OUR LEARNING EXPERIENCE

TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEÓNTOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEÓN
GOOD PRACTICES LEARNT ABOUT DURING THE VISIT
Practical teaching component, a training the trainer component and a Leadership
component. Working on competences with similar competence - models in Europe,
discussions with novice teachers in the University, discussions with teacher trainers in
the state teacher training institute of Valladolid, innovative projects in primary-school,
the use of ICT-components in the permanent teacher-training on the job.
The diverse ways of how teachers are presented with professional development
opportunities
The exposure of different and valid models of teacher training and professional
development; the visits to schools and university; the visits to teacher training centres
and seeing how this model works in practice; meeting and speaking to different
practitioners; speaking about different models with the other Cedefop participants.
This experience was very interesting because I am directing a network of schools
which are experimenting a new model of adult education. In this project, the biggest
challenge is to develop new models which inspire teachers - we were exposed to a
project which gave me new ideas
The similarities of the courses and the way they interact; the interactivity which the
online platform provides; the opportunities for teachers to engage in lifelong learning
Interesting ideas to implement in my practice; ideas modernize and enhance my
practice; helps to plan future strategies; inspires ideas for good leadership.
Multi-cycle training system, in master level training. Engineer teacher training: first
cycle BSc studies of engineering second cycle MA training for engineer teachers.
There is existing single-cycle Engineer teacher training: 5 years, 300 credits, MEd
degree Master of Education of e.g. electrical engineering
+ 30 credits BSc of electrical engineering
Interesting to see how a teacher training model was installed that tries to suit the
immediate and individual needs of teachers and/or schools.
Teacher Training opportunities in Castilla y Leon.
The impact of teacher training in the training institutions on the schools involved
Cooperative work between the different institutions which lead to continuing
professional development of teachers.
A commitment to Continuing Professional Development and sharing good practice
even though it is not compulsory
-the informative value for teachers and trainers
-teacher training model in Castilla and Leon.
The model of the in-service training; the organisation of the training centres; the good
practice examples of teacher training impact in schools
Free teacher training for all teachers throughout their career
The different models of teacher training from different countries; the practical ways of teaching
in Castilla y Leon, meeting different pre-university teachers.
STUDY VISITSTUDY VISIT 24-28 FEBRUARY 2014 VALLADOLID24-28 FEBRUARY 2014 VALLADOLID, SPAINSPAIN 1

APPROACHES TAKEN BY PARTICIPATING COUNTRIES
In Spain and Romania the in-service teacher training systems, are quite similar apart
from the fact that in Romania the teacher training is compulsory. The forms of in-
service teacher training are similar, but Spain has some extra forms (the school
projects, the innovative projects)
In Hungary the in-service teacher training is organized by the Educational Office. It
would be important to adapt the CyL model how the government can support the
teacher training in public education.
In Malta training is mostly organised by the Ministry for education and Employment and
teachers subscribe to these opportunities.
When compared to Poland, in Spain the teacher training is organised by the lower units
of the teacher training institutions making it more available for the teachers working in
the region. Many courses for trainers are proposed online which facilitates access for
those in remote locations.
The similarities between Germany and Spain:
o e-learning courses are being offered; advantage: comfortable way to reach all
teachers across the region and they can participate and do their workload when
it suits them teachers as teacher trainers;
o advantage: they are experienced in classroom management and classroom
activities and know about possible difficulties
The following points are communicated from all participating countries and relate to the
differences and similarities of the institutions we work in:
o Different training systems for teachers and different training processes.
o Different degrees of autonomy of the headmasters.
o Different needs assessment methods (or not at all) which lead to the
organisation of specific courses.
o Different standards of living and employment conditions of teachers and
headteachers, in some countries. Teachers have a high status and prestige
whereas in other countries it is considered to be lower. Therefore teacher
training responds to these conditions and organised quite differently.
o Different methods of monitoring and evaluating student learning and standards -
for example central examinations in some countries but no national / central /
summative examinations in others except for formative assessment. These
monitoring systems impact on the organisation of teacher training.
Not all countries offer free courses, run by state organisations, for their teachers

CHALLENGES FACED BY PARTICIPATING COUNTRIES
Teachers´ lack of motivation for training and some resistance to change.
The lack of funds which countries / institutions have at their disposition
The addressing of needs of all teachers working in different tiers of education. A
related challenge is to match the interests of schools and teachers with the PD
opportunities on offer.
There are also conflicts between teachers’ day-to-day duties and the possibility for
them to attend these courses / seminars.
It is challenging to offer training courses which are geographically accessible to all
schools / teachers concerned.
The following are the challenges which emanate from particular participating countries:
The biggest challenge is how to integrate the ICT into the teacher training and in-
service training. The lack of ICT skills which teachers may have will inhibit distance
learning opportunities through online platforms.
Not all teachers are using ICT applications in a way that enhances learning
experiences. This is often a problem with financial constraints.
Different financial infrastructures (even at school level and the resources they have)
and different budgets for teacher training – this creates a challenge in the way teacher
training can be organised to meet a diversity of needs.
Training of teachers - different styles of school and local authorities management are
prominent in different countries: for example authoritative systems and collaborative
systems of management. The crucial role of the headmaster will heavily influence
teacher training and eventual change.
Common European Frameworks and the role of local / regional / national authorities
will influence how schools and teachers react to PD opportunities.
Different countries have different methods of inspection to monitor the quality of
education, some countries have no system of formal inspection.
It is also a challenge of how to bring teachers from different schools together in a way
that they collaborate.
Castilla y Leon has very high targets regarding ICT but not all countries have similar
infrastructures and comparable ICT possibilities

EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE IDENTIFIED THAT
PARTICIPATING COUNTRIES
These insights about innovative practices have been developed through a discussion
and deconstruction exercise with the organisers of this study visit:
The teacher training model in Castilla and Leon
The way teacher training centre works in Valladolid
The initial teacher training education model at University in Valladolid
The impact of teacher training in primary school level (as in the example of Kantica
Primary School)
The impact of teacher training in high school / secondary school level (as in the
example of IES Conde Lucanor)
The following are effective and innovative solutions which participating countries have
highlighted:
In Spain, they had implemented the school-centred organizational forms of training to
solve the lack of teachers` motivation for in-service training. The fact that all the
members of staff within the school collaborate towards a common goal has proven to
be an effective model.
In Romania and Greece, a solution that partially solves the funding problem is by
getting funds from European projects which can be invested in human resource
development.
In Malta, teachers’ needs are not always met because of poor training needs analysis
and reform initiatives which do not always respect particular and specific school
contexts. This practice suggests a possible solution – that of integrating training needs
analysis and evaluation as an integral part of training organization.
In Italy and Greece, there is a diversity of opportunities for teachers to engage in
professionally. This can create a confusion as to what is being offered – a solution
would be for a ‘territorial’ information management system (context-specific) which
organizes these opportunities in an effective and teacher-friendly manner.
In France, Greece, Austria and Germany, ICT and e-learning approaches are used to
overcome geographical limitations. In Hungary and Latvia, teachers are being trained
in the use of ICT technology so as to pass on this knowledge to their students.
As the example which the Spanish approach shows, the best way is for the teacher
training organisers in the in-service training institutions to be as close to the schools in
the area as possible. The participant from Poland believes that having teachers as
teacher trainers makes their courses relevant because they have precise ideas of the
framework and the needs which teachers are bound to experience.
The participants also believe that investigating the needs through an institutionalised
tool ensures that teachers’ needs are met in an efficient manner.

ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES
We need to highlight that although these are good practices, as with all policy
borrowing techniques, the context must be respected and strategies have to be
integrated with the specific particularities of the country / institution in mind.
The following strategies, as interpreted by the participants, enlisted can be transferred:
The competence-based system of in-service training in Spain is a good practice to
implement (the systems function, basically in the same terms and the Spanish
approach has better results).
The importance of tutoring/ mentoring newly appointed teachers and all other teachers
who need support in their practice.
Offering professional development opportunities for all teachers within the system,
throughout their career.
Teachers can learn from each other through collaborative practices / learning
communities / peer teaching / team work, etc. Dialogue between teachers about
learning and teaching practices is essential as this fosters new learning. Practices we
have observed like project-based learning can ensure that teachers work together and
students can learn from each other.
The following are criteria that help to ensure transferability:
Teacher-friendly approaches – the context of the teacher is respected
Financial and human resources are to be provided.
The following are the limitations that can affect transferability:
Different cultural practices may inhibit the implementation of a ‘standard’ approach.
Funds are of a crucial importance.

CREATING NETWORKS OF EXPERTS, BUILDING PARNERSHIPS FOR
FUTURE PROJECTS
One of the ways of the further cooperation is developing common projects in the field of
the Erasmus + programme (KA1 and KA2 initiative).
The representatives of teacher training institutions in Castilla y Leon region may be
asked to present their approach in the different participating training institutions.
After this study visit, participants will use:
Communication through the study visit blog and Twitter -
http://teachertrainingvalladolid.blogspot.com.es/2014_02_01_archive.html
Creating a sustainable approach through future collaboration / communication
Continue to develop links between participants on the programme via the DP Valladolid
Disseminate ideas discussed/observed on management and leadership strategies to
colleagues
Continue to develop strategies in own country to integrate ICT into the curriculum and
to develop better systems to enhance teachers’ confidence and ability to use ICT in the
classroom
Present the ideas developed in this study visit to our specific teams back in our
countries – this will create a multiplier effect.
The participants agreed that the most important message that we have taken from this
Cedefop study visit is:
How we can turn schools from teaching organisations into learning organisations. This
message is relevant to educators and policy makers at all levels.
Teacher training through school mentoring and monitoring will give a much more
effective approach and will help schools as well as teachers in their career
development.
ICT can enhance practices.

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