University Schools as a means to develop Teacher Education – a new form of Partnership

The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.

Retain perspectives from Brussels

The document discusses strategies for retaining new teachers. It describes two schools' approaches: School 1 focuses on collaboration through an inclusion compass, engaging teachers, parents, and social workers. School 2 focuses on co-design, using collaborative dialogue where new teachers present cases to experienced teachers for feedback. Both schools found that retention is challenging without support but is aided by organized team cooperation and feedback between new and experienced teachers.

Since the 2012-2013 academic year, the Departament d'Ensenyament de la Generalitat de Catalunya started an upgrade program about Science, Technology and Mathematics (CTM) for secondary school STEM teachers with the collaboration of the Instituts de Ciències de l'Educació (ICE) of several Universities (UPC,UdG,UdL, URV), in order to foster science, technology and mathematical teachers' updated knowledge and didactics with the overall objective of facilitating the transfer of this training to their classrooms and to improve both their teaching and the development of students' competences and learning outcomes.

[OOFHEC2018] Day 1 KEYNOTE Michael Gaebel: the Bologna Process and Developmen...

Professional Development and Quality

My Everest Your Molehill Erasmus+ project

1) The document discusses professional development and career paths for early childhood educators in Portugal. 2) It describes different requirements and opportunities for educators working with children from ages 0-3 compared to those working with ages 3-6. 3) Key aspects of professional development addressed include continuous training, post-graduate studies, strategies for improving teaching practices, and developing effective evaluation and quality improvement.

Free learning at offene schule waldau

This document describes the open school Waldau in Kassel, Germany, which implements a free learning (FL) model. The goals of FL are to individualize and support student learning processes and enable autonomous learning. In FL lessons, students choose their own topics, pace, partners, and methods. FL lessons occur 6 times per week for grades 5-6, and less frequently for older grades. Students develop own curricula, structure learning, and present products with feedback. Results include high attendance in advanced programs and careers. Younger students do small projects and reports while older students do guided and free projects on diverse topics, presenting work for final exams. FL aims to open doors, ways, and minds for students.

Downing J ph_d proposal august 2012

JillDowning

This document outlines a research proposal examining the use of applied learning principles in a teacher education course. The researcher will design the course using draft principles of applied learning over three iterations from 2013-2014. Data will be collected from students and staff through surveys, interviews, and focus groups to evaluate how the applied learning tasks engage students and how they respond to the redesigned course. The goal is to inform the design of other applied learning courses.

[EADTU-ENQA PLA] Short learning programs: a logical and necessary next step

Examples from the UK

The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.

Belgium - Henallux Namur

The document summarizes activities carried out by HENALLUX in Namur, Belgium to support novice teachers. Activities included workshops and discussions with teachers on topics like professional identity, pedagogical relationships, and inclusion. Teachers found value in discussing their profession and exploring challenges like workload, external influences, and adapting to change. The project promoted reflection on support for novice teachers but faced challenges with teacher time constraints and addressing different teacher needs. Recommendations include providing examples of good practices to encourage collaboration and lifelong learning.

Thailand – Equitable Education Fund – Kraiyos Patrawart

The OECD London Conference 2016-2017 program involved 1,500 students and 60 teachers from 60 experimental schools in 10 provinces. Teachers received a one term intervention training focusing on creativity and critical thinking. The program had positive impacts, improving students' and teachers' perceptions of creativity and critical thinking. Students reported positive responses to new teaching and learning activities, and Thai students showed strong improvement in divergent thinking. The Ministry of Education of Thailand has expanded its support of the program over three years, increasing participating schools to 400 and education supervisors to support national scaling up.

Creativity: Working with teachers – Rolf Hitschfeld

How to use Participatory Action Research to foster inquiry-based learning in ...

Brussels, Belgium

This document discusses using participatory action research (PAR) to foster inquiry-based learning in science education. PAR was used as both a development tool and research method in a complex science education program involving partnership with 8 schools, 44 teachers and 350 students. As a development tool, PAR allowed for a larger impact, teamwork throughout the process of creating and piloting modules, and more viewpoints. As a research method, PAR supported observation of learning environments and use of convergent interviews and templates to plan and reflect. Key milestones and actions of the PAR process are described.

Setting the scene

European Agency for Special Needs and Inclusive Education

1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion. 2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management. 3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.

Teacher Education for Inclusion project

This Agency project set out to examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession. The presentation compiled the recommendations from the project whose main question was: How are all teachers prepared via their initial education to be inclusive? The Profile of Inclusive Teachers is an outcome of this project. This presentation briefly describes the four core values relating for teaching and learning, as well as main areas of teacher competence. For more information, visit the project's web area: www.european-agency.org/agency-projects/teacher-education-for-inclusion

Promoting Professional Standards in Higher Education

Prof Simon Haslett

Advising to Make the Grade

James Hardin

Developing students as researchers within College-based Higher Education

Recruitment & Retention on the Education Sector, a Matter og Social Dialogue

The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.

How to effectively integrate guest/visiting lecturers into HEI provision.

ProTed, Centre for Professional Learning in Teacher Education

Influences on empowerment of talented secondary science students dortmund2

Junior College Utrecht

The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.

Alliances & Partnerships: ProTed and KSU

1) The ProTed Centre works with alliances, partnerships, and collaboration to advance educational knowledge through a horizontal approach. 2) Key models discussed include the University School model which juxtaposes and aligns different knowledge types, the research-oriented student model using video-based assessment, and the Knowledge Parliament joint arena for teacher educators. 3) The partnership between ProTed and the Norwegian Knowledge Centre aims to develop research-based teacher education through mutually constitutive relationships that integrate different knowledge logics and types.

Brics summit mahlamaki kultanen 27.10.2015

Seija Mahlamäki-Kultanen

This document discusses international teacher training programs between Finland and BRICS countries, including successful case examples. It outlines the strategic aims of the VET Teachers for the Future program between Finland and Brazil, which aims to support innovation, technology, and institutional and participant targets based on Brazil's national strategic areas. The program involved 60 Brazilian VET teachers over two cohorts in 2014-2015, and emphasized quality, impact, and knowledge transfer through collaborative and competence-based learning models. Initial feedback found the program objectives were relevant and participants were highly satisfied. The document also discusses developing new theories of international teacher training and the growing interest in China and South Africa for competence-based education models.

What's hot

Student as producer

Julian Beckton

Training program for secondary school science, technology and mathematics tea...

CESIRE - Dept d'Educació - GENCAT

[OOFHEC2018] Day 1 KEYNOTE Michael Gaebel: the Bologna Process and Developmen...

Professional Development and Quality

My Everest Your Molehill Erasmus+ project

Free learning at offene schule waldau

Downing J ph_d proposal august 2012

JillDowning

[EADTU-ENQA PLA] Short learning programs: a logical and necessary next step

Examples from the UK

Belgium - Henallux Namur

Thailand – Equitable Education Fund – Kraiyos Patrawart

Creativity: Working with teachers – Rolf Hitschfeld

How to use Participatory Action Research to foster inquiry-based learning in ...

Brussels, Belgium

Setting the scene

European Agency for Special Needs and Inclusive Education

Teacher Education for Inclusion project

Promoting Professional Standards in Higher Education

Prof Simon Haslett

Advising to Make the Grade

James Hardin

Developing students as researchers within College-based Higher Education

Recruitment & Retention on the Education Sector, a Matter og Social Dialogue

How to effectively integrate guest/visiting lecturers into HEI provision.

ProTed, Centre for Professional Learning in Teacher Education

Influences on empowerment of talented secondary science students dortmund2

Junior College Utrecht

What's hot (20)

Student as producer

Training program for secondary school science, technology and mathematics tea...

[OOFHEC2018] Day 1 KEYNOTE Michael Gaebel: the Bologna Process and Developmen...

Professional Development and Quality

Free learning at offene schule waldau

Downing J ph_d proposal august 2012

[EADTU-ENQA PLA] Short learning programs: a logical and necessary next step

Examples from the UK

Belgium - Henallux Namur

Thailand – Equitable Education Fund – Kraiyos Patrawart

Creativity: Working with teachers – Rolf Hitschfeld

How to use Participatory Action Research to foster inquiry-based learning in ...

Setting the scene

Teacher Education for Inclusion project

Promoting Professional Standards in Higher Education

Advising to Make the Grade

Developing students as researchers within College-based Higher Education

Recruitment & Retention on the Education Sector, a Matter og Social Dialogue

How to effectively integrate guest/visiting lecturers into HEI provision.

Influences on empowerment of talented secondary science students dortmund2

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Seija Mahlamäki-Kultanen

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EDEN Digital Learning Europe

Nutt and Tidd

SEDA

This document outlines a session on teaching excellence in middle and northern Europe. The session aims to increase understanding of educational development practices across the region and approaches to defining teaching excellence beyond the UK context. The presenters conducted a project reviewing literature and interviewing staff to explore notions of teaching excellence. They discuss findings on how excellence is described by practitioners and recognized institutionally in different countries. While some regions are striving to define and promote excellence, it remains challenging to clearly define and measure. The session encourages discussion on learning from examples and balancing support for good practice with recognition of excellence.

Elearningalliance

OEPScotland

The Opening Educational Practices in Scotland (OEPS) project aims to increase awareness and use of open educational resources (OER) in Scotland. Led by the Open University in Scotland, it works with over 50 organizations across sectors. OER allow free access and reuse of educational materials through open licensing. While OER promise free, mass-scale education, their impact on non-traditional learners is currently limited. The project focuses on partnerships, curriculum development, and social learning to develop new OER practices that combine open education and adult learning to widen participation. Emerging themes include embedding OER in partnership networks, peer support, and online communities rather than repositories. Examples illustrate creating global communities and adapting OER for new

Abertay

OEPScotland

The document discusses the Opening Educational Practices in Scotland (OEPS) project. OEPS is a cross-sector project in Scotland led by the Open University that aims to increase awareness and use of open educational resources (OER). OEPS is currently working with around 50 organizations to develop new OER content and practices through partnerships between universities, colleges, employers, and third sector groups. The project addresses both the promise of OER to provide free, high-quality education on a large scale, as well as the challenge that OER often benefits those already experienced with higher education rather than non-traditional learners. Examples of OEPS partnerships developing new OER include those with Parkinson's UK, the University of Glasgow, and

AHDS Conference November 2014 - Workshop; Dundee University

AHDScotland

Helsinki vocational college

Hanna Järvisalo

Helsinki Vocational College: - Is a multi-field vocational college run by the city of Helsinki, with over 15,000 learners across 29 qualifications and 50 professions. - It is divided into five campuses across 17 locations, offering modern learning facilities. Education is free and funded by the government and city. - It operates with a principal, team of heads of training, around 2,000 students and 200 staff across its five campuses. Learning happens in teams of 150-200 learners and 6-8 teachers.

Digital Skills Gap Peer Learning Activity - Norway: Digitalization strategy f...

EDEN Digital Learning Europe

The Norwegian Ministry of Education and Research launched a 2017-2021 digitalization strategy for the higher education sector to strengthen teachers' digital skills and maximize the potential of technology in learning. The strategy aims to develop digital and pedagogical competencies for students and teachers. It also requires institutions to define goals for digitalizing learning processes. Some universities, like the University of Agder and University of Bergen, have adopted additional digitalization strategies focusing on developing teacher culture, integrating computing into curricula from the first semester, and testing research-based teaching methods incorporating digital tools.

Developing academic practice in Foundation Degrees

Jo Smedley

Finnveden, Goran, Track 4

MIT Office of Sustainability

KTH Royal Institute of Technology in Sweden has undertaken a holistic initiative to promote sustainable development through its education, research, collaboration, and operations. Key aspects of the initiative include systematically integrating sustainability into academic programs, increasing sustainability-related research, partnering with external organizations, and obtaining ISO 14001 environmental certification. Evaluation shows progress but also further work is needed. Objectives for 2016-2020 focus on expanding areas like sustainable education, research, travel reductions and responsible investment. The initiative aims to establish KTH as a leader in technical higher education for sustainable development.

inclusion_equality_and_diversity_in_the_curriculum.pptx

LouRezNaturaliza1

The document discusses embedding equality and diversity in university curricula. It provides definitions of key terms like inclusivity and diversity and outlines principles for curriculum design that promote equality and diversity. Examples are given of projects at the University of Edinburgh to make curricula more inclusive in areas like history and the MBChB medical degree. The document advocates mapping current practices, identifying ways to intentionally engage with diversity in course content and assessments, and providing guidance to staff on inclusive curriculum development.

Fis Curriculum

Barbara Reid

The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.

praesentation-englisch.pptx

Shree Shree

The document describes a school mentorship program run by the Hamburg school authority and a private agency. The program aims to develop students' personalities, learning abilities, and career counseling through parental mentors, student mentors, and volunteer mentors based in 27 schools. It outlines the program structure, goals for different types of mentors, and highlights that strong coordination between schools and agencies helps the program be successfully integrated into school activities. Initial feedback suggests the program is working well due to this coordination and the individual strengths each partner provides. Next steps include evaluating lessons learned, strengthening the program structure, and expanding publicity.

Raising the Achievement of all Learners in Inclusive Education project

European Agency for Special Needs and Inclusive Education

Short OEPS presentation for Open Knowledge Scotland

OEPScotland

The Opening Educational Practices in Scotland (OEPS) project aims to increase awareness and use of open educational resources (OER) in Scotland. Led by the Open University in Scotland in partnership with over 50 organizations across education sectors, the project involves workshops, presentations, and developing exemplar OER and practices. Emerging themes include the importance of partnerships, interest outside of formal education, extending learning design to incorporate social settings, co-creation, and supporting learning communities through an online hub rather than just a repository.

Session 3 Lynda Metcalfe Kemnal Technology College

Mike Blamires

This project aimed to [1] increase the quality and capacity of maths and science teacher training placements in schools linked to Greenwich and Goldsmiths universities. [2] It provided training to schools on mentoring, established new placement links, and offered ongoing support. [3] Over its yearlong run, it strengthened university-school partnerships, trained over 100 teachers in mentoring, and resulted in 8 schools newly offering placements - improving training opportunities.

Session 2 D Reen Struthers Roehampton University

Mike Blamires

This document describes a 3-phase professional learning school model of partnership between schools and universities. The objectives were to examine the impact on capacity, classroom practice, and future teacher education. Phase 1 developed the model in 4 partner schools. Phase 2 expanded the model to 15 additional schools. Phase 3 further spread the model while monitoring impacts. Key principles included collaboration between schools and universities, immersing students in professional environments, and enhancing teacher and student development through partnership. The organization structures varied between the partner universities but focused on groups of students engaging in teaching sessions at schools. Benefits included enhanced pupil experiences and achievement through focused activities led by students and increased reflection among teachers.

Insights from international work on innovative learning environments