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Friday, 24th of April, 2009 Eötvös Loránd University, Faculty of Arts, Budapest

The EMETT program Prof. Umberto Margiotta Ca’ Foscari University of Venice

Background The EMETT project wants to develop a comparative research on teacher training practices and stimulate an innovative process in european curriculum design for teacher training. The elaboration of the project will involve the following actions, along two years:

Actions  Participant observation in schools and universities partners partner  Elaborating a study which would compare different teaching methods         

and educational policies Defining criteria for curriculum design Defining criteria a developing descriptors for curriculum standards Designing course modules and adapting them to ECTS requirements and output oriented results to be achieved linked to new skills and new competences required by teachers and trainers Modernization of the administrative procedures to obtain a combined recognition of the title by the partner institutes Development of a sustainability strategy and a plan for the increase of teacher and student mobility Setting up a comprehensive network of secondary schools to be involved in the training of the students enrolled in the master course Communication activity and awareness campaigns to sensitize decision makers, professional associations, educational trade unions and European networks Publishing of student guide books Organizing workshops for dissemination

Research Methodology Annex I shows our proposal in a syntetic table of Research Activities, Methodology, Purpose and Expected Participants


Baseline Research: Curriculum Reseach & National T.T. Systems


Social Representations approach

Assessment & Evaluation


Teachers’ Training: Analysing Teachers’ Professional / Cultural Identity Changes

Comparative Analysis Portfolio Teachers


Teachers’ Piloting: Analysing Teaching/learning process on the light of european guidelines

Obsertavion Grids

Achieving results ---Materials & Accreditation process: Reflection on Action

EU Teacher Education: EU Document Common European Principles for Teacher Competences and Qualifications (2005)  a well-qualified profession: high quality education systems require that all

 

teachers are graduates from higher education institutions or their equivalents. Teacher education is multidisciplinary. This ensures that teachers have: 1) a knowledge of their subject matter; 2) a knowledge of pedagogy; 3) the skills and competences required to guide and support learners; and 4) an understanding of the social and cultural dimension of education. a profession placed within the context of lifelong learning: teachers’professional development should continue throughout their careers and should be supported and encouraged by coherent systems at national, regional and/or local level, as appropriate. a mobile profession: mobility should be a central component of initial and continuing teacher education programmes. a profession based on partnerships: institutions providing teacher education should work collaboratively in partnership with schools, industry, and work based training providers. Teachers should be encouraged to review evidence of effective practice and engage with current innovation and research in order to keep pace with the evolving knowledge society. Teacher education, in itself, should be an object of study and research.







Strategic profile of EMETT Subject & Subject Didactics European and Intercutlural Studies

Multilinguistic Awareness

Ed. Sciences & Reflective Pratice

Cultural & Professional Mobility 7

Principles and criteria of the interconnection with national systems of initial teacher training The convergences are visible in: The differences are visible in:

 Objectives of teacher training  Curriculum design/expected         

- Professional status of teachers competences - Validation of courses (evaluation/ECTS): Curriculum implementation - Quality assurance processes: Theory-practice integration - The number of ECTS awarded/acknowledged Practical training key features in current teacher education in each Country. Thematic contents of courses Assessment and evaluation of competence building process The benefits of EMETT Research-based training Individualization of training • Student mobility is based on a real structure of an Consistency of training international curriculum Trainers’ profiles • Staff exchange as a systematic part of the curriculum

• • • •

Professional mobility (for increasing their profile) Geographical and cultural mobility of researchers European I. T. T. entry requirements. European cultural and professional standards of teaching recruitement

EMETT ASSESSMENT PROCEDURES EMETT –The driving force of integration, between knowledge, simulation and practices The training providing




• Theorical framework • Didactics related to specific topic • Didactics labs

• Direct • Indirect

• Discussion of a thesis

The assessment system Every examination is composed by two or three teaching module, EMETT stresses the importance of the uniqueness of the examination, both by the point of view of didactics organization and in the evaluation of the tests thought for each module

The traineeship developed by the trainee is evaluated by the Trainership Supervisor in a specific examination session and obtains a evaluation in 30 th. The votation mark is recorded in a specific card and help to consider the global votation mark of EMETT Student, with the votation marks of the former examination.

the Final Examination will be developed at the end of EMETT with the aim to establish, referring the previous activities, the ownership of the specific knowledge, competences and translating them on the didactics field and in further competences related on the qualification to achieve.

Teachers: a new glocal identity to enter on new learning spaces – Centrality of teacher into the implementation of education innovation

Screen-generation The NET is a place where informal learning occurs

The Lifelong learning vision

Professional Identity Crisis “L'insegnante triste” (Margiotta, 1997)

The teacher faces the challenge of enlarged contexts of learning

The learning regions and the schools as a place in a territory milieu

Multicultural Classrooms

Teachers' motivation to engage in lifelong learning, as key players in the “Learning Society”

The Working/Learning Space: Linking practices across learning environments There's coherence between the project implementation strategies and virtuallearning architecture

The Project Implementation Process

Scientific Committee Baseline Research: Cultural Values & Education Systems Teachers’ Training: Analysing Teachers’ Professional / Cultural Identity Changes Teachers’ Piloting: Developing Teaching/learning process on the light of european perspectives Achieving results ---Materials & Accreditation process: Reflection on Action Impact on cultural and professional mobility of teachers in Europe

Learning/Working Spaces Implementation [1] The European Consortium of TT [2] Activating a Network Of Dt or JD Master in ITT : Collaboration among researchers and Training Planning [3] The Teachers’ Space: Collaboration among Teachers on Exemplar Materials Developing [4] The Students’ Space: Collaboration among Students on Pilots implementation [5] The EMET Open Space) Project Results Dissemination and Reimplementation

E.S.T.E.: European School of Teacher Education  An European Network of Schools of Education     

( with DD or JD), linked and reciprocally connected by an European Consortium; To establish a new status for teachers and the specialists of educational sciences; To contribute to a further development of professionalism in education; To provide concrete basis for the initial and in service teacher training programmes, according to European Trends; To create conditions for involving students and trainees in educational research. To implement cultural and prfessionalmobility of Teacers in Europe.

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