The document discusses potential future scenarios for teachers' profession in 2025 based on a workshop held in Finland in 2012. It provides context on trends impacting teachers' work currently and introduces the concept of using future scenarios to stimulate strategic thinking about education. The workshop involved participants developing 5 scenarios for 2025 related to topics like online networks, personalized learning, and offline communities. Participants were then asked to discuss the scenarios and implications for teacher training and quality of teaching and learning.

1. Opettajuus vuonna 2025 -
Mitä tulevaisuus tuo tullessaan?
Opettajuus ja muuttuva oppimaisema
Oulu, Finland
28-29.3. 2012
Riina Vuorikari
European Schoolnet

2. Who am I?
• Riina Vuorikari from Finland
• Teacher from my first
training (Savonlinnan OKL),
- then hypermedia,
web, research, doctoral,
etc.
• 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. Outline
• Introduction and the context
• Foresight as a method
• What do we know about the current situation
• Scenarios 2025: teachers’ profession (45 min)
• Read your scenarios (15 min – 5 min/scenario)
– Group A: 1, 2, 3
– Group B: 1, 4, 5
• Collective Exercise (20 min)
• Presentation of results (30 min)

4. Some context
for this workshop

5. European Schoolnet (EUN)
• Created in 1997, based in Brussels
• Network of 31 European Ministries of Education
(MoE) or national educational authorities
• Promotes the use of ICTs in school
• Leads the way in bringing about change in
schooling through the use of new technology

10. This virus is a
positive one,
called
pedagogical
innovation.
Who will not
get the virus?

11. Who will
not get
the virus?
The ones who
are not
connected, e.g.
who are not
collaborating with
others.

12. eTwinning reach
=
number of eTwinners / number of teachers
On average, 2.64% of
European teachers are eTwinners

14. Foresight approach
for future studies
http://en.wikipedia.org/wiki/Foresight_(futures_studies)

15. Why look into future?
•Unless we plan strategically for the future of teacher
education, we will be unable to deal with teachers' future
needs (Newby, 2005 in the Journal of Education for
Teaching)
•While 2025 might seem like a long way ahead in the future
…. children starting schools in 2011, will be finishing their
obligatory schooling or entering higher education in
2020-2025 (Newby, 2005).
•The future landscape is "only one childhood away" (Newby,
2005, p. 254).

16. 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

17. 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.

18. Future Scenarios:
main four stages
• Understanding current situation,
• Exploring what could happen,
• Debating what stakeholders or participants
would like to happen, and
• Deciding what should happen
– (Cagnin & Keenan, 2008)

19. What do we know about the
current situation?

21. “Yli puolet opettajista halusi enemmän
täydennyskoulutusta kuin mitä oli
saatavilla.”
Talis 2008 (OECD, 2009)

22. TALIS, OECD, 2009

23. TALIS, OECD, 2009

24. Teachers’ co-operation
(TALIS, OECD, 2009)
• Implies teachers working together in groups or
teams to improve educational processes and
outcomes.
– 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

25. 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!

26. Value of informal learning networks
for individuals?
Value defined through social capital
– the sense of belonging to the community
– the provided and received support
– the social network structure
Networks, like eTWinning, offers 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

27. Why the Tellnet project?
To better understand
how
social learning networks can support
teachers' competence building

28. Introduction
to our scenarios
« Teachers’ profession in 2025 »

30. Scenarios: Future Collaboration
Networks
• Scenario 1: eNet: European Education
Network
• Scenario 2: MyNetwork
• Scenario 3: Intelligent Agents
• Scenario 4: Diversified Teaching
Careers
• Scenario 5: Offline Networking

31. Scenario 1: eNet: European
Education Network

32. Scenario 2: MyNetwork

33. Scenario 3: Intelligent Agents

34. Scenario 4: Diversified Teaching
Careers

35. Scenario 5: Offline Networking

36. Now to you!

37. It’s your turn now!
1. Pöytäkunnat jaetaan 2 osaan
(Ryhmä A: skenaariot 1, 2, 3; RyhmäB: skenaariot 1, 4, 5)
2. Lue kolme skenaariotasi - yksin
• Vastaa ensimmäiseen kysymykseen keskustelematta muiden
kanssa
3. Ryhmäkeskustelu
• Näetkö itsesi/ oman paikkasi opettajana tässä skenaariossa?
• Valitkaa yksi skenaario ja meittikää, mitä pitäsi tehdä nyt, jotta
tämä skenaario tapahtuisi / ei missään tapauksessa tapahtuisi?
• Think of dimensions: Teacher training, Quality of teaching and
learning; Participation of different stakeholders; Data management
and privacy?
4. Valmistautukaa esittämään valitsemanne skenaario, 2 min

38. References:
•Thematic Dossier: Teachers’ networks: http://insight.eun.
org/ww/en/pub/insight/thematic_dossiers/teachers_social_networks.htm
•Teachers’ Lifelong Learning Network (www.tellnet.eun.org)
•Crawley, C., Gilleran, A., Scimeca, S., Vuorikari, R., & Wastiau, P. (2009). Beyond
School Projects, A report on eTwinning 2008-2009. Central Support Service for
eTwinning (CSS), European Schoolnet. Retrieved from
http://resources.eun.org/etwinning/25/EN_eTwinning_165x230_Report.pdf
•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_develop
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