In this year’s issue of Villa Onderwijs by APS, Erno Mijland and Rob Mioch present their views of what “Teacher 3.0” might look like (extended from the 3.0 paradigm shared at Education Futures previously). With the authors’ permission, we provide their translation of the original Dutch text into English.
Authors: Erno Mijland and Rob Mioch
Share knowledge, create and connect
Teaching is one of the finest professions you can find. Teachers play a crucial part in preparing new generations for the future. Never before has there been so much uncertainty about what that future will look like.
An invitation to the dialogue about the consequences of these developments for the role of the teacher.
Moores law isn’t just about transistors anymore. The developments in scientifical research, the introduction of new technologies and the expansion of new ideas is going increasingly faster. Digitisation, globalisation, new knowledge about the working of the brain… all matters that run deep into the way we live, learn and work together. Also, the appeal to take responsibility for sustainable development and the reinforcement of our society, accentuate the central role that education has in equipping young people. Professional competences are currently recalibrated.
In this theoretical experiment, we combine several inspiring angles. Following the linear way of thinking, we could have chosen for 2.0. However, that might give the impression of a ‘next version’, an upgrade of the former version like we know from the world of technology.
3.0 focuses on the very core of the profession of teaching in the first part of the 21st century. With this magazine ‘Villa Onderwijs’ (trans.: Villa Education) we would like to give individual teachers and teams at schools the opportunity to engage in conversation about this topic.
Where we refer to the teacher as “he”, we also mean to include the female teacher.
1. The teacher 3.0 has an eye for the future
Children will have to find a place for themselves in a society with increasing risks and uncertainties. The teacher 3.0 will go into trends and scenarios and will weigh the consequences. In case it is relevant, he will make a translation of his findings to knowledge and skills in his professional area and the world of professions for which he prepares his students.
2. The teacher 3.0 offers students a home base
The teacher 3.0 views the school as a society that connects with the surrounding world. He teaches his students to take responsibility for their own lives and the environment they are part of. He teaches them a flexible attitude. That way, he gives shape to the ambition to create – through education – an environment fit to live in.
3. The teacher 3.0 establishes dialogue
Children of today have access to the same sources as their teachers do. Apparently professional knowledge is significant but above all, the teacher 3.0 makes his students go through the experience of learning from each other. The traditional division of roles (the omniscient teacher vs the unlearned student) is no longer relevant. He will initiate the dialogue with his students. Pedagogic skills will be an important tool for the teacher. He will learn more about the experience, the way of thinking and the behaviour of young people. Conversation with colleagues, parents and the world around him, will give him access to a diversity of information, inspiration and ideas.
4. The teacher 3.0 is a catalyst for student talents
Students live in a competitive society. There seem to be plenty of opportunities but there is a risk of ‘unwanted inequality’. The teacher 3.0 will look for possibilities to bring all children to great achievements. He pays attention to the complete child and its total development. He views the intrinsic motivation of the child as the base of his guidance. By working together with his collueges and his peer, he will be able to adjust his actions in order to match the abilities of the students.
5. The teacher 3.0 explores
Through his exploring attitude, the teacher 3.0 tries to get a grip on the unsteady reality around him. Where ever needed and if possible with the help of others, he will search for creative solutions for the – occasionally tough – everyday practice. He will continually work on the effectiveness and efficiency of his teaching. He is not afraid to experiment with innovative methods, technologies and different sources. He will connect these experiments to practice-based research. He will translate the findings of this research to distinct improvements which will be tested and evaluated.
6. The teacher 3.0 is a role model for ‘life long learning’
The half-life of knowledge becomes increasingly short. Knowledge and learning is more and more about the ability to find solutions for new issues. That’s why the teacher 3.0 will have to actively keep learning. This will partly be done in a self-taught manner. It is easy to have access to countless high quality sources through the internet. The teacher 3.0 studies, reflects and arranges to get feedback on his work, for instance through supervision and group intervision. He will remain working on his personal development in a self-steering and enterprising manner. This way he can excel in view of his own professional career, but also for the benefit of his students and the organization he works for. This also makes him a role model for his students.
7. The teacher 3.0 is not afraid to share ánd to ask
Developments go fast. It is impossible to do and to invent everything by yourself and to keep up with everything. That is why the teacher 3.0 actively uses his network where he can ask questions, shares his knowledge and contributes to joint projects. The present times offer unprecedented opportunities to make our knowledge and ideas accessible, for instance through networks and the Internet. Where ever relevant, the teacher 3.0 will contribute to joint products for education. This makes him an active member of a co-creating society. That is the power of being connected.
8. The teacher 3.0 uses technology based on his vision on learning
New technologies and media (like digital black boards, games and social media) offer a lot of learning facilities. However, the teacher 3.0 will not be directed by hypes. With his vision on learning as a starting point, he will critically assess the possibilities and will creatively translate them to the goals he wants to achieve with his teaching. When ever technology doesn’t actually add anything valuable, he is not afraid to say “no” to it. This will not always be easy, because you cannot always know in advance what it is exactly that you are turning down. To make conscious, deliberate choices may well be one of the most important new competences of today’s teacher.
9. The teacher 3.0 works smartly
Technology should make your job easier. The teacher 3.0 uses opportunities to computerize his tasks in order to be able to spend as much time as possible on activities that really matter: direct contact with students. Whenever possible he will use digital testing methods or video recordings of his lessons as a reference work for his students.
10. The teacher 3.0 focuses on his passion and his talent
The life of a teacher 3.0 uses up a lot of energy. There is so much to keep up with, to think about, to try out… and you are never done. Never done? You can only keep that up when you are motivated by passion. The teacher 3.0 is genuine and credible, an important criterion for working with today’s students. He realises that external influences may constantly distract him from his passion. For instance by new regulations, protocols, shifting in activities. Sometimes he will have to stand up for himself and set limits. He will look for the meaning of his work, and will question himself about his true motive. He is aware of which activities he truly enjoys. He finds happiness in his work, in working with students and collueges and in sharing his passion with his peer.
11. The teacher 3.0 is not afraid to be unique
In every school there is a need for wide oriented specialists, ánd specialized generalists. The teacher 3.0 views his profile as a capital T: imagine the specialism to be the vertical line going into the deep and the horizontal line being the widening. The teacher takes authority from his specialism, his expertise. One can get unique, profound knowledge from him. He will think cross curricular. He knows how to make the wide connection between his expertise and the developments in his environment. With his ‘T-profile’ he will contribute to his school in a unique way.
12. The teacher 3.0 takes pride in his profession
As a teacher, you may sometimes feel like a drop in the ocean. But even Einstein, Gandhi and Picasso at one time started out as little boys at a random school, somewhere in this world. Society can have high expectations of education. It is time to stop the blame and shame. The teacher 3.0 knows he makes a difference. He takes pride in his profession.
Erno Mijland is a journalist/writer, and trainer/speaker on learning and technology. Rob Mioch is managing director of professional education at APS national center for innovation and school improvement, the Netherlands.