Learning Event Part 4: Teachers' profession in 2020
Learning Event Part 4Teachers profession in 2020Dr. Riina VuorikariCSS - European SchoolnetNov 16 2012
Who am I?Riina from FinlandFirst training: teacher in Finland,studying abroad (exchangeand postgraduate studies)e.g. hypermedia,web, research, Doctoral (‘09)2000-2011 in European Schoolnet as Senior Research Analyst and ProjectManager2012 -> part time in-house expert in European Schoolnet- plus other clients
About this presentation1. Setting the context: Why future scenarios? Scenario building as a method Focus of the activity: tool for reflection2. Trends for our scenarios in 2025 Teacher training – Initial Teacher Training – Continuous Professional Development Teacher networks Role of schools: multi-stakeholder approach Data protection, data privacy and trust
Why future scenarios?• Unless we plan strategically for the future of teachereducation, we will be unable to deal with teachers futureneeds (Newby, 2005 in the Journal of Education forTeaching)• While 2025 might seem like a long way ahead in thefuture …. children starting schools in 2011, will befinishing their obligatory schooling or entering highereducation in 2020-2025 (Newby, 2005).• The future landscape is "only one childhood away"(Newby, 2005, p. 254).
Future ScenariosFuture-oriented activity • but, it does not make predictions! • Rather to discuss and elaborate different plausible futures.Assumes that the future is not pre-determined, but can evolve indifferent directionsMultidisciplinary, values the multiplicity of perspectives andviews held across actors from different fields • Involves different stakeholders
Future Scenarios: tool for reflection Stories of possible futures, imagining howthe teaching profession could look after 2025,in order to challenge assumptions and stimulate thinking about the present
Future Scenarios: main four stages1. Understanding current situation2. Exploring what could happen3. Debating what stakeholders or participants would like to happen4. Deciding what should happen – (Cagnin & Keenan, 2008)
Questions?Do you have any comments or questions regarding Why future scenarios? or about scenario building as a method?
1. What do we know about thecurrent situation?
Context 1. “ more than half of the teachers surveyed reported having wanted more professional development than they had received.” Teaching and Learning International Survey (Talis) OECD, 2009
Teachers’ co-operation Context 2. The TALIS (OECD, 2009) studied various forms of teachers working together – Frequency to undertake activities on 6-point scale ranging from “never” to “weekly” Possible to group activities: – Exchange and co-ordination for teaching – Professional collaboration
Teachers’ co-operationEXCHANGE AND PROFESSIONAL CO-ORDINATION for teaching COLLABORATION Discuss and decide on the Observe other teachers’ selection of instructional classes and provide feedback. media (e.g. textbooks, exercise books). Teach jointly as a team in the same class. Exchange teaching materials with colleagues. Engage in joint activities across different classes and Attend team conferences for age groups (e.g. projects). the age group I teach. eTwinning projects!
De-privatisation of teaching practice means teachers observe each other, give feedback, and act as mentor, advisor or specialist teachers who report being involved in such activities regularly also have higher self-efficacyOECD, 2012: Teaching Practices and Pedagogical Innovations
Benefits of teachers’co-operation Co-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice. It can enhance – professionalism, – feelings of self-efficacy and – prevent stress and “burnout” Different kinds of collaboration may not have the same effects!
Why are teacher networks? Context 3. Learning networks, i.e. technology-supported communities – learners share knowledge with one another – jointly develop new knowledge Can exist on many levels – within a school – across schools at regional, national and international level
Why are teacher networks? Includes various forms of teachers’ co-operation, i.e. teaches working together in groups or teams to improve educational processes and outcomes (OECD, 2009) Context 3. Contribute to the quality of – the teaching profession and – the learning experience of students – by encouraging collaboration and knowledge exchange at both teacher and student level
Blended networksMore and more often, networks become blended => digital world is mixed with the physical one Like our eTwinning platform is online...but lives too! – training events (e.g. PDW, contact seminars) Context 3. are often in a physical environment – Online collaboration in projects has a clear physical classroom aspect – eTwinning friends are equally found through online and offline means
Spreading a positivevirus called pedagogicalinnovation.....who will notget the virus?
Who willnot getthe virus?The ones who are notconnected, e.g. who arenot co-operating withothers.
Value of informal learning networks for individuals Social capital: ability of actors to derive beneﬁts from their membership in social networks Value of networks defined through social capital– the sense of belonging to the community– the provided and received support– the social network structure
Multi-stakeholder approach to educationTeachers in a key role in transformingeducation, provided that they are well Learningsupported! beyond schoolWhat is the role of...? Context 4.– policy-making;– school culture and innovation history;– school management;– parents– community around
Data protection, privacy and trustData protection regulates control over howpersonal data as a commodity is exploitedby third parties, e.g. FacebookPrivacy is the right of the individual to be Context 5.undisturbed and unobservedOne of the main challenge for the future ofeducation;– commercialisation: who provides services?– who can be trusted on the Web?
2. Exploring what could happen.-with experts and teachers in Europe
3. Debating what stakeholders orparticipants would like to happen.« Teaching profession in 2025 »
Scenario 5 (in the book): Informallearning camps Note that Scenario 5 has been changed in the book! It reflects on the aspects of teachers’ informal teacher professional development opportunities! Check it out too :)
4. Deciding what should happen.Now over to you!