Educational pedagogy of professionalism

The Alchemy project of the Centre of Expertise Youth, University of Applied Sciences Leiden studies the (development of) golden professionalism of youth professionals, including teachers. The project findings will be used to improve teacher training and the education of social workers. In this paper, we focus on results of the research and implications for teacher training. Golden professionalism is defined as the practices of teachers who were able to do the right thing at the right time according to youths, parents, colleagues and management. Teachers who were identified as golden professionals were interviewed. These interviews were analysed by students and researchers using narrative analysis, and by researchers through interpretative analysis. Results of both analyses were related to theoretical perspectives in the literature. Main findings point to the strong relationship between practices, personal and professional values and goals, and important learning experiences. The practices can be characterised as: congruent with earlier experiences and values and beliefs; with balanced attention for self and other; being present and allowing others to be seen. Teacher training should enhance the attention for coherence between personal and professional development. This pedagogical aspect of teacher training demands for reconsideration of the forming aspects of the curriculum, organisational structure and culture