree and German degree (application course). </li></ul><ul><li>Vanessa von Poeppinghausen : </li></ul><ul><li>More subjects in the Dutch curriculum then in the German curriculum. </li></ul><ul><li>More practice, right from the start. </li></ul>
  5. 5. Survey, motives <ul><li>Since 2006/2007: Active institutional policy: </li></ul><ul><li>German students in the Dutch teacher training for primary education at Stenden university. </li></ul><ul><li>Practice schools: language course. </li></ul><ul><li>Summer courses Dutch language. </li></ul>
  6. 6. Practice schools <ul><li>Dutch language.  levels </li></ul><ul><li>Cultural differences:  misunderstandings </li></ul><ul><li>-Professional culture in education (power distance) </li></ul><ul><li>-Dutch history (curriculum) </li></ul><ul><li>-National laws on education (Dutch constitution) </li></ul>
  7. 7. Programme <ul><li>Cultural introduction to Dutch education & society </li></ul><ul><li>Contents: </li></ul><ul><li>Dutch education system & professional culture. </li></ul><ul><li>Dutch child life, school life. </li></ul><ul><li>Dutch history, related to the school system. </li></ul><ul><li>Arts & culture in the Netherlands, 20th and 21st century. </li></ul><ul><li>Currents events in Dutch education, national debates. </li></ul><ul><li>Intercultural workshop. </li></ul><ul><li>Excursion. </li></ul>
  8. 8. Did it work? <ul><li>Goal survey: did the programme work, adaptations? </li></ul><ul><li>Literature. </li></ul><ul><li>Hofstede(2005 ): cultural dimensions. </li></ul><ul><li>Power distance </li></ul><ul><li>Individualism versus collectivism </li></ul><ul><li>Masculinity versus femeninity </li></ul><ul><li>Avoidance of insecurity </li></ul><ul><li>Longterm versus shortterm orientation </li></ul>
  9. 9. Did it work? <ul><li>Literature: Hall & Reed Hall (1990): </li></ul><ul><li>Six basic values in intercultural communication: </li></ul><ul><li>High vs.low context cultures </li></ul><ul><li>Monochronical vs. polychronical cultures </li></ul><ul><li>Personal space </li></ul><ul><li>“ Speed of messages” </li></ul><ul><li>Fastness vs. slowness of stream of information </li></ul><ul><li>Chains of actions </li></ul>
  10. 10. Hofstede (2005), Hall & Reed Hall (1990) <ul><li>German- Dutch differences: </li></ul><ul><li>Power distance </li></ul><ul><li>Avoidance of insecurity </li></ul><ul><li>Longterm vs. shortterm orientation </li></ul><ul><li>Chains of actions </li></ul>
  11. 11. Survey: enquiry <ul><li>7 questions: see paper </li></ul><ul><li>13 respondents, 12 female, 1 male, random from focus group (N=24). </li></ul><ul><li>Some of the results : </li></ul><ul><li>More informal relationships teacher-pupils. </li></ul><ul><li>More group work/self responsable learning. </li></ul><ul><li>Benefits from the programme (history, cultural issues). </li></ul><ul><li>Suggestions for improvement of the programme. </li></ul>
  12. 12. Phases in intercultural communication (Bennett & Bennett, 1998, 2002) <ul><li>Denial </li></ul><ul><li>Resistance </li></ul><ul><li>Minimalisation </li></ul><ul><li>Acceptance </li></ul><ul><li>Adaptation </li></ul><ul><li>Mutual integration </li></ul><ul><li>Ethnocentric </li></ul><ul><li>Ethnorelative </li></ul>
  13. 13. From ethnocentrism to democratic participation? <ul><li>Is this approach ethnocentric? If so is that a bad start? </li></ul><ul><li>Can you report of similar projects in your country? </li></ul><ul><li>What other approaches of democratic participation do you know for this or similar projects? </li></ul><ul><li>What other relations with democracy or human rights, do you see here? </li></ul><ul><li>What could the idea of the “Ladder of participation” by Roger Hart contribute here? </li></ul>
  14. 14. Roger Hart (1992)
  15. 15. Thank you. <ul><li>www.stenden.com </li></ul><ul><li>[email_address] </li></ul>

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