ࡱ> WYX5@bjbj22".XX 8888` ` ` ` 4 $= L=======$*?R|A+=Uq^UU+=88a @=Ux8"=U=169Zr< @de` d:<$V=0=: B1 B8<$8888< B<@ X+=+=D ` ` Scenarios for the future of the teaching profession Marco Snoek, Hogeschool van Amsterdam ( HYPERLINK "mailto:M.Snoek@hva.nl" M.Snoek@hva.nl) ABSTRACT As part of an in-service Master course for teachers in The Netherlands, 8 students have developed four scenarios for the future of the teaching profession in 2020. First step in the process was to identify major trends in society and in education that will impact the future of the teaching profession  SHAPE \* MERGEFORMAT  Of the four trends with high impact and high uncertainty, two were selected to serve as the axes of the scenario matrix: One uncertainty deals with management and control in education, where on the one hand there is an emphasis on the role and professionalism of teachers supporting the call Professional in the lead, while on the other hand there seems to be a need within neo-liberal bureaucracies to control the quality of education and teaching through managers, school boards or national agencies and regulations. The other uncertainty deals with the role of the teacher in the class room and the responsibilities that are given to pupils. The development of web2.0 or web3.0 leads to a more interactive and productive role of citizens with respect to the development of news, information, customer reviews, et cetera. This raises the question to what extend this trends will also influence education towards education2.0 or education3.0, where pupils are not seen as consumers of ready-made learning content, but are considered as producers (or prosumers) who have an active role in the development of knowledge and learning content.  SHAPE \* MERGEFORMAT  These two uncertainties define four different scenarios for the future of the teaching profession.  SHAPE \* MERGEFORMAT  These scenarios are an interesting exercise to stimulate teacher learning and to broaden teacher thinking give an interesting perspective on the future of the teaching profession as seen from the Dutch perspective which might be contrasted with the English, Irish, Scottish, Danish, French etc. perspective. In the round table session, the four scenarios and underlying trends were presented and discussed, focusing on the following questions: To what extend are the identified trends relevant for contexts outside The Netherlands? Which of the scenarios do the participants identify as most probable, most desirable or worst case for their country? What are the implications for initial and in-service teacher education? Trends in society High impact, highly predictable Market orientation and focus on output Flexibilisation of jobs, focus on employability, competition. Careers as enterprise Globalized knowledge economy High impact, highly unpredictable Attention for diversity School as a social anchor Professionals in the lead Education 2.0: student as prosumer in social networks Medium impact, highly unpredictable Research and evidence in education Low impact, highly predictable Feminisation Key dilemma 1: Management and control in education Emphasis on the role and professionalism of teachers supporting the call Professional in the lead, versus A need within neo-liberal bureaucracies to control the quality of education and teaching through managers, school boards or national agencies and regulations. Key dilemma 2: The role of the teacher in the class room and the responsibilities that are given to pupils Pupils as consumers of ready-made learning content versus Pupils as producers (or prosumers) who have an active role in the development of knowledge and learning content. 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