Teacher Dialogue
The Teacher Dialogue module is about peer supervision and professional growth. This training course provides a platform for teachers to share questions, experiences & challenges, and to find answers together. Would you like to enter into discussion about inspiring themes related to teaching at the AHK together with other teachers from different academies?
The concept of shared knowledge lies at the heart of the Teacher Dialogue module. We believe that the most valuable insights arise from the combined experiences and perspectives of your fellow teachers. That is why your input is the key focus in every discussion that we hold.
During the meetings, we will delve deeper into a specific theme, but the direction of the discussion will be entirely determined by your questions and challenges. In this way, you will get new ideas and practical tips to improve your teaching skills. The course will involve knowledge acquisition, exchange of experiences and networking within the AHK.
Practical information
- This module is for all teachers with an appointment at the AHK, or staff working with students. In doubt whether the module suits you? Then email didaktiek@ahk.nl.
- Are you a guest teacher? Discuss with your contact person whether it is possible to take part.
- This module counts towards obtaining the Basic Teaching Qualification (Basiskwalificatie Didactische Bekwaamheid, BDB).
The study load is fifteen hours (five meetings of three hours).
The form of learning of the training course is based on peer supervision. The topic of discussion is a case that is put forward by you or a fellow teacher. There is no compulsory self-study and material may be presented for inspiration. This module is organised six times per year, four times of which are in Dutch and two times in English, and lasts eight weeks in total.
The module will be given by Silke van Beekum or Hester Morssink.
There are five sessions in total, which will take place on Wednesday morning or Wednesday afternoon fortnightly.
Please note: this module cannot be offered in a hybrid form. If you already know that you cannot attend one more sessions in person, participation will not be possible. Starting moment 5 is completely online.
The next modules of the 2024-2025 academic year are on: (the dates below are provisional, subject to sufficient interest)
Starting moment 3 (Wednesday afternoon): under the guidance of Hester
Language of communication: Dutch
- 12 February 2025, 13:30 to 16:30
- 26 February 2025, 13:30 to 16:30
- 12 March 2025, 13:30 to 16:30
- 26 March 2025, 13:30 to 16:30
- 9 April 2025, 13:30 to 16:30
Starting moment 4 (Wednesday morning): under the guidance of Silke
Language of communication: Dutch
- 5 March 2025, 9:30 to 12:30
- 19 March 2025, 9:30 to 12:30
- 2 April 2025, 9:30 to 12:30
- 16 April 2025, 9:30 to 12:30
- 7 May 2025, 9:30 tot 12:30
Starting moment 5 (Wednesday afternoon): under the guidance of Hester
Language of communication: English
- 2 April 2025, 13:30 to 16:30 uur
- 16 April 2025, 13:30 to 16:30 uur
- 7 May 2025, 13:30 to 16:30 uur
- 21 May 2025, 13:30 to 16:30 uur
- 4 June 2025, 13:30 to 16:30 uur
The group consists of up to eight people.
For questions, contact coordinator Esra Diekmeijer at didactiek@ahk.nl.
Content of the module
We will begin the plenary meeting with an introduction and by discussing the structure of the sessions. We will then enter into discussion each session on the basis of various themes. There are five in-person sessions in total. During the sessions, we hold two guided peer supervision discussions and use various methods for this. You are asked to reflect on a case from your own teaching practice, which is in keeping with one of the specific themes below:
Example questions: how do I give (critical and constructive) feedback on the work of students? How can I best organise and structure feedback during my course? How do I give feedback on desirable or undesirable behaviour? How do I encourage peer feedback?
Example questions: how can I design my course in such a way that it ties in with previous and subsequent courses? How can I tailor my lesson or lessons better to the learning outcomes and/or the assessment of the course?
Example questions: how can I motivate students to prepare for the lessons? How do I stimulate the intrinsic motivation of students? How can I increase the active participation of students in my sessions?
Example questions: how can I ensure that my lesson is in line with students with different backgrounds/nationalities/prior knowledge/etc.? How can I deal with differences in levels and/or different learning styles? How do I create an inclusive and safe learning environment?
Example questions: how should I deal with colleagues or a supervisor with a different vision on teaching? How do I ensure there is a clear range of duties and that I set boundaries in terms of work pressure? How do I ensure that my teaching ties in with the context of the academy?