Development of a prototype module as an example of a new.pptVIP

ICASE 2000 The teacher as a crucial factor in curriculum innovationthe case of Utrecht University Albert Pilot Institute of Education (IVLOS) Freudenthal Instiitute for Science and Mathematics Education Utrecht University, the Netherlands a.pilot@ivlos.uu.nl Perspective1. Introduction2. Conceptual framework3. Innovation processes4. Three Strategies six clusters of measures 5. Focus on the changing role of teachers: authentic practices 6. Discussion and conclusions Teaching in a research university Is the quality of personnel the capital in our business: university education? Is the teacher the crucial factor in curriculum innovation? Can this be the focus in univertsity policy and activities? How should this be done? What are good indicators? Research question: What strategies are feasible to enhance the competencies and motivation of teachers in a research university on a large scale? Or: How to enhance the empowerment of teachers? Answering the question: Conceptual framework 3 strategies and 6 clusters of measures are described. Analysis of implemented activities and results. Focus on authentic practices as a new framework for linking teaching and research Conceptual framework Curriculum innovations require changes in teacher practice, but experienced teachers do not change current practice because it is rooted in their beliefs and expertise. Teachers need to be empowered for curriculum innovations in content and educational methods. Empowerment Dimensions of empowerment: Involvement in decision-making Teacher impact Teacher status Autonomy Professional growth Self-efficacy Linking research and teaching High rate of dynamics in disciplines and professions, and changing demands on quality of education.  Implications: * linking teaching and research (knowledge development) in a new model or paradigm * focus on the professional development of the teacher in a learning organisation. Authority in innovations needs empowerment From exp