Professional Standards for Teachers from HEI in Romania


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Professional Standards for Teachers from HEI in Romania

  1. 1. Professional Standards for Teachers from HEI in ROMANIA March, 2-4, 2011 - Balti Presentation by Carmen Holotescu Timsoft, Politehnica University of Timisoara, Romania
  2. 2. agenda <ul><li>Framework for professional standards in Romania </li></ul><ul><li>Arguments for change </li></ul><ul><li>Case Study </li></ul><ul><li>Conclusions </li></ul>
  3. 3. agenda <ul><li>Framework for professional standards in Romania </li></ul><ul><li>Arguments for change </li></ul><ul><li>Case Study </li></ul><ul><li>Conclusions </li></ul>
  4. 4. <ul><li>Universities have autonomy: financial, human resources, educational programs, quality – stated by Education Law </li></ul><ul><li>HE teachers are appointed on a competitive basis from among graduates who have demonstrated outstanding teaching and research qualities - open procedure </li></ul>Framework for professional standards in Romania
  5. 5. Framework for professional standards in Romania National Agency for Quality Assurance in HE <ul><li>Responsibility of the HEI </li></ul><ul><li>Internal quality assurance mechanisms </li></ul><ul><li>Protection and improvement of the quality of the educational offer </li></ul><ul><li>Fair information </li></ul><ul><li>Quality culture </li></ul><ul><li>Students are partners in quality assurance </li></ul><ul><li>Responsibility of ARACIS </li></ul><ul><li>National quality framework </li></ul><ul><li>Quality as a co-production </li></ul><ul><li>through the interactions of a plurality of legitimate actors </li></ul>
  6. 6. Framework for professional standards in Romania <ul><li>Improving professional and teaching competencies and skills: </li></ul><ul><li>compulsory attendance of pedagogical courses - 60 credits </li></ul><ul><li>trainings, courses, workshops, conferences, projects </li></ul><ul><li>personal development: </li></ul><ul><li>participate in communities of practice </li></ul><ul><li>create and manage Personal Learning Environment </li></ul><ul><li>continuous learner </li></ul>
  7. 7. agenda <ul><li>Framework for professional standards in Romania </li></ul><ul><li>Arguments for change </li></ul><ul><li>Case Study </li></ul><ul><li>Conclusions </li></ul>
  8. 8. Arguments for change EC recommendation on media literacy in the digital environment for an inclusive knowledge society, 20.08 2009 [ + ]: “ open a public debate on the inclusion of media literacy in the compulsory education curriculum , and as part of the provision of key competences for LLL” EC, DG Education and Training, Improving the Quality of Teacher Education, 2007 [ + ]: “ teachers are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers rather than excathedra trainers.” “ they are required to use the opportunities offered by new technologies and to respond to the demand for individualised learning” EC, Common European Principles for Teacher Competences and Qualifications, 2005 [ + ] EUN Insight: Assessment Schemes for Teachers’ ICT competence, 2005 [ + ]
  9. 9. Arguments for change UNESCO's ICT Competency Standards for Teachers, 2008 [ + ]: “ There is a lack of coordination between the adoption of technology in the classroom and the embracing of flexible and innovative teaching-learning strategies. ” EC IPTS, ICT for Learning, Innovation and Creativity, 2008 [ + ]: “ New technologies, and especially social computing, provide new opportunities for education and training, as they enhance learning and teaching, and facilitate collaboration, innovation and creativity for individuals and organizations. ”
  10. 10. Arguments for change
  11. 11. agenda <ul><li>Framework for professional standards in Romania </li></ul><ul><li>Arguments for change </li></ul><ul><li>Case Study </li></ul><ul><li>Conclusions </li></ul>
  12. 12. Case Study <ul><li>Training of academic staff at the University Politehnica of Timisoara, Department for Academic Development: </li></ul><ul><li>Psychology of education </li></ul><ul><li>Pedagogy: Curriculum, teaching / learning, evaluation theory and methodology </li></ul><ul><li>Domain didactics </li></ul><ul><li>Design and management of educational programmes </li></ul><ul><li>Technology enhanced learning (*) </li></ul>
  13. 13. Case Study Modules: On eLearning2.0, VLEs, Learning styles, Learning communities facilitation, e-Pedagogy, OER, RSS, Blogs, Microblogging, Wikis, Social Networks, Collaborative documents, OS/CC, Social Search Engines, etc. Blended course for using new technologies in education
  14. 14. Case Study Course elements: announcements modules - LOM/SCORM objects collaborative exercises learning from the stream multimedia messages livestreaming polls/quiz/ comments via SMS (f2f) validations - interactions with practitioners/ experts/groups
  15. 15. Case study from Handbook of Emerging Technologies in Education: George Siemens, Peter Tittenberg (pg.34)
  16. 16. Case Study Teachers create (mobile) PLEs, discuss/improve scenarios for learning; peer mentoring, communities of practice
  17. 17. agenda <ul><li>Framework for professional standards in Romania </li></ul><ul><li>Arguments for change </li></ul><ul><li>Case Study </li></ul><ul><li>Conclusions </li></ul>
  18. 18. Conclusions <ul><li>A better education requires teachers who are better and continuously trained, who assume the responsibility of improving continuously their own knowledge and skills, who are motivated, enthusiastic, e-mature, who collaborate, sharing their experiences and learning from the others, from their students too, who innovate, improving support for learners through ICT. </li></ul><ul><li>Teachers should be the most adaptable to the changes of society and should become drivers of changes. </li></ul>
  19. 19. Thank you for your attention! Carmen Holotescu [email_address]