Teachers' profession in 2025 - workshop


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  • Do teachers perceive creativity as an important characteristic of education? Do European primary and secondary school teachers embrace creativity in their teaching? How is ICT used in European schools? Is it used to foster creativity? What kind of context and support are necessary for teachers to foster creativity in their students?
  • Teachers' profession in 2025 - workshop

    1. 1. Teachers’ profession in 2025What does the future bring? eTwinning Conference 2012 Berlin, Germany 30.3.2012 Riina Vuorikari Tellnet project manager European Schoolnet
    2. 2. Who am I?• Riina from Finland• First training: teacher in Finland, then studying abroad (exchange and postgraduate studies) e.g. hypermedia, web, research, Doctoral (‘09)• 2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager• 2012 -> part time in-house expert in European Schoolnet - plus other consulting
    3. 3. Outline of the workshop• Introduction and the context• “Foresight” and scenarios as a method• What do we know about the current situation?• Scenarios 2025: teachers’ profession (20 min)• Read your scenarios (15 min – 5 min/scenario) – Group A: 1, 2, 3 – Group B: 1, 4, 5• Collective Exercise (30 min)• Presentation of results (20 min)
    4. 4. Some contextfor this workshop
    5. 5. European Schoolnet (EUN)• Created in 1997, based in Brussels• Network of 30 European Ministries of Education (MoE) or national educational authorities• Leads the way in bringing about change in schooling through the use of new technology
    6. 6. Channels through which information flow =
    7. 7. Spreading apositive virus calledpedagogical innovation. Who will notget the virus?
    8. 8. Who will not get the virus? The ones who are not connected, e.g. who are notcollaborating with others.
    9. 9. eTwinning reach =number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners
    10. 10. Foresight approach for future studieshttp://en.wikipedia.org/wiki/Foresight_(futures_studies)
    11. 11. Why look into future? •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).
    12. 12. Future Scenarios• Future-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 in different directions• Multidisciplinary, values the multiplicity of perspectives and views held across actors from different fields • Involves different stakeholders
    13. 13. Future Scenarios Stories of possible futures,imagining how the teachers’ profession could look after 2025, in order to challenge assumptions and stimulate thinking about the present.
    14. 14. 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)
    15. 15. 1. What do we know about the current situation?
    16. 16. Trend 1.
    17. 17. Trend 2.“ 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
    18. 18. TALIS, OECD, 2009
    19. 19. TALIS, OECD, 2009
    20. 20. Teachers’ co-operation (TALIS, OECD, 2009)• Implies teachers working together in groups or teams to improve educational processes and outcomes. Trend 3. – Frequency to undertake activities on 6-point scale ranging from “never” to “weekly• A statistical factor analysis showed that is was possible to group activities across two indices: – Exchange and co-ordination for teaching – Professional collaboration
    21. 21. Teachers’ co-operationEXCHANGE AND CO- PROFESSIONAL ORDINATION for teaching COLLABORATION• Discuss and decide on the • Teach jointly as a team in selection of instructional the same class. media (e.g. textbooks, • Take part in professional exercise books). learning activities (e.g. team• Exchange teaching supervision). materials with colleagues. • Observe other teachers’• Attend team conferences classes and provide feedback. for the age group I teach. • Engage in joint activities• Ensure common standards in across different classes evaluations for assessing and age groups (e.g. projects). student progress. • Discuss and co-ordinate• Engage in discussion about homework practice across the learning development subjects. of specific students.
    22. 22. Teachers’ co-operation (TALIS, OECD, 2009)• Co-operation among staff creates opportunities for – social and emotional support, – exchange of ideas and – practical advice.• It can thus enhance – professionalism, – feelings of self-efficacy and – prevent stress and “burnout”.• Different kinds of collaboration may not have the same effects!
    23. 23. Value of informal learning networks for individualsValue defined through social capital– the sense of belonging to the community Trend 4.– the provided and received support– the social network structureNetworks, like eTwinning,offer a high potential for teachers to– up-skill in areas such digital competences,– useof ICT to support teaching and learning,– communication in foreignlanguages,– other areas of personal development such asintercultural dialogue and social competence
    24. 24. Why the Tellnet project? To better understand how social learning networks can support teachers competence building
    25. 25. 2. Exploring what could happen. - with experts and teachers in Europe
    26. 26. 3. Debating what stakeholders orparticipants would like to happen.« Teachers’ profession in 2025 »
    27. 27. Scenarios in 2025• Scenario 1: eNet: European Education Network• Scenario 2: MyNetwork• Scenario 3: Intelligent Agents• Scenario 4: Diversified Teaching Careers• Scenario 5: Offline Networking
    28. 28. Scenario 1: eNet: European Education Network
    29. 29. Scenario 2: MyNetwork Social networks
    30. 30. Scenario 3: Intelligent Agents Technology heavy
    31. 31. Scenario 4: Diversified TeachingCareers New roles as a teacher
    32. 32. Scenario 5: Offline Networking Low-technology
    33. 33. 4. Deciding what should happen. Now over to you!
    34. 34. It’s your turn now!1. From a group with 3 to 4 people.• Choose to work either with • Scenarios 1, 2, 3 or 1, 4, 53 Read the scenarios on your own (15min)• Answer the question4. Group discussion (30 min)• Discuss with your colleagues, do you see yourself as a teacher in these scenarios?• Choose ONE SCENARIO. Decide whether your group wants it to take place in 2025 or not. Discuss what should happen now in order for the scenario to realise/ not to realise.• Think of dimensions: Teacher training (initial and PD), Quality of teaching and learning; Participation of different stakeholders; Data management and privacy? 5. Summarise your thinking in 3 statements.
    35. 35. References:• Teachers’ Lifelong Learning Network (www.tellnet.eun.org)• 5 scenarios for downloading: http://tellnet.eun .org/web/tellnet/news/-/blogs/what-does-the-future-bring-us-five-scenarios-on-teachers-collab• Thematic Dossier: Teachers’ networks: http://insight.eun. org/ww/en/pub/insight/thematic_dossiers/teachers_social_networks.htm• Vuorikari, R. (2010). eTwinning Report 2010: Teachers’ professional development: an overview of current practice. European Schoolnet. Retrieved from http://desktop. etwinning .net/library/desktop/resources/5/55/955/43955/etwinning_report_teachers_professional_develo pdf• Vuorikari, R., Gilleran, A., & Scimeca, S. (2011). Growing beyond Innovators – ICT- Based School Collaboration in eTwinning. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964, pp. 537-542). Berlin, Heidelberg: Springer Berlin Heidelberg. http://tellnet.eun. org/c/document_library/get_file?p_l_id=10704&folderId=18137&name=DLFE-515. pdf