Cok Bakker
Utrecht University, Philosophy and Religious Studies, Faculty Member
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In the Netherlands the debate on the identity of a school is influenced by the long and dominant history of a close linking between religious traditions (mainly the Christian tradition) and the design of the national school system. For... more
In the Netherlands the debate on the identity of a school is influenced by the long and dominant history of a close linking between religious traditions (mainly the Christian tradition) and the design of the national school system. For almost 100 years, most schools, formally speaking, are so called Christian schools. This is not an accidental adverb used to indicate some of the Dutch schools, but it has a strong juridical basis. In recent education a certain discrepancy is experienced between the formal corporate identity of a school and the actual identity of the school population. This discrepancy is the central matter of this article. We present two research projects by which this discrepancy is explored. The key issue seems to be that in Dutch education there is a strong need for a paradigm shift from a more deductive to a more inductive reflection on school ethos.
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In this final chapter we will now synthesize some significant aspects of the meaning of this book. The book advocates Normative Professionalization as an indispensable aspect of education in order to deal with the human condition – the... more
In this final chapter we will now synthesize some significant aspects of the meaning of this book. The book advocates Normative Professionalization as an indispensable aspect of education in order to deal with the human condition – the complexity of the vita activa and the amor mundi; the love for the world (Arendt). According to Arendt, dealing with complexity and plurality is a precondition for a healthy society and a healthy democracy.
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ABSTRACT School identity is the main topic of one of our qualitative research projects in Christian primary schools in the multicultural metropolitan context of the Netherlands. Together with school leaders and teachers of denominational... more
ABSTRACT School identity is the main topic of one of our qualitative research projects in Christian primary schools in the multicultural metropolitan context of the Netherlands. Together with school leaders and teachers of denominational Christian primary schools in the city of Rotterdam, we developed the concept of Structural Identity Consultation (SIC). SIC is a 2 years’ track of three consultations of 1day each year. SIC creates time and space to reflect on the teacher’s self-understanding as a professional RE teacher, as well as on the role of Christian and Islamic religion in a dialogical relation to the school’s identity. School leaders as well as teachers are convinced of SIC’s necessity for the professional self-understanding of (RE) teachers, as well as SIC’s beneficial function on the process of development of (religious) school identity. At the same time, the hectic life in everyday’s school context might be counterproductive for the continuation of the structural earmarking of space for SIC in the school’s schedule. We present the benefits and the threats of the implementation of SIC and relate this to the professional self-understanding of RE teachers, the leadership style of the principal and the development of the school’s identity. KeywordsIdentity-Team consultation-Religious tradition-Biographical research-Self-Confrontation Method-Leadership style
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This volume, the result of four years of work performed by the combined research groups of Utrecht University (Faculty of Humanities) and the HU Utrecht University of Applied Sciences (Faculty of Education), focuses on the central theme... more
This volume, the result of four years of work performed by the combined research groups of Utrecht University (Faculty of Humanities) and the HU Utrecht University of Applied Sciences (Faculty of Education), focuses on the central theme of 'Normative Professionalization'. Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald SchOn and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lenses and methodological approaches which have been employed to get a grip on complexity.
Research Interests: Sociology, Teacher Education, Critical Pedagogy, Educational Research, Complexity, and 10 morePedagogy, PHRONESIS, Hannah Arendt, Morality, Passion, Professionalization, Democracy and Citizenship Education, Normative Critical Professionalism, Aristotle/Phronesis/Praxis, and Worldview and Religious Education
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Bu makale, Hollanda Egitim sistemi Icerisinde din egitiminin tarihi arka plani ve gunumuzdeki durumu hakkinda bilgi verilmistir. Calismada oncelikle Fransiz isgalinden sonraki surecte Hollanda toplumunda meydana gelen din egitimi... more
Bu makale, Hollanda Egitim sistemi Icerisinde din egitiminin tarihi arka plani ve gunumuzdeki durumu hakkinda bilgi verilmistir. Calismada oncelikle Fransiz isgalinden sonraki surecte Hollanda toplumunda meydana gelen din egitimi tartismalan hakkinda bilgi verilmistir. Bu sureci daha iyi anlayabilmek Icin Hollanda toplumunun yapisi, dini okullann ozellikleri hakkinda bilgi verildikten sonra dinin Hollanda toplumu icindeki yeri, Kilise Devlet iliskileri hakkinda bilgi verilmistir. Son olarak cok kulturlu toplumda din egitimi modelleri ve egitimin hedefleri hakkinda bilgiler verilmistir.
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Posterpresentatie ORD 2014 Deze studie is onderdeel van het promotieonderzoek aan de Universiteit Utrecht onder de naam "Grip krijgen op moreel auteurschap van beginnende leraren in het primair onderwijs". De metafoor “moreel... more
Posterpresentatie ORD 2014 Deze studie is onderdeel van het promotieonderzoek aan de Universiteit Utrecht onder de naam "Grip krijgen op moreel auteurschap van beginnende leraren in het primair onderwijs". De metafoor “moreel auteurschap” wordt gebruikt om vanuit een narratief perspectief het intentioneel moreel leren door de beginnende leraar te kunnen beschrijven en te kunnen onderzoeken. Deze deelstudie is een verkennende studie naar de morele orientatie van de beginnende leraar in het primair onderwijs.
Research Interests: Humanities and Art
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Introduction With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned... more
Introduction With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned professional protocols and their personal values, the latter being a component of the personal dimension. The personal dimension can be defined as a set of personal components that have a substantial impact on professional identity. In this study, we aim to improve the understanding of the role played by the personal dimension, by answering the following research question: What is known about the personal dimension of the professional identity of AHPs in (allied) health literature? Methods In the scoping review, databases, CINAHL, ERIC, Medline, PubMed, and PsychINFO were searched for studies focusing on what is regarded as ‘the personal dimension of professional identity’ of AHPs in the health literature; 81 out of 815 articles were included and analyz...
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Graag wil ik in dit essay betogen dat het een misvatting is om uitsluitend op deze beperkte manier te reflecteren op de christelijke identiteit van de school. Ik vind het een groot punt van zorg dat veel leerkrachten dit in eerste... more
Graag wil ik in dit essay betogen dat het een misvatting is om uitsluitend op deze beperkte manier te reflecteren op de christelijke identiteit van de school. Ik vind het een groot punt van zorg dat veel leerkrachten dit in eerste instantie toch lijken te doen. Mijn voorstel is dan ook om de alarmbellen te luiden elke keer als in een gesprek over de identiteit van de school het ‘argument’ klinkt “…. want dit is toch een christelijke school ….” (of variaties op dit argument). We hebben dan namelijk te maken met een onzinuitspraak, een schijnargument. Laat dat dan ook maar worden gezegd, om daardoor vervolgens een heilzame verwarring te laten ontstaan
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In deze paper onderzoeken we oordeels- en besluitvorming door Nederlandse commercieel vastgoedtaxateurs, vanuit de invalshoek van het begrip ‘taakcomplexiteit’. Om een diepgaande verkenning mogelijk te maken is als onderzoeksmethode... more
In deze paper onderzoeken we oordeels- en besluitvorming door Nederlandse commercieel vastgoedtaxateurs, vanuit de invalshoek van het begrip ‘taakcomplexiteit’. Om een diepgaande verkenning mogelijk te maken is als onderzoeksmethode gekozen voor een gefundeerde theoriebenadering, uitgevoerd via diepte-interviews met ervaren Nederlandse taxateurs met diverse achtergronden. Onze bevindingen wijzen erop dat taakcomplexiteit zich op diverse wijzen manifesteert in het taxatieproces en sterk situationeel geladen is. Taxateurs die werkzaam zijn in grote organisaties hebben andere ervaringen met taakcomplexiteit in hun werk dan collega’s uit kleinere organisaties of zelfstandige taxateurs. Bovendien verschillen handelwijzen inzake taakcomplexiteit aanzienlijk per type taxateurs. De taakomgeving blijkt sterk mee te bewegen met percepties van taakcomplexiteit. Uit onze data hebben we drie soorten taakomgevingen afgeleid, die geent zijn op basis van professionele normen van opdrachtgevers, con...
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In Loes Houweling, Willemieke de Jong, Hans de Deckere & Hester Vietor (Eds.), De staat van de pedagogiek - Analytisch, opbrengstgericht en visionair. Amsterdam: SWP
De persoonlijkheid van de leraar is essentieel voor de kwaliteit van het onderwijs. De leraar in opleiding moet daarom leren zich bewust te worden van het subjectieve karakter van zijn beroepsuitoefening – ondanks alle protocollen en... more
De persoonlijkheid van de leraar is essentieel voor de kwaliteit van het onderwijs. De leraar in opleiding moet daarom leren zich bewust te worden van het subjectieve karakter van zijn beroepsuitoefening – ondanks alle protocollen en gestandaardiseerde kwaliteitsmetingen.
Research Interests: Humanities and Art
Nederland ontzuilt sinds de jaren zestig in rap tempo. Desalniettemin zijn er in Nederland nog altijd meer bijzondere scholen dan openbare scholen.
In deze paper onderzoeken we oordeels- en besluitvorming door Nederlandse commercieel vastgoedtaxateurs, vanuit de invalshoek van het begrip ‘taakcomplexiteit’. Om een diepgaande verkenning mogelijk te maken is als onderzoeksmethode... more
In deze paper onderzoeken we oordeels- en besluitvorming door Nederlandse commercieel vastgoedtaxateurs, vanuit de invalshoek van het begrip ‘taakcomplexiteit’. Om een diepgaande verkenning mogelijk te maken is als onderzoeksmethode gekozen voor een gefundeerde theoriebenadering, uitgevoerd via diepte-interviews met ervaren Nederlandse taxateurs met diverse achtergronden. Onze bevindingen wijzen erop dat taakcomplexiteit zich op diverse wijzen manifesteert in het taxatieproces en sterk situationeel geladen is. Taxateurs die werkzaam zijn in grote organisaties hebben andere ervaringen met taakcomplexiteit in hun werk dan collega’s uit kleinere organisaties of zelfstandige taxateurs. Bovendien verschillen handelwijzen inzake taakcomplexiteit aanzienlijk per type taxateurs. De taakomgeving blijkt sterk mee te bewegen met percepties van taakcomplexiteit. Uit onze data hebben we drie soorten taakomgevingen afgeleid, die geent zijn op basis van professionele normen van opdrachtgevers, con...
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Valuation judgement bias has been a research topic for several years due to its proclaimed effect on valuation accuracy. However, little is known on the emphasis of literature on judgement bias, with regard to, for instance, research... more
Valuation judgement bias has been a research topic for several years due to its proclaimed effect on valuation accuracy. However, little is known on the emphasis of literature on judgement bias, with regard to, for instance, research methodologies, research context and robustness of research evidence. A synthesis of available research will establish consistency in the current knowledge base on valuer judgement, identify future research opportunities and support decision-making policy by educational and regulatory stakeholders how to cope with judgement bias. This article therefore, provides a systematic review of empirical research on real estate valuer judgement over the last 30 years. Based on a number of inclusion and exclusion criteria, we have systematically analysed 32 relevant papers on valuation judgement bias. Although we find some consistency in evidence, we also find the underlying research to be biased; the methodology adopted is dominated by a quantitative approach; res...
Research Interests: Psychology and Judgement
Onder invloed van het streven naar hogere onderwijsopbrengsten staat professionalisering van leraren hoog op de agenda van beleidsmakers bij overheid en schoolbesturen. De gangbare visie op professionalisering beperkt zich daarbij vaak... more
Onder invloed van het streven naar hogere onderwijsopbrengsten staat professionalisering van leraren hoog op de agenda van beleidsmakers bij overheid en schoolbesturen. De gangbare visie op professionalisering beperkt zich daarbij vaak tot de instrumentele kant. Wassink en Bakker stellen daar het perspectief van normatieve professionalisering tegenover. Zij betogen dat het van belang is een goede balans te houden tussen beide perspectieven. Ze onderbouwen dit met een casus en leggen de verbinding met de rol van de schoolleider.
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Chapter eight entails an interpretation and summary of the outcomes of this volume. It describes fundamental insights that the authors distilled from the preceding chapters
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This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral... more
This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. We elaborate on moral authorship by theoretically exploring six interdependent tasks of moral meaning making: moral commitment, awareness, orientation and positioning, moral performance and evaluation. Narratives of 19 novice teachers were analyzed to explore moral authorship in teachers' talk. The results show the opportunities of moral authorship to support, navigate and reinforce the professional development of novice teachers. This study suggests professional self-dialogues for enhancing the development of moral authorship.
Published article: Rob Gertsen, Harmen Schaap & Cok Bakker (2016): Moral authorship of novice teachers in primary education, Teachers and Teaching, DOI: 10.1080/13540602.2016.1218842
To link to this article:
http://dx.doi.org/10.1080/13540602.2016.1218842
Published article: Rob Gertsen, Harmen Schaap & Cok Bakker (2016): Moral authorship of novice teachers in primary education, Teachers and Teaching, DOI: 10.1080/13540602.2016.1218842
To link to this article:
http://dx.doi.org/10.1080/13540602.2016.1218842
Research Interests:
This volume, the result of four years of work performed by the combined research groups of Utrecht University (Faculty of Humanities) and the HU Utrecht University of Applied Sciences (Faculty of Education), focuses on the central theme... more
This volume, the result of four years of work performed by the combined research groups of Utrecht University (Faculty of Humanities) and the HU Utrecht University of Applied Sciences (Faculty of Education), focuses on the central theme of ‘Normative Professionalization’.
Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald Schön and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lenses and methodological approaches which have been employed to get a grip on complexity. The results have been interpreted in light of the concepts of horror complexitatis, amor complexitatis and dolor complexitatis. Guided by detailed research accounts of worldview descriptions provided by students and teachers, this framework has been enriched with the notion of a passio complexitatis. In the concluding chapters, the book advocates for an improved balance between the normative and instrumental professionalization of teachers, in order to create space for the improvement of pedagogical relations and processes and to reintroduce the moral dimensions of education. The claim throughout this book is that allowing for complexity in education – even going so far as to embrace it – is vital for the improvement of education, and a prerequisite for more authentic relationships (on the micro level) and the maintenance of a well-functioning democracy and a balanced society (on the macro level). This book is of interest to researchers and educators who are interested in normative professionalization, to qualitative and practice oriented researchers, to teachers and managers in primary, secondary and professional education, and to the wider public which is concerned with the significance of education for the development of a stable and sustainable society.
Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald Schön and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lenses and methodological approaches which have been employed to get a grip on complexity. The results have been interpreted in light of the concepts of horror complexitatis, amor complexitatis and dolor complexitatis. Guided by detailed research accounts of worldview descriptions provided by students and teachers, this framework has been enriched with the notion of a passio complexitatis. In the concluding chapters, the book advocates for an improved balance between the normative and instrumental professionalization of teachers, in order to create space for the improvement of pedagogical relations and processes and to reintroduce the moral dimensions of education. The claim throughout this book is that allowing for complexity in education – even going so far as to embrace it – is vital for the improvement of education, and a prerequisite for more authentic relationships (on the micro level) and the maintenance of a well-functioning democracy and a balanced society (on the macro level). This book is of interest to researchers and educators who are interested in normative professionalization, to qualitative and practice oriented researchers, to teachers and managers in primary, secondary and professional education, and to the wider public which is concerned with the significance of education for the development of a stable and sustainable society.