1. "EKT SPOC" Professional dialogue,
observation and reflection as a key
component of teacher training
Dr Elena REVYAKINA
Martin SANKOFI
2.
3. EKT SPOC Guiding Lines
Teaching as a profession which privileges
relationality, or engaged and connected
relationships with the self, with others and
one’s teaching practice (Bonilla, 2017);
Research literacy as engagement with and in
research (BERA-RSA);
Enhance the ‘triadic relationship’ (Hall et al.,
2016)
4. SPOC in brief
1. Engage with the tools of the EKT
platform;
2. Engage student teachers, school
mentors and academic mentors in
cooperation and communication;
3. Engage in action-oriented
reflection (observation, dialogue,
critical reflection for practice)
5. SPOC in brief
Supported by
• Tutorial Videos
• Relevant Content Videos
• External Resources
• Documents/Instruments relevant to
various stages of ISP
• Checklists
• Rubrics for self-evaluation
• Examples
Task-based around the platform and tasks
relevant to ISP
Quizzes for self-check
6. • Focus on the key tools of the EKT
System:
• Tasks around expectations for
ISP in three areas (school
community engagement;
Professional Engagement;
Teaching and Learning)
Unit 1. Introduction to the EKT Platform (4 hours)
7. Unit 2. Action Research in the Classroom (3 hours for STs)
Focus on Reflection
• ePortfolio Tool;
• Engage in reflection on teaching
values;
• Discuss various aspects of
observation in the classroom
8. Focus on action-oriented reflection
• Formulating a research question,
and finding possible solutions in
theory and professional dialogue
Using the EKT Tools to communicate
and discuss, share, reflect, provide
feedback and support
Unit 3. Focus on Professional Dialogue (3 hours for STs)
9. Focus on creating educational
materials
• Tasks to use different media to
create reflections.
Unit 4. Content Creation with Chamilo Studio (1 hour for STs)
10. EKT SPOC Timeline
Starting during preparation for ISP
- For cooperation between mentors;
- Sharing necessary documents;
- Discussing expectations;
During Immersion into Practice
- For sharing experiences;
- Critically reflecting on the observed
together with peers;
- Thinking of what, why is happening
in the classroom, and seeking how
to solve possible challenges
11. EKT SPOC Outcomes in brief
SPOC activities and content was highly rated and seen as well-
structured.
The topics were seen as relevant.
Tasks were seen as stimulating reflection and reinforcing
observation.
Seen as helpful for finding a focus for dissertation.
12. EKT SPOC Outcomes in brief: the importance
of the triadic relationship
13. References
• Chris Milk Bonilla (2017) Relational professionalism in a
bilingual teacher association: Promoting occupational
identities and pedagogic agency, Bilingual Research
Journal, 40:3, 304-
317, DOI: 10.1080/15235882.2017.1351009
• BERA-RSA. (2013). Research and the teaching profession –
Building the capacity for a selfimproving education system.
https://www.thersa.org/globalassets/pdfs/bera-rsa-research-
teach ing-profession-full-report-for-web-2.pdf
https://www.thersa.org/globalassets/pdfs/bera-rsaresearch-
teaching-profession-full-report-for-web-2.pdf
