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Towards a European Teacher Education curriculum: emett and innovation with comparative European perspectives

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Budapest emett meeting - Caena Francesca

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emett partnership constellation with eight star universities… Vilnius University Danmarks Pædagogiske Universitet Copenhagen

emett

Krakow Jagiellonian University Budapest Eötvös Loránd University

Nantes University Innsbruck Pädagogische Akademie

Venice Ca’Foscari University

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Nicosia University of Cyprus

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emett 

eight-star Sagittarius constellation, usually portrayed as a centaur… wise centaur Chiron, mentor and teacher in Greek mythology

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I n a knowledge economy, good citizenship requires creativity‌ Creativity is a fundamentally collaborative process . (Sawyer, 2008)

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European leitmotiv: improvement

Lisbon agenda

Improvement Education and Training

Quality Indicators LLL

LLL programme 2007-13

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innovation and quality in training ď Ž

ď Ž

ď Ž

Lisbon agenda (2000): concrete future education and training goals, EU as most competitive knowledge economy Quality indicators Life Long Learning (2002): overarching strategy to update high-level knowledge, skills and competences, for personal development and social participation Life Long Learning programme 2007-2013 (2006): exchange innovative products and processes to improve quality education and training

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resounding notes Tuning project

Bologna declaration

EHEA

Improving quality TE

Teacher education

EQF for LLL EPOSTL 12/19/12

EU profile Language TE

Common EU Principles Teacher Competences Qualifications

EQF for HE (Dublin descriptors)

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common ground 

Bologna declaration(2000): EHEA by 2010 transparency, mobility, high quality competences Tuning project(2000-2004): convergence EU degrees programmes; competence descriptors = reference points; student-centred approach; quality enhancement EU profile of Language Teacher Education(2004): frame reference EU TE EQF x HEI(2005) : guidance x national qualification frameworks (outcomes, competences, credits); competence levels; dialogue HEIs-society

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Budapest emett meeting - Caena 8Francesca


common ground 

Common Principles Teacher Competences and Qualifications(2005): role teachers and their LLL as key priorities; recognition qualifications teachers between EU states EPOSTL, portfolio Language student teachers(2006): harmonising teacher education in EU, reference x curriculum design European Qualifications Framework for LLL(2008): link national qualifications systems as independent but mutually understandable; learning outcomes from different settings; mobility workers (2012: qualifications references EQF levels)

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Budapest emett meeting - Caena 9Francesca


issues TE in Europe(Improving the Quality of Teacher Education, 2007)  

 

 

 

complex role of teachers as mediators need to adapt education and training to new competence requirements for employment need for reform of education systems as efficient and equitable ensuring attractiveness and high quality standards of education and training quality of teaching as key factor for pupil performance need for culture of reflective practice and research within lifelong learning perspective EU framework strategy for multilingualism - quality language teachers as important challenge professional mobility of teachers within EU legal framework lack of continuity and consistency different elements TE in EU member states - low budgets, need for incentives for motivation and retention

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Budapest emett meeting - Caena 10 Francesca


TE in EU contexts: work in progress  

international/national debates on reform policies processes of reform and revision of TE curricula within HEIs, following up Bologna declaration = Masters’ level qualifications (second cycle) dialectical tensions: indications international global level vs. needs,constraints, cultures national local level awareness of need for research-based decisions on TE curricula in EU, beyond beliefs, traditions, assumptions (TEPE/ATEE conferences, 2008)

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Budapest emett meeting - Caena 11 Francesca


emett project objectives:

European approach to Teacher Education 

establishing criteria for international university qualification in TE, for added value teaching profession contributing to comparability between universities and professional teaching qualifications by outcome/ workload-based modules outlining an updated professional profile fit for situations of change and complexity promoting professional mobility, language learning and intercultural competence development joint master’s degree

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Budapest emett meeting - Caena 12 Francesca


project main activities 

comparative analysis of secondary TE curricula/national systems/requirements in EU partner universities (protocol, observations, questionnaires) design of jointly agreed EU secondary TE curriculum of studies for joint degree development of ECTS and output-related course modules focused on competences as learning outcomes

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Budapest emett meeting - Caena 13 Francesca


emett comparative analysis protocol: processes and outcomes  

Protocol: questions on key features TE (France) Discussions on key terminology in meetings project year 1; negotiations of national connotations of terms, through English as lingua franca Recursive process: extended plus synthesised answers to protocol questions by partners over fourmonth period, project year 1 Presentations overview comparative protocol results with further clarifications, in two meetings

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comparative analysis: similarities 

objectives of teacher education: - integrating cultural/professional teaching expertise, theoretical knowledge/practical teaching skills and methodologies - developing reflective attitudes underpinned by research expected competences: - national competences framework (e.g.France, Hungary, Lithuania…) - pedagogical, methodological, organisational, evaluating, interpersonal, reflective competences curriculum implementation: - theoretical courses: lectures/seminars/tutorials - teaching observation/analysis/practice - project work/research pinpointed as relevant

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comparative analysis: similarities ď Ž

theory-practice integration: - university-school partnerships, trainers’ joint guidance of trainees - class observation/feedback relevant for advice and reflection

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comparative analysis: similarities ď Ž

practical training key features: - aims: integrating theory/practice by developing professional competences in professional learning community - key role mentor for scaffolding professional identity and competence development, and providing formative assessment (however, different degrees of autonomy and responsibility of trainees in teaching)

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Budapest emett meeting - Caena 17 Francesca


comparative analysis: similarities  -

-

research-based training: research-based professional knowledge provided research findings support trainers’/trainees’ activities and discourse, trainees’ practices, project work/thesis research methodology courses compulsory (e.g.Cyprus, Denmark, Hungary)

individualisation of training: - on-line courses (e.g.Italy, Lithuania)

consistency of training: - liaising between different profiles of trainers for course planning/ assessment - curriculum structure: interplay theoretical/practical modules

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Budapest emett meeting - Caena 18 Francesca


comparative analysis: similarities formative vs summative assessment mentor trainee

uni tutor

Competences assessment

Portfolio

Practicum

Knowledge

Exams


comparative analysis: differences (policies and national constraints)  

  

academic requirements for access TE requirements for secondary teacher recruitment professional status of teachers ECTS equivalent of TE courses balance/relevance curriculum areas (subject studies vs educational studies vs practice) national policies variations: going back towards university vs school-based training

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Budapest emett meeting - Caena 20 Francesca


from comparative analysis towards curriculum development choices 

 

observation fallout: peculiarities, issues, solutions in TE practices of different countries European teacher professional profile relevant research/European documents underpinning development choices of flexible curriculum

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towards European teacher professional profile Research results

Key features

Eu documents

European profile quality teacher

Competences definition

Teaching domains

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competences: Tuning references  

 

Tuning Education documents: general and subject related competences for 3 cycles 15 TE competences compatible/complementary with EQF for LLL and Dublin descriptors

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Tuning competences Education Area (15) 1.

2. 3. 4. 5. 6. 7.

8.

Commitment to learners’ progress and achievement Competence in teaching/learning strategies Competence in counselling Knowledge of subject Ability to communicate effectively Ability to create climate conducive to learning Ability to make use of e-learning integrated in learning environments Ability to manage time effectively

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Tuning competences Education Area (15) 9. 10. 11. 12. 13. 14. 15.

Ability to reflect upon and evaluate one’s performance Awareness of need for continuous professional development Ability to assess outcomes of learning and achievements Competence in collaborative problem solving Ability to respond to diverse needs of learners Ability to improve teaching/learning environment Ability to adjust curriculum to specific educational context

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research underpinning emett curriculum choices 

professional hologram of teacher (Umberto Margiotta) teacher competences and related TE features (Marguerite Altet) competence description model (Hans Dorf)

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A hologram of the teaching profession Skilled craftsman

1

14

Reflexive professional 2

13 3 12 Expert teacher

Educational guide 4

A teaching professional

11

5

10 6 9

8

7

Social actor

Technical expert

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(Margiotta U., 2006)

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emett innovative elements: intercultural and multilingual European professionals ď Ž

ď Ž

ď Ž

bottom-up dynamics to implement revised professional profile of teachers enabling mobility network of professional figures for educational initiatives on European scale European dimension of teaching, promoting knowledge of EU languages and cultures, and comparison of different pedagogies foster in-depth knowledge of cultural/educational characteristics of at least two countries (better command of a European language (L2) and acquire competence in another language (L3)

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competences for mobile teaching professionals training as life long learners 

 

  

Intercultural understanding and competence related to international mobility Ability to do research (field work) Ability to use different disciplinary methodologies in an integrated way Ability to work independently Ability to work in international teams Ability to communicate in one’s own and another language with right terminology (re:Tuning documents)

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emett curriculum: European features CA4-Multilinguistic Mastery  CA4.1.Main FL proficiency(B2/C1)  CA4.2.Foreign Language in host country (courses for 2 linguistic competence levels available)  CA4.3. Multilingualism/FLs EU policies CA5-Intercultural Studies  CA5.1. Comparative perspectives on European Education  CA5.2. Aesthetic perspectives on European cultures  CA5.3. Intercultural communication  CA5.4. Intercultural education

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Budapest emett meeting - Caena 30 Francesca


intercultural competences: CoE recommendations ď Ž

ď Ž

Intercultural competences should be a part of citizenship and human rights education Intercultural learning and practice need to be introduced in ITT (White Paper of Intercultural Dialogue, 2008: Living together as equals in Dignity)

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role of universities and educators ď Ž

ď Ž

University: commitment to open-mindedness and openness Teacher training curricula need to teach educational strategies and methods to prepare teachers to foster communities of students and manage situations arising from diversity, conflicts and discrimination

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learn and teach intercultural competences • •

Intercultural Education for democratic active citizenship= multi-disciplinary approach requiring self-critical dispositions straddling all subjects, involving civic, history, political, human rights education, about global contexts and cultural heritage critical role of language learning to overcome barriers to intercultural dialogue, avoid stereotypes, develop curiosity and openness to other cultures history/language teaching for critical interpretation and multiperspectivity appreciation of different expressions of creativity: artefacts, symbols, texts, objects, dress, food, music, art and dance

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European dimension of education    

According to Sokolewicz (Zawadzka 2004) we can teach about Europe, through Europe or for Europe. Teaching about Europe: providing students with knowledge about European institutions, history, traditions etc. Teaching through Europe: based on experiencing different countries and regions through travels, exchanges, visits etc. teaching for Europe, the most difficult but also the most valuable educational achievement: concerned with a change of attitudes towards other countries and people, becoming more open and tolerant, while finding one’s own identity in Europe.

(Anna Niżegorodcew, Jagiellonian University Krakow)

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There is the call for TE not only as a retooling but a renaissance, a cultural change which enables intelligent action in fast changing contexts. (Fisher et al.,2006; Loveless,2008)

Thank you for attention! 12/19/12

Budapest emett meeting - Caena 35 Francesca


bibliography   

               

Bologna Joint Declaration of European Ministers of Education, Bologna, 19.6.1999. Bologna Working Group on Qualifications Frameworks(2005). A Framework for Qualifications of the European Higher Education Area, Copenhagen. Commission of the European Communities(2006). Implementing the Community Lisbon Programme. Proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning, Bruxelles. Commission of the EU communities(2007). Improving the Quality of Teacher Education, Brussels. Crossley and Watson (2003). Comparative and International Research in Education, Routledge, Abingdon. ECML(2006). EPOSTL, Graz. EU Parliament and Council,(2006). Decision No 1720/2006/EC establishing an action programme in the field of lifelong learning, European Commission Directorate-General for Education and Culture(2005). Common European Principles for Teacher Competences and Qualifications, Brussels. European Commission Directorate-General for Education and Culture(2002). European Report on Quality Indicators of Lifelong Learning, Brussels. European Commission Directorate-General for Education and Culture (2008). The EQF for LLL, Luxembourg. Fisher et al(2006).Teachers Learning with Digital Technologies: A Review of Research and projects, FutureLab, Bristol. González J., Wagenaar R. (eds.)(2005). Tuning Educational Structures in Europe II. Universidad de Deusto, Bilbao. Hargreaves and Goodson(1996). Teachers’ Professional Lives:Aspirations and Actualities. In Goodson F., Hargreaves A.(eds.). Teachers’ Professional Lives, Falmer Press, London & Washington DC. Kelly et al.(2004). European Profile for Language Teacher Education –A Frame of Reference. A Report to the European Commission Directorate General for Education and Culture, University of Southampton. Loveless A.(2008). Retooling or Renaissance?teacher education, professional knowledge and a changing landscape, TEPE conference proceedings, Ljubljiana, 21-23.2.2008. Margiotta U. (ed.) (2006). Professione docente. Come costruire competenze professionali attraverso l’analisi sulle pratiche. Formazione & Insegnamento, Pensa Multimedia, Lecce, voll.1/2. Margiotta U. (2007). Insegnare nella società della conoscenza, Pensa Multimedia, Lecce. Stewart Y.(2008).Mainstreaming the EU dimension into TE in England – enabling and disabling factors, TEPE conference proceedings, Ljubljiana, 21-23.2.2008.

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Budapest emett meeting - Caena 36 Francesca

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