Anja Balanskat E M I N E N T09 Workshop A2

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  • How does teacher training relate to other educational priorities High Priority: 1. In service training 8/12 2. Digital Learning resources 7/12 3. Infrastructure 5 4. Math, Science, Technology, Digital Competences 5 Medium: Curriculum Development, esafety (6) and Special needs (5) Low Priority: Assessment, ICT related research, Digital Inclusion (4) sqdsdS
  • How does teacher training relate to other educational priorities High Priority: 1. In service training 8/12 2. Digital Learning resources 7/12 3. Infrastructure 5 4. Math, Science, Technology, Digital Competences 5 Medium: Curriculum Development, esafety (6) and Special needs (5) Low Priority: Assessment, ICT related research, Digital Inclusion (4) sqdsdS
  • How does teacher training relate to other educational priorities High Priority: 1. In service training 8/12 2. Digital Learning resources 7/12 3. Infrastructure 5 4. Math, Science, Technology, Digital Competences 5 Medium: Curriculum Development, esafety (6) and Special needs (5) Low Priority: Assessment, ICT related research, Digital Inclusion (4) sqdsdS
  • These comptence targets are connecyted to an assessment scheme sqdsdS
  • These comptence targets are connecyted to an assessment scheme sqdsdS
  • Many different ways of delivery- central- regional, a variety of providers, most important do they meet teachers need? Evidence from STEPS sqdsdS
  • Many different ways of delivery- central- regional, a variety of providers, most important do they meet teachers need? Evidence from STEPS sqdsdS
  • sqdsdS
  • sqdsdS
  • sqdsdS
  • sqdsdS
  • Many different ways of delivery- central- regional, a variety of providers, most important do they meet teachers need? Evidence from STEPS sqdsdS
  • Many different ways of delivery- central- regional, a variety of providers, most important do they meet teachers need? Evidence from STEPS sqdsdS
  • Anja Balanskat E M I N E N T09 Workshop A2

    1. 1. Developing teachers’ competences Country Report Analysis – preliminary results Eminent Conference, Vilnius, 26/11/2009 Anja Balanskat
    2. 2. The Insight Country Reports <ul><li>1.The Education Context </li></ul><ul><li>2. ICT Policy </li></ul><ul><li>3.The Curriculum and ICT </li></ul><ul><li>4. Digital Learning Resources and Services </li></ul><ul><li>5. Teacher Education for ICT </li></ul>
    3. 3. Responses to Questionnaire <ul><li>Responses: </li></ul><ul><li>13/31 </li></ul><ul><li>AT, BE (nl),CH, CZ, EE, ES, HU, IT, </li></ul><ul><li>LT, NL, PT,TR, UK </li></ul>
    4. 4. Teacher Education for ICT <ul><li>1.Reforms affecting teachers </li></ul><ul><li>2. Policy Priorities </li></ul><ul><li>3. Competence targets </li></ul><ul><li>4. ICT in teacher education (initial and CPD) </li></ul><ul><li>5. Training the trainers </li></ul><ul><li>6. Incentives </li></ul>
    5. 5. Teaching Environment <ul><li>The significance of context and background </li></ul><ul><li>variables </li></ul><ul><li>Reforms and challenges affecting teachers: curriculum </li></ul><ul><li>reforms, new key competences, respond to more </li></ul><ul><li>heterogeneous student population, teacher shortages, ..... </li></ul>
    6. 6. MoE Priorities: How does teacher training relates to other priorities?
    7. 7. MoE Priorities: How does teacher training relates to other priorities? <ul><li>High </li></ul><ul><li>In-service training (8/12) </li></ul><ul><li>Digital Learning resources (7/12) </li></ul><ul><li>Infrastructure (6/12) </li></ul><ul><li>MST, Digital Competence (5/12) </li></ul><ul><li>Medium </li></ul><ul><li>Curriculum Development, e-safety (6) </li></ul><ul><li>Special needs (5 ) </li></ul><ul><li>Low </li></ul><ul><li>Assesment, ICT related research, Digital Inclusion (4/12) </li></ul>
    8. 8. High level priorities in countries Powerpoint template - Patricia Munoz King 28/01/2009 In service Initial United Kingdom United Kingdom Estonia Estonia The Netherlands The Netherlands Lithuania Portugal Belgium (Flanders) Switzerland Italy
    9. 9. MoE Priorities: How does teacher training relates to other priorities?
    10. 10. Implications <ul><li>Autonomy of Higher Education Institutions </li></ul><ul><li>Limited knowledge of ICT competence of incoming workforce </li></ul><ul><li>Focus of action? </li></ul><ul><li>Target setting? </li></ul>
    11. 11. Target setting (I) <ul><li>No targets set or described </li></ul><ul><li>Importance emphasised but no reference (e.g.“Teacher training services should pay attention to incorporate ICT in the curriculum.”) </li></ul><ul><li>Definitions and Standards of ICT literate teacher (UK, LT, EE) </li></ul><ul><li>Recommendations for initial and continuing training (CH), no binding status, but influential </li></ul><ul><li>Legal basis concerning teacher training and certification of ICT competences (PT, NL) </li></ul>
    12. 12. Target setting (II)- Examples <ul><li>UK: </li></ul><ul><li>ICT is specifically included in three compulsory </li></ul><ul><li>standards for qualified teacher status </li></ul><ul><li>Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities </li></ul><ul><li>Design opportunities for learners to develop their literacy, … </li></ul><ul><li>Use a range of teaching strategies and resources, including e-learning , taking account of diversity and promoting equality and inclusion </li></ul>
    13. 13. Target setting (II)- Examples <ul><li>Switzerland: </li></ul><ul><li>Swiss Conference of Cantonal Directors of Education (CDIP) </li></ul><ul><li>agreed recommendations for the initial and continuing training of </li></ul><ul><li>teachers and lecturers in the area of ICT. </li></ul><ul><li>Use of standard software and technologies; </li></ul><ul><li>Use of current modes of communication and information search tools; </li></ul><ul><li>Knowledge and experience of online teaching and digital teaching methods; </li></ul><ul><li>Sociological, ethical and economic expertise; </li></ul><ul><li>Legal aspects of ICT. </li></ul><ul><li>  </li></ul>
    14. 14. Target setting (II)- Examples <ul><li>Lithuania: </li></ul><ul><li>The ICT literate teacher should know and be able to: </li></ul><ul><li>Creatively individualise their subject’s teaching and learning content </li></ul><ul><li>Purposefully use ICT tools </li></ul><ul><li>Systematically and reasonably apply teaching and learning methods </li></ul><ul><li>Plan the use of technologies </li></ul><ul><li>Evaluate and reflect on topics regarding the use of ICT   </li></ul>
    15. 15. Implementation level –Integration into curricula: Is it compulsory? Developing ICT competence of teachers is mainly “optional” = a desired competence Initial In-service Yes NO Yes No CZ Remaining countries IT for newly permanent teachers and headteachers ALL Countries ES CH some courses “ but it is part of training programmes or school development plans ”; “part of professional duties” UK
    16. 16. Types of Professional Development (TALIS, OECD 2009)
    17. 17. Training Provisions- In-service training <ul><li>Communities, Peer-to-Peer (EE) </li></ul><ul><li>Outside school- online (ES) </li></ul><ul><li>Face-to face seminars at national level, teaching training centres at regional level, distance learning courses (LT) </li></ul><ul><li>Workshops, study circles, research oriented projects combined with elearning tools (PT) </li></ul><ul><li>Learning platform Punto Edu (IT) </li></ul><ul><li>Local authorities, school based- centre based, professional organisations and teacher union, city learning centres, teacher meet sessions </li></ul><ul><li>« unconference » and the exchange of « cool practice »(UK) </li></ul>
    18. 18. Training Content- In-service/ Initial training <ul><li>Focus away from technical to pedagogical use of ICT (IT, CH) </li></ul><ul><li>From content delivery to production and sharing (NL) </li></ul><ul><li>Basic competences to manage cross curricular objectives BE (nl), </li></ul><ul><li>Basic – advanced levels at university (ES) </li></ul><ul><li>General ICT skills for all students, few courses on methodology (LT) </li></ul><ul><li>ICT to support subject teaching and provide opportunities for learners (UK) </li></ul>
    19. 19. Training Trends <ul><li>From content delivery to production and sharing </li></ul><ul><li>The advanced user is autonomous and creative </li></ul><ul><li>Self reliance of teachers </li></ul><ul><li>Not only a consumer of courses but a continious learning process and participation in communities of practice </li></ul>
    20. 20. Assessment (I) <ul><li>No national certification scheme (CH, ES,TR, EE) </li></ul><ul><li>School teachers’ performance management scheme provides methods for assessing ICT competence, ICT skills test for teachers in training for all teachers regardless their specialisation, ECDL and EPICT (UK) </li></ul><ul><li>3 level assessment of educational ICT competence (eportfolio use recommended) LT </li></ul>
    21. 21. Assessment (II) <ul><li>Certified course for future secondary teachers on ICT integration in their subject (ES) </li></ul><ul><li>Annual performance appraisals by school management (NL) </li></ul><ul><li>Recognition of diploma for the completion of in service training (CH) </li></ul><ul><li>ICT competence training and certification system: (PT) </li></ul><ul><li>Validating pedagogical use of ICT aquired in teacher training and skills aquired outside formal teacher training and gained through professional experience </li></ul>
    22. 22. Profile of teacher trainers- no formalised system or profile <ul><li>Expert teachers, university professors (ES) </li></ul><ul><li>Network of teacher trainers, cooperation between training institutions and schools (EE, NL) </li></ul><ul><li>Teacher Training institutions appoint them (UK) </li></ul><ul><li>CITE/ Microsoft partners in learning (LT) </li></ul><ul><li>International projects (etwinning) </li></ul><ul><li>ICT courses for in service teacher trainers, pedagogical support for teachers in charge of ICT issues (CH) </li></ul>
    23. 23. Conclusions <ul><li>Policy promotion ++ </li></ul><ul><li>Curriculum + - </li></ul><ul><li>Assessment - </li></ul><ul><li>Targets set are not linked to assessment </li></ul><ul><li>Terms used in policy documents differ widely, unspecific </li></ul><ul><li>More in depth analysis of curricula (Digital Skills Working Group) </li></ul>
    24. 24. Conclusions <ul><li>Trend towards informal learning as part of LLL </li></ul><ul><li>There is no transparent system of formal recognition of training within CPD (e.g. transferable ECTS) </li></ul>
    25. 25. Thank you and... <ul><li>Please provide your completed questionnaire as soon as possible so we can produce a complete comparative analysis of Europe. </li></ul>Powerpoint template - Patricia Munoz King 28/01/2009

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