Open AccessDe pedagogische dimensie van formuleer- en schrijfstijlonderwijs binnen het schoolvak Nederlands
Author(s) -
Jeroen Steenbakkers,
Veerle Baaijen,
K. de Glopper
Publication year - 2021
Publication title -
pedagogiek
Language(s) - English
Resource type - Journals
eISSN - 2468-1652
pISSN - 1567-7109
DOI - 10.5117/ped2021.2.003.stee
Subject(s) - curriculum , pedagogy , the arts , style (visual arts) , socialization , sociology , expression (computer science) , subjectification , language arts , mathematics education , psychology , linguistics , political science , social science , computer science , philosophy , archaeology , law , history , programming language
The pedagogical dimension of lessons writing style and written expression in the Dutch language arts in secondary education An analysis of the curriculum, the didactical discourse and teaching practices This study focuses on the question to which extent writing style and written expression, two aspects of the Dutch language arts curriculum, pay attention to pedagogical themes, values and norms. To answer this question we have studied curriculum documents, pedagogical handbooks, teaching materials and teaching practices in relation to pedagogical core concepts: good education should be about qualification, socialization and subjectification, it needs teachers who are allowed to educate their students and education that incorporates risk. In the results of this study all indicators point in the same direction: the common lessons for writing style and formulation are not related to pedagogical values and norms. This is a problem, because if we do not align the teaching practices with pedagogical insights, values and goals, this can lead to undesirable pedagogical practices and to impoverishment of teachers’ profession. This study concludes with the recommendation that the revision of the curriculum of Dutch language arts should be enriched with pedagogical insights, values and goals.