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Samenvatting
(Dutch abstract)
S
Samenvatting (Dutch abstract)
Introductie
Centraal in deze dissertatie staat de mogelijkheid om de kwaliteit van leerkrachtvaardigheden van pabostudenten te verhogen. De reden voor deze focus op kwaliteitsverbetering betreft de licht dalende trend van leerlingprestaties in Nederland (Gubbels, Netten, & Verhoeven, 2017; Meelissen, & Punter, 2016) en empirisch bewijs dat een verbetering van leerkrachtvaardigheden leidt tot een verbetering van leerlingprestaties (Houtveen & Van de Grift, 2007a, 2007b, 2012; Houtveen, Van de Grift, & Creemers, 2004; Kraft, Blazar, & Hogan, 2018). Vanwege deze empirisch bewezen relatie is het Nederlandse overheidsbeleid gericht op het verbeteren van de kwaliteit van het onderwijs, waarin pabo’s geacht worden een belangrijke taak te vervullen (Ministerie van OCW, 2013). Een sterke samenwerking tussen de pabo en de stagescholen is een voorwaarde. Daarom wordt het ‘Samen Opleiden’ door overheidsbeleid aangemoedigd (Ministerie van OCW, 2020).
Voor de gewenste kwaliteitsverbetering zijn twee versies van een begeleidingsaanpak met bijbehorende lesvoorbereidingsformulieren voor pabostudenten ontwikkeld, op basis van beschikbare kennis van effectieve professionele ontwikkeling van leraren (Houtveen, 2018a) en effectief leerkrachtgedrag. Het verschil tussen beide versies is een extra begeleidingsonderdeel dat wetenschappelijke theorie aanbiedt en afstemt op de lespraktijk van de student. De twee versies, een vierdelige en een driedelige begeleidingsaanpak, zijn vervolgens in drie veldexperimenten op effectiviteit getest.