This was used when ExPedr2010 visited Ontario Institute for Studies in Education at the University of Toronto, 22 June 2010.

1. Teacher Education and Training in Wales David Longman, Kerie Green, Ron JohnstonNewport School of EducationJune 2010

3. Attending STLHE conference

4. To build links between ourselves and Canadian colleagues – starting with you!

5. Talk for about 30-40 min and open to discussion, for example:

6. How is teacher training different in Canada?

7. The take up of ICT in Canadian schools and HE

9. Careers Wales 20 February 2008 Centre for Excellence in Learning and Teaching Centre for Excellence in Learning and Teaching To enhance learning and teaching through pedagogical research Three umbrella themes: technology, sustainable development, and community learning

10. Careers Wales 20 February 2008 Teacher Training in Wales Reconfiguration - Review of Initial Teacher Training Provision in Wales (Furlong Report) 2006 From 7 providers to 3 collaborative Centres of Education, plus Open University University of Wales, Newport and University of Wales Institute, Cardiff have become the South East Wales Centre for Teacher Education and Training Operational from September 2009

11. Careers Wales 20 February 2008 Routes into Teaching PGCE Employment based Combined BSc with QTS Cert HE: Introduction to Secondary Teaching See http://teachertrainingcymru.org

12. A distinctive Newport course Two year BSc Secondary degrees with QTS Alternative routes to the traditional PGCE:(i) for those with non-traditional academic qualifications(ii) for those who have not yet acquired a first degree Important for widening participation Priority 1 subjects mathematics, physics and chemistry designated by WAG

13. Careers Wales 20 February 2008 A student profile: Chris Silvester “Redundancy forced me to evaluate my career options I knew that I loved teaching and mathematics was definitely the subject I wanted to teach. I knew I needed to top up my subject knowledge because my degree in Sport Recreational Management did not contain enough mathematics for entry on to a Secondary Mathematics PGCE course. The two year course here at Newport is perfect; my subject knowledge has been boosted and it will lead me to qualified teacher status at the same time.”

16. Professional Development Planning (PDP)

17. Technology Enhanced Learning (TEL)

19. Audits (ii) Supporting student learning in Mathematics through diagnostic testing Online, instant feedback with links to sources of support and leading to targets; student-led, i.e. some use it systematically Presentation at Escalate Conference

20. PDP (i) Problem addressed: diverse background of our intake Context: new requirements to develop wider view of employability and professional extension.

21. PDP (ii) Used Moodle to create two recording tools: one for general descriptions of learning strengths and areas for development; one for setting SMART targets. Some students find target setting and addressing them challenging See: Newport CELT Journal, Longman et al, 2008 and 2009

22. TEL (i) Problem addressed: meeting the needs of HE students in an appropriate and relevant learning environment, esp. digital Context: debate ‘digital natives’ versus ‘digital immigrants’ (e.g. CLEX Report)

23. TEL (ii) Issue: the ‘new pedagogy’ emphasises the learner at the expense of the teacher. Investigating the pivotal role of the teacher in ‘constructing constructivist TEL’. How far to the side must the guide be? See Newport Partnership Conference

24. ESDGC Education for Sustainable Development and Global Citizenship. Recommended that ESDGC should be embedded in all subjects.

25. The role of science education in ESDGC Why is science education important in this context ? “…understand that a goal of ESDGC is to enable action via informed discussion and debate which may inform lifestyle changes choices and so positively influence both the individual and Society.” (Application Guide to Professional Standards for Teachers Embedding ESDGC, LLUK, 2009). The social consequences of a scientifically illiterate society are potentially great.(See: Johnston, 2009)

26. ESDGC: difficulties? What are we doing across our programmes to address these problems? What do we still need to do? What do you do?

27. ESDGC: still to do? “Although pupils express concern about the environment and generally think that they can make a contribution to solving issues they show a general lack of interest in learning about scientific causes of environmental damage such as the greenhouse effect and the ozone layer.” (ROSE survey in Scotland: Finlayson & Roach, 2007) Environmental education has an important role to play across all phases of education. (See Johnston, 2002)

28. Future links? Thank you for meeting us today. Taking it further: Always welcome at University of Wales Newport to share common interests. Explore digital links between students and staff? Exchange visits, e.g. school experience? Principal contact: david.longman@newport.ac.uk Return to agenda

29. Links and References (i) Longman D, Jones L, Green K and Kurzik R.B. (2008) Auditing and assessing subject knowledge in initial teacher training using online methods. Newport CELT Journal, volume 1, pp. 35-39 URL: http://www3.newport.ac.uk/docstore/n/shasle01/NCJ0806.pdf Longman D, Jones L, Green K and Kurzik R.B. (2009). Developing teachers of tomorrow: embedding knowledge audits in personal development planning. Newport CELT Journal, volume 2, pp. 63-68. URL: http://www3.newport.ac.uk/docstore/n/vandri01/NCJ0907%20Green%20et%20al.pdf

30. Links and References (ii) Johnston, R.A.S. (2002) “Wild Berwyn or Coy Nature Reserve : a changing landscape.” Canadian Journal of Environmental Education, 7, (2) Johnston, R.A.S. (2009) "The role of science within education for sustainable development and global citizenship: ESDGC within science education". In Linking Research and Teaching in Higher Education. Proceedings of the Newport NEXUS conference Special Publication No.1 pp. 27-33