Oefenvragen voor LIO tentamen
Algemene tip: gebruik bij het beantwoorden van tentamenvragen deze stappen expliciet:
1. Kies een perspectief/concept
2. Geef de definitie van het perspectief/concept
3. Maak de koppeling met de casus
4. Geef een logische oplossing, toepassing of aanbeveling
Hoorcollege 4: Professional learning and development – the school context
Desimone (2009); Stringfield (2008); Imants (2013)
1. What is the distinction between professional learning and professional development?
Although they can co-exist with each other, they have another perspective. Professional learning is
seen form the point of the learner when they intrinsic aim is to learn. Professional development
Is an organized learning activity mostly initiated by others. Professional learning can occur during
professional development. This can be compared with the acquisition (p. development) and the
participation metaphor (p. learning) from lecture three.
2. Explain the model of Desimone.
The general idea is that through four levels professional learning/professionalism occurs. Activity:
through professional development/learning activities a teacher learns. Learning: a teachers
knowledge and skills increase and attitudes and beliefs can change. Teaching: the learned behaviour
can be applied in the instruction of the students. Outcome: students learning improves because they
have a better educated teacher.
3. What contribution does the study of Stringfield et al. (2008) have on the view on
professionalism and learning?
They showed what factors work and don’t work when applying a successful change within multiple
schoolcontext. The standard operating procedures were implemented in the same way, but the
content differed between the schools and therefore they made it work.
4. How is learning in teachers’ daily work environment co-constructed by teachers according to
Imants et al. (2010)?
Learning occurs through a reciprocal, interaction of workplace affordances and individuals’
participation. An organization can offer certain possibilities to learn (e.g. the video coach), but the
individual has to participate in this. And also, sometimes multiple individuals have to participate for a
certain learning trajectory to work, because you need each other for collaboration and feedback.
*I do not yet understand the teachers’ interpretations of (3 lenses): intended reform goals, reform
coherence with personal professional beliefs and practices (attitudes) and workplace condition
(Imants, et al., 2010). How does this relate to the lecture and to the rest of their article (e.g.
workplace affordance and individual participation model)?
Hoorcollege 5: The beliefs about learning and a diverse population
Nauta (2009); Kynd (2011); van der Krogt (2000)
1. What is the definition of employability orientation and employability culture according to
Nauta, et al. (2009)
Employability orientation: Employees openness to develop themselves and to adapt to changing
work requirements.
Algemene tip: gebruik bij het beantwoorden van tentamenvragen deze stappen expliciet:
1. Kies een perspectief/concept
2. Geef de definitie van het perspectief/concept
3. Maak de koppeling met de casus
4. Geef een logische oplossing, toepassing of aanbeveling
Hoorcollege 4: Professional learning and development – the school context
Desimone (2009); Stringfield (2008); Imants (2013)
1. What is the distinction between professional learning and professional development?
Although they can co-exist with each other, they have another perspective. Professional learning is
seen form the point of the learner when they intrinsic aim is to learn. Professional development
Is an organized learning activity mostly initiated by others. Professional learning can occur during
professional development. This can be compared with the acquisition (p. development) and the
participation metaphor (p. learning) from lecture three.
2. Explain the model of Desimone.
The general idea is that through four levels professional learning/professionalism occurs. Activity:
through professional development/learning activities a teacher learns. Learning: a teachers
knowledge and skills increase and attitudes and beliefs can change. Teaching: the learned behaviour
can be applied in the instruction of the students. Outcome: students learning improves because they
have a better educated teacher.
3. What contribution does the study of Stringfield et al. (2008) have on the view on
professionalism and learning?
They showed what factors work and don’t work when applying a successful change within multiple
schoolcontext. The standard operating procedures were implemented in the same way, but the
content differed between the schools and therefore they made it work.
4. How is learning in teachers’ daily work environment co-constructed by teachers according to
Imants et al. (2010)?
Learning occurs through a reciprocal, interaction of workplace affordances and individuals’
participation. An organization can offer certain possibilities to learn (e.g. the video coach), but the
individual has to participate in this. And also, sometimes multiple individuals have to participate for a
certain learning trajectory to work, because you need each other for collaboration and feedback.
*I do not yet understand the teachers’ interpretations of (3 lenses): intended reform goals, reform
coherence with personal professional beliefs and practices (attitudes) and workplace condition
(Imants, et al., 2010). How does this relate to the lecture and to the rest of their article (e.g.
workplace affordance and individual participation model)?
Hoorcollege 5: The beliefs about learning and a diverse population
Nauta (2009); Kynd (2011); van der Krogt (2000)
1. What is the definition of employability orientation and employability culture according to
Nauta, et al. (2009)
Employability orientation: Employees openness to develop themselves and to adapt to changing
work requirements.
