Developmental teacher education: prolepsis in a process of double stimulation: Creating accidental learning experiences on a regular basis

Developmental teacher education: a rough draft

Looking back on Rob's development as a teacher and from the cultural historical theory I can now start to draft a picture of developmental teacher education. This picture will and must remain a draft, since working within students' zone of proximal development within a thematic curriculum is an open process. Biesta (2015) would call this the 'beautiful risk of education'.
Let me now discuss the thematic curriculum as a form of double stimulation (a formative intervention). The first stimulus are the assignments in a curriculum. Those assignments should be ordered in one way or another, for example by level of complexity, and they should be thematic. The themes then are object of permanent discussion for the teacher educators that work as a team helping the students to find their second stimuli by means of prolepsis.
The first stimulus in this case in de PDL was:"inquire your classroom and analyse pedagogic structure (relation teacher - student and activities)". Subsequently Rob came with his problem of classroom management, for him the second stimulus that we tried to help him with.

As a teacher I tried to take a step forward by introducing Kan, as prolepsis.
[Here a more thorough analysis of my role as an educator using the activity system model]

[Here a brief answer on the main research question: There is no way of making sure goals will be met beforehand, however finding the students' zone of proximal development in a thematic developmental curriculum can create oppertunities for students to develop agency.....]


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