This is a presentation of our project related to MKT (mathematical knowledge for teaching) in Stavanger. The presentation was held by Arne Jakobsen at the University of Algarve, June 1st 2011.
Nanoyou training meeting - School presentation - LS "E. Majorana", ItalyNanoyou
Presentation of the school ISISS "Piana di Lucca" - Liceo Scientifico "E. Majorana", Capannori (LU), Italy, given at the training meeting of the Nanoyou project. Brussels, January, 28th-29th, 2010.
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Strengthening links between secondary schools and universities: the case of U...Junior College Utrecht
The document discusses efforts by Utrecht University's Faculty of Science to strengthen links between secondary schools and the university. It outlines initiatives before 2003 which included curriculum development and outreach activities. A key new initiative since 2003 was the Junior College Utrecht program, which allows select secondary students to take university science and math courses. The program has led to improved student outcomes and curriculum innovations adopted by partner schools. Going forward, the document argues for activities that benefit all parties including schools, students, and university staff and students through collaboration and knowledge sharing.
Here are some tips for conducting the inventory:
- Meet with subject teachers to discuss EIO elements
- Review curriculum documents and lesson plans
- Consider knowledge, skills, attitudes per CFEC domains
- Note activities like projects, visits, exchanges
- Determine materials and timeframe for each element
- Compile all information into a clear overview table
The inventory will help analyze current EIO provision and identify areas for strengthening the international dimension across your school's curriculum.
Presented by Marta Dunach and Jordi Margeli for a Comenius Study Visit group, interested in social dimension of language learning, at the Department of Education. Include Catalan Programs for Teacher Training on CLIL and Languages Methodologies in Catalonia. Implementing Plurilingualism, effectiveness and Language Learning, 2011.
Barriers and Motivators for Using OER in SchoolseLearning Papers
Authors: Ulf-Daniel Ehlers, Thomas Richter
For this study we investigated German teachers to see how they use, reuse, produce and manage OER.
The research explored what motivators and barriers effect their use of OER, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
Este documento descreve a região do Algarve em Portugal, incluindo sua localização, clima, concelhos, pontos turísticos como a Serra de Monchique e a Ria Formosa, produção agrícola, pesca, gastronomia típica como o arroz de lingueirão e a cataplana, e pratos populares como o gaspacho algarvio.
Nanoyou training meeting - School presentation - LS "E. Majorana", ItalyNanoyou
Presentation of the school ISISS "Piana di Lucca" - Liceo Scientifico "E. Majorana", Capannori (LU), Italy, given at the training meeting of the Nanoyou project. Brussels, January, 28th-29th, 2010.
This document is a resume for Karin Muller that outlines her education and qualifications to be a teacher. She has a Bachelor of Education degree from Trent University and a Bachelor of Arts in French and History from Queen's University. For work experience, she has 3 years of experience teaching grades 1-2 in Mexico and has completed teacher candidacies in grades 2, 5/6 and core French teaching. She is fluent in French, German and Spanish and has additional qualifications in first aid.
Strengthening links between secondary schools and universities: the case of U...Junior College Utrecht
The document discusses efforts by Utrecht University's Faculty of Science to strengthen links between secondary schools and the university. It outlines initiatives before 2003 which included curriculum development and outreach activities. A key new initiative since 2003 was the Junior College Utrecht program, which allows select secondary students to take university science and math courses. The program has led to improved student outcomes and curriculum innovations adopted by partner schools. Going forward, the document argues for activities that benefit all parties including schools, students, and university staff and students through collaboration and knowledge sharing.
Here are some tips for conducting the inventory:
- Meet with subject teachers to discuss EIO elements
- Review curriculum documents and lesson plans
- Consider knowledge, skills, attitudes per CFEC domains
- Note activities like projects, visits, exchanges
- Determine materials and timeframe for each element
- Compile all information into a clear overview table
The inventory will help analyze current EIO provision and identify areas for strengthening the international dimension across your school's curriculum.
Presented by Marta Dunach and Jordi Margeli for a Comenius Study Visit group, interested in social dimension of language learning, at the Department of Education. Include Catalan Programs for Teacher Training on CLIL and Languages Methodologies in Catalonia. Implementing Plurilingualism, effectiveness and Language Learning, 2011.
Barriers and Motivators for Using OER in SchoolseLearning Papers
Authors: Ulf-Daniel Ehlers, Thomas Richter
For this study we investigated German teachers to see how they use, reuse, produce and manage OER.
The research explored what motivators and barriers effect their use of OER, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
Este documento descreve a região do Algarve em Portugal, incluindo sua localização, clima, concelhos, pontos turísticos como a Serra de Monchique e a Ria Formosa, produção agrícola, pesca, gastronomia típica como o arroz de lingueirão e a cataplana, e pratos populares como o gaspacho algarvio.
المعلمون عامل أساسي لنظم التعليم الناجحة الانعكاسات القائمة على تعليم المدرسي...IEFE
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The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
The University of Education Styria offers bachelor's and master's degrees in education, as well as teacher development programs. It was formed in 2007 by combining three former institutions that trained teachers. The university has around 1500 students and staff, and 400 pupils attend its practice schools. It focuses on international exchange programs, in-service teacher training, and innovative approaches to learning like talent development for all students.
This document contains the resume of Joanna Droz d, who has over 8 years of experience teaching English, Polish, social science, ICT, and math in the UK and China. She holds a Master's degree in Polish language and culture and a Bachelor's degree in computer science. Her resume highlights her qualifications, including TEFL/TESOL certification and various professional development trainings. It also details her employment history working as a tutor, teacher, and training coordinator in Poland, China, Wales, and England.
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2. Science teacher education programs aim to educate teachers with strong subject knowledge and pedagogical skills. Studies are split between subject departments and pedagogical studies, which integrate theory and practice.
3. Pedagogical studies cover education, subject didactics, and teaching practice. They help students develop skills in curriculum development, communication, and lifelong learning, as well as an understanding of schools and their role in society.
The document outlines details that were presented at a secondary one meet-the-parents session, including the school's academic programmes, assessment system, character development initiatives, and the importance of parent partnership. It discusses the school's three academic streams, subjects offered, grading system, and criteria for promotion and lateral transfers between streams. It also describes key academic programmes, the school's approach to discipline and student well-being, and how parents can support their child's learning and development.
Herbert Ernest Thomas is a manager at CPIT in New Zealand with extensive experience in educational development and technology integration. He holds several degrees including a PhD in computer-integrated education. His career has involved roles managing educational development teams, developing e-learning strategies, and teaching at various universities in Africa and New Zealand.
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This document is a curriculum vitae for Anna Krulatz that summarizes her education and professional experience. It includes:
1) Her education which includes a Ph.D in Applied Linguistics from the University of Utah and a B.A. and M.A. in English/Linguistics from the University of Warsaw.
2) Her current position as an Associate Professor at the Norwegian University of Science and Technology where she teaches teacher education courses in TEFL and applied linguistics.
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The Croatian educational system has undergone many reforms focused on improving quality and increasing investments. Reforms include introducing the Croatian National Educational Standard to reduce syllabus content, implementing state graduation exams, increasing access to high school, and connecting to the Bologna Process for higher education reform. The system includes pre-school, 8-year compulsory elementary education, high school, and university levels. The Ministry of Science, Education and Sports oversees education in Croatia.
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The document summarizes information about the Center for Foreign Language Teacher Training and European Education (CFLTTEE) at the University of Warsaw. It describes the CFLTTEE's organizational structure, size, types of degrees offered, and profiles of graduates. The CFLTTEE has over 1000 students and focuses on training teachers of English, French, and German. It emphasizes developing teacher competence, subject competence, and didactic competence in its graduates.
This document discusses a study on teachers' epistemic beliefs about mathematical knowledge for teaching definitions. The study involved focus group interviews with 15 teachers discussing their reflections on MKT items. The results showed that while teachers felt knowing definitions was important, they did not think remembering the exact definitions was as important. Teachers also felt definitions were more critical in higher grades and that exact definitions could confuse students. The conclusions were that teachers see value in conceptual knowledge of definitions but not rote memorization of definitions.
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2. Science teacher education programs aim to educate teachers with strong subject knowledge and pedagogical skills. Studies are split between subject departments and pedagogical studies, which integrate theory and practice.
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Presentation of UKM-Stavanger in Algarve
1. Opportunities for Erasmus exchange and teachers training in NorwayPresentation at the University of Algarve June 1st, 2011 Arne Jakobsen Department of Education University of Stavanger arne.jakobsen@uis.no
4. Educational system in Norway Right to Upper secondary school Compulsery 10 yearsofschooling Age 1 – 5 Kindergarten (Right to kindergarten, iftheparentswant) 4
5. Financingofeducation: Central governmentsubsidisespublic and most private educationon all levels. Counties and municiplitiesget a lump ofmoney from state, autonomy in use. Veryfewearmarked grants. Public education from primary to university is providedfreeofcharge.
6.
7. State ComprehensiveSchool System Public schools: to provideequalityofopportunities for all membersofsociety A democraticcommunitywhere all socialclassesofsocietymeet. A commonstructure for all pupils grade 1-10 (someresistance: butgraduallyunstreamedclassesreplaceddividedcourses/structure Grades canstigmatisepupils, kill innermotivation to learn. No grades given to childrebefore in 8. grade.
8. Ownershipofschools 2 % of pupils (grade 1-10) in private schools 5 % of pupils in private upper secondary school Long tradition of public schools 43 % of children in private kindergarten 57 % of children in public kindergarten
9. Percentage of female teachers: 92 % kindergarten 70 % grade 1- 10 in school 48 % upper secondary and in colleges 35 % universities 9
10. Colleges and universities 7 universities , 25 university colleges, 20 private institutions 2003 Quality reform: implementationof Bologna process State EducationalLoan Fund offers support to students
14. University of Stavanger History and roots 1994: Stavanger University College (mergerofseven colleges) Rogaland University Center (1969) NorwegianSchoolof Hotel Management (1912) Stavanger SchoolofNursing (1920) Rogaland ConservatoryofMusic (1945) Stavanger Schoolof Education (1954) Stavanger Schoolof Social Studies (1966) The NorwegianChurch’sSchoolofTheology (1989) January 1, 2005: University status
15. University of Stavanger Merger of University Colleges in 1994, became University College of Stavanger University of Stavanger since 2005 1200 faculty, administrative and service staff 8500 students 16:1 student-faculty ratio 34 Bachelor programmes 28 Master programmes 8 PhD programmes
16. University of Stavanger 4 Faculties: Faculty of Arts and Education Faculty of Science and Technology Faculty of Social Sciences Museum of Archaeology
17. 17 Faculty of Arts and Education National Centre for Reading Education and Research National Centre for Behavioural Research Department of Music and Dance Department of Cultural Studies and Languages Department of Early Childhood Education Department of Education
18. 18 Department of EducationFaculty of Arts and Education Used to offer a 4 year general teachereducation program for grades 1 – 10 (all schoolsubjects) 4 yearteachereducation, grades 1-7 4 yearteachereducation program grades 5-10 – bothcan be extended to 5 years MA program BA (and MA) Sports Education MA Special Needs Education MA Mathematics Education Eramus Mundus MA Migration & InterculturalRelations PhD in Education
19. Teacher Education for Grades 1-7 Math Education (30 ECTS), Norwegian (30 ECTS) Pedagogy and Pupil-related skills (60 ECTS) Chooseamong a lot ofelectivesubjects Normallyfourschoolsubjects - must have 60 ECTS in minimum onesubject Bachelor’ thesis 100 daysfieldpractice Takeplace at partner schools, under supervision and counselling by experiencedteachers With minimum 15 ECTS in counselling student teachers
20. Teacher Education for Grades 5-10 Mathematics Education OR Norwegian 60 ECTS Pedagogy and Pupil-related skills (60 ECTS) Chooseamong a lot ofelectivesubjects Normally 3 schoolsubjects, eachof 60 ECTS Bachelor’ thesis 100 dayswithfieldpractice Takeplace at partner schools, under supervision and counseling by experiencedteachers With minimum 15 ECTS in counseling student teachers
21. Main issues Two differentteacher programs – directed to primary – or secondaryschoolpupils – to meetthedifferentneedsofthepupils – bothsocially and academically In Mathematics, Norwegian and Pedagogycompletedifferentiationbetweenthetwo programs Integrationbetweenschoolsubject, pedagogy and learning in practice Link betweentheory and practice
22. Graduate and Post-Graduate Programs MA Special Needs Education MA Mathematics Education Eramus Mundus MA Migration & InterculturalRelations PhD in Education
23. Research Teachers’ knowledge and capacity for teaching diverse students (mainresearch program) Severalresearchgroupsarealignedwiththistopic; for example: Teachers’ mathematicalknowledge for teaching Whatkindofknowledge do teachersneed to teachmatematics? Teachers’ knowledge and capacity for teaching: from students to professional Students development over thecourseoftheirstudy; Transition to teaching Mentoringnoviceteachers Inclusive Education To understand procceses ofinclusion and exclusion
25. 25 International studentswww.uis.no/english Open to applicants from all over the world: Degree opportunities MSc in Petroleum Engineering MSc in Biological Chemistry MSc in Computer Science MSc in Offshore Technology MSc in Environmental Technology MSc in International Hotel and Tourism Management Master of Arts in Literacy Studies Master Programme in Musical Performance - classical Joint Master programme in Migration and Intercultural Relations PhD-Programmes Postgraduate courses within Music production and recording, classical music, jazz, voice etc For students who plan to study in Norway or students who already are in Norway: Norwegian Language and Culture (1 year programme which qualifies for entry to all Norwegian Higher Education)
26. International studentswww.uis.no/english Open to students whose home institution has an agreement with the University of Stavanger: Exchange programme opportunities Music and Dance Performance Business, Hotel- and Tourism Nursing Computer Science Natural Science and Mathematics Mechanical and Civil Engineering Industrial Economics, risk management and planning Petroleum Engineering Foreign Languages (English) Comparative Educational Studies
27. Comparative Educational Studies Comparative Educational Studies - A Three Month Exchange Programme for International Students Offered for the first time in 2004. So far more than 150 student teachers from Austria, Belgium, the Czech Republic, Denmark, Finland, Germany, Latvia, Northern Ireland, Poland, Romania, Spain, Switzerland, The Netherlands and the USA have attended our courses Student teachers (Pre-school, primary and secondary school) 27
28. 28 Orientation Week for International Students Pick-up service Air-port, train-station, etc Presentation of UiS Computer room Student card Guided tour on campus Library introduction Meeting Norwegian culture How to reduce the cost of living in Norway Practical arrangements Passport/Visa/Immigrant Office Bus card Bank account Health check (TB)
29. 29 Orientation Week for International Students Guided tours downtown and in Rogaland county city walk bus trip boat trip daylong hike in mountain barbeques Note the 1000 meters drop below them into a cold fjord!
37. Research at Department of Education Teachers’ knowledge and capacity for teaching diverse students (mainresearch program) Severalresearchgroupsarealignedwiththistopic; for example: Teachers’ mathematicalknowledge for teaching (MKT) Whatkindofknowledge do teachersneed to teachmatematics? Teachers’ knowledge and capacity for teaching: from students to professional Students development over thecourseoftheirstudy; Transition to teaching Mentoringnoviceteachers Inclusive Education To understand procceses ofinclusion and exclusion
38. Background Norway/Portugal: Students (TIMSS, PISA,…) Teachers’ knowledge is important for students achievement Government decide to invest in Professional development (Programa de Formacão Continua emMatematica - PFCM) Professional development programs to meet teachers’ needs Mathematical knowledge for teaching (MKT) Our project research question: What are the possibilities and challenges of using the MKT measures in Norway? Que MKT possuemosprofessores (actuais e futuros), comoevoluiesse MKT e de quemodopodemoscontribuirpara o seuincremento? Project so far: Translation of items Pilot: 142 (150) teachers measured and 7 focus group interviews Trabalhocolaborativo com professores dos primeirosanos (reflexaosobre as aulas); questionarios e entrevistasalunosformacaoinicial
45. Exampleofonetaskwithitems Choosing and using representations Representing a particular idea in multiple ways Interpreting a particular representation in multiple ways Choosing a diagram/story/model to represent and idea/concept/expression Selecting a representation to match an instructional purpose
46. MKT - the «egg» Ball, D. L., Thames, M. H., & Phelps, G. (2008, p. 403).
51. Discutindo o MKT envolvido/relacionado com um exemplo envolvendo rectângulos A professora Maria pretende abordar o estudo de rectângulos (e a noção de fracção como parte-todo). Para isso pediu aos seus alunos do 1.º ano para dizerem o que entendem por rectângulo, desenharem um e dividirem-no em quatro partes iguais. Que conhecimento lhe cumpre ter de modo a poder “ensinar para a compreensão” e deixar a “porta aberta” para aprendizagens futuras?
52. Discutindo o MKT envolvido/relacionado com um exemplo envolvendo rectângulos A professora Maria pretende abordar o estudo de rectângulos (e a noção de fracção como parte-todo). Para isso pediu aos seus alunos do 1.º ano para dizerem o que entendem por rectângulo, desenharem um e dividirem-no em quatro partes iguais. Estas foram algumas das respostas (representações) dos alunos da professora Maria ao pedido para desenharem e dividirem o rectângulo em quatro partes iguais Que conhecimento lhe cumpre ter de modo a poder “ensinar para a compreensão” e deixar a “porta aberta” para aprendizagens futuras?
53. (CCK) – Conhecimento Comum do Conteúdo Saber identificar, de entre as respostas fornecidas, quais as representações incorrectas e “correctas” e de rectângulo e que ilustram uma sua correcta divisão em quatro partes iguais ? ? ? ?
54. (SCK) – Conhecimento Especializado do Conteúdo (exemplos rectângulos) Poderá a professora Maria aceitar todas estas representações de rectângulo? Quais os motivos matemáticos que permitem considerar, ou não, como correcta(s), estas divisões? (será possível efectuar uma tal divisão?)