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Prof Bartolo Campos Key Note at TEPE 2009 Conference
 

Prof Bartolo Campos Key Note at TEPE 2009 Conference

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Key Note address by Professor Bartolo Campos at TEPE 2009 Conference http://htk.tlu.ee/tepe/

Key Note address by Professor Bartolo Campos at TEPE 2009 Conference http://htk.tlu.ee/tepe/

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    Prof Bartolo Campos Key Note at TEPE 2009 Conference Prof Bartolo Campos Key Note at TEPE 2009 Conference Presentation Transcript

      • BOLOGNA AND
      • INITIAL TEACHER EDUCATION
      • IN PORTUGAL
      • Bártolo Campos
      • [email_address]
      • TEPE CONFERENCE
      • Umea, 18-20 May 2009
    • In the framework of the Bologna Process and of the EU “Education and Training 2010”
      • The Bologna Process:
      • “ as a higher education programme”
      • Communication from the Commission (Aug. 2007) and Council Conclusions (Nov. 2007)
      • “ as a teacher education programme”
    • The initial teaching qualification
      • 1. General framework: career-long professional development
      • 2. Research-based level of qualification
      • 3. Professional qualification: learning outcomes required by the renewed role of the teacher
      • 4. Qualification acquired in the teaching context: higher education institutions and school partnerships: internship and induction periods
      • 5. Quality development and quality assurance
      • 6 . The challenges of implementation and the European Cooperation
    • 1. The general framework of the TE system
      • The Council of EU considers that:
      • “ Member States should give high priority to sustaining and improving the quality of teacher education within a career-long perspective”
      • Career-long professional development perspective in PT
      • Initial teacher education
      • Induction/probationary year
      • In-service teacher education
    • 2. Research-based Level of Qualification: 2.1. Raising Qualification Level
      • The Council of EU agrees to:
      • “ Endeavour to ensure that teachers hold a qualification from a higher education institution…”
      • “ Consider the adoption of measures aimed at raising the level of qualifications … for employment as a teacher”
    • 2.1. Raising Qualification Level in PT(2007)
      • Master professional qualification (level 7 of EQF)
      • Access: a first cycle in HE(180 ECTS)
      • Class teacher
      • - a broad professional first cycle
      • Subject teacher
      • - first cycle in subjects not teaching specific
    • … . 2.1 Raising qualification level in PT
      • Class teacher
      • *pre-school or first four grades of primary school (60 ECTS);
      • *pre-school and first four grades of primary school (90 ECTS);
      • *primary school teacher (6 years) ( 90 to 120 ECTS).
      • Subject-teacher
      • * 90 to 120 ECTS
    • 2.2. And the same qualification level for all teachers
      • Class and subject teachers: the same level (and the same salary) since 1997
      • From level 6 (1997) to level 7 (2007)
      • No longer courses (4 or 5 years) but changes in the level of expected learning outcomes
    • 2.3. Research-based Qualification
      • The Council of EU agrees to:
      • “ Endeavour to ensure that teachers hold a qualification…which strikes a suitable balance between research-based studies and teaching practice”
      • “ Promote…the acquisition of competences which enable teachers to…develop new knowledge and be innovative through engagement in reflective practice and research”
    • … 2.3. Research-based Qualification: The main implication of raising the level
      • The construction of solutions for the diversity of teaching situations requires that teachers make links, through reflective practice, between the knowledge acquired in their professional experience and research results
      • Emphasis should be given to methods and results of research in order to develop an investigative attitude
    • Emergent trends in the degree structure of teacher education programmes
      • Developing in higher education institutions
      • Awarding a higher education degree
      • Awarding a master’s degree , namely in the case of subject teacher education programmes
      • Applying the ECTS
      • Following the concurrent model (in case of class teacher education programmes) or the consecutive one ( in case of subject teacher education programmes).
    • 3. Learning Outcome-based Curriculum
      • Bologna is not only a question of student workload but also of the kind of learning outcomes that such a workload is dedicated to
      • The learning outcomes should be the organising principle of the teacher education curriculum and the fundamental criterion for its accreditation.
    • 3.1 Outcomes required by teaching profile
      • The Council of EU note that:
      • “ Numerous…changes in society…hasten the need for the development of more competence-centred approaches to teaching, together with a greater emphasis on learning outcomes ”
      • The learning outcomes should be those required by the teaching role and by career-long professional development
    • ...3.1 Outcomes required by teaching profile in PT
      • Teaching profile was defined (2001)
      • The teaching profile is organised according to the role of teachers
      • in classroom,
      • in school,
      • in relationship with the community
      • and in their own professional development
      • Teaching is clearly defined as a professional activity rather than as a technical one.
    • ....3.1 Outcomes required by teaching profile
      • The Council of EU agrees to:
      • Promote….the acquisition of competences
      • which will enable teachers to:
      • Teach transversal competences…
      • Create a safe and attractive school environment..
      • Teach effectively in heterogeneous classes of pupils…
      • Work in close collaboration with colleagues, parents and the wider community
    • … 3.1 Outcomes required by teaching profile
      • Participate in the development of the school or training center…
      • Develop new knowledge and be innovative through engagement in reflective practice and research
      • Make use of ICT in their various tasks, as wel l as in their continuing professional development
      • Become autonomous learners in their own career-long professional development
    • 3.2. Learning outcome areas in PT
      • Specific subjects of each teaching area
      • Education
      • Specific didactics
      • Teaching practice
      • Cultural, social and ethical
      • Education research methods
    • … 3.2. Learning Outcome Areas in PT: Subject-teacher programmes (master:90-120 ECTS)
      • a) Specific subjects of each teaching area ( bachelor) + 5%
      • b) Education 25%
      • c) Specific didactics 25%
      • d) Teaching practice 40%
      • e) Cultural, social and ethical in b) e c)
      • f) Education research methods in b) e c)
    • 4. Qualification acquired in the teaching context
      • The Council of EU agrees to:
      • “ Endeavour to ensure that teachers hold a qualification…which strikes a suitable balance between research-based studies and teaching practice”
      • “ Consider the adoption of measures aimed at raising…the degree of practicel experience required for employement as a teacher”
      • Encourage closer links and partnerships between schools – which should develop as “learning communities” – and teacher education institutions
    • 4. Qualification acquired in the teaching context in PT
      • 4.1 Learning within a work context
      • 4.2 Teaching practice assessment an essential element in awarding the professional qualification
      • 4.3 Induction (early career support) period
      • 4.4 Partnerships between HE and schools and community institutions
      • 4.5 Mobility in transnational contexts for professional development
    • 5. Quality development and quality assurance
      • The Council of EU agrees to:
      • “ Aim to ensure that provision for teachers’ initial education,early career support and further professional development is coordinated, coherent, adequately resourced and quality assured ”
      • Provide appropriate support for teacher education institutions and teacher educators, so as to enable these to develop innovative responses to the new demand on teacher education”
      • “… ensure that those institutions (schools and HE institutions) provide coherent, high quality and relevant teacher education programmes which respond effectively to the evolving needs of schools, teachers and society at large”
    • 5.1 System level
      • Biennial follow-up report
      • with recommendations for promoting the quality of the teacher education system
      • There will be a governmental programme aimed at stimulating and funding HE institutions and school projects promoting quality, innovation and mobility
    • 5.2 Institutional and programme level
      • Teacher education curriculum suitable to teaching profile and to school education curriculum
      • The student teacher number is limited
      • Professional accreditation (ex-ante and ex-post) of teacher education programmes
    • 5.3 Future teacher competence
      • Before entering the master programme:
      • Verification of qualitative suitability of ECTS completed in subject-teaching areas to the school education curriculum
      • Assessment of mother tongue oral and written skills
      • Awarding the teaching qualification:
      • Success in the teaching practice component is needed
    • 5.3 Future teacher competence .. .
      • Access to teaching employment in public sector
      • Success in national written exams
      • Successfully completing a probationary year
    • ETUCE advocates an initial teacher education at Master’s level which:
      • Provides in-depth qualification in all relevant subjects, including in pedagogical practice and in transversal competences
      • Is research-based, has high academic standards and at the same time is rooted in everyday reality of the schools
      • Includes a significant research component and produces reflective practitioners
    • ETUCE advocates….
      • Gives teachers the skills needed to exert a high degree of professional autonomy and judgment in order to enable them to adapt their teaching to the needs of the individual group of learners and the individual child or young person
      • Offers the right combination between theory and pedagogical practice and benefits from partnerships between teacher education institutes and schools
      • Encourages mobility of teachers within the different levels and sectors of the education system, provided the adequate re-qualification is acquired”
    • 6. The challenges of implementation
      • From the written reform to the innovation in the practices of
      • policy makers,
      • TE institutions and
      • teacher educators and mentors
      • There are challenges to be faced at
      • policy level
      • institutional level
    • 6.1 Some issues at policy level
      • Creation of the governmental programme for stimulating and funding quality, innovation and mobility
      • Rigour in defining the student teacher numbers according to the number of qualified teachers educators and mentors
      • Development of an effective professional accreditation system
      • Development of a true early career support period and of a demanding probationary year
    • 6.2 At institutional level
      • Development of a teacher education curriculum
        • Social demand-driven and with main stakeholders` participation more than only supply-driven
        • Focused on the role of the teachers and learning outcomes rather than on a collection of academic subjects
        • Research-based and practice oriented at the same time
        • In a lifelong life-wide perspective
      • Development of mutual-benefit partnerships between HE institutions and schools
      • Certification of teaching professional qualification based on teaching competence demonstrated
    • 6.3. European Union Cooperation 6.3.1. A transversal policy objective of “Education and Training 2010”
      • The responsability of implementation of the policy priorities outlined in the Council Conclusions belongs to the national authorities
      • But the Council agreed to promote cooperation at European level
      • Teacher education becomes a transversal policy objective of the “Education and Training 2010” work programme and of its successor
    • 6.3.2.Forms of EU Cooperation
      • Promoting in an integrated approach :
      • Evidence-based knowledge relevant to teacher education policies
      • Further initiatives on mutual learning
      • Innovative teacher education projects
      • The mobility of teachers, teacher educators and student teachers
    • 6.3.3. The Instruments for EU Cooperation
      • The Lifelong Learning Programme
      • The 7 th Framework Programme for Research Development
      • The European Social Fund
    • 6.3.4. What next?
      • Development and implementation of an
      • Integrated ACTION PLAN
    • Teaching qualifications: quality and comparability
      • Needed
      • the implementation in the field of teacher education
      • of the 2005 Directive of the European Union
      • on the recognition of professional qualifications
      • Thank you