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EULE EU RO PE LEA RN S


CONTENT INTRODUCTION

3

LIFELONG LEARNING & THE FOUR TOPICS

4-5

CONFERENCES

6-7

TOPICS EARLY CHILDHOOD EDUCATION

8-9

PLURILINGUALISM

10-11

LEARNING DEMOCRACY

12-13

CAREER LEARNING

14-15

HOW TO USE The EULE booklet serves as an appetizer. It describes how you can benefit from the results of the EULE project and gives you an overview and an introduction of the four topics listed above. The material described on the following pages is especially useful for teachers, teacher students, other kinds of school professional or school politicians and generally for anyone working in the field of education. Experts in the four different fields from the participating countries compiled topic related modules. These are composed to be certificated by ECTS. The material is for you to apply in your teaching of students, to use in a study group or as a curriculum for further educational courses/seminars for teachers and other school professionals. More information and contact on the expert details are also provided on our website: www.europelearns.eu (both in German and English).

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EULE - EUROPE LEARNS INTERCULTURAL PROFESSIONALISATION OF TEACHERS Welcome to the EULE booklet. Have you ever wondered: What does the EU have to do with what goes on in our schools? Is there such a thing as an European identity and if so, is that important for teachers? Is there a way of building a European competence and what could that be? What are educational themes and topics that are discussed and talked about around Europe? Could we as teachers and schools benefit from opening our national discussions up to a more European forum? These questions and many more were at the foundation of the work done in the EULE program. EULE is a project within the EU program for Lifelong Learning. It arose as a follow-up of the EU project LinE - LehrerIn in Europa (Teacher in Europe). Starting out with looking at European competence, EULE found that it needed to aim for intercultural professionalisation of teachers. It was built as a collaboration between four countries: Germany, Denmark, Finland and the Netherlands. Two central terms are the guiding ideas of the concept: Bildung and Begegnung. It is hard to find accurate English equivalents. The German word Bildung means more than accumulating knowledge. Bildung is based on self-involvement. Begegnung (coming together) leads to fruitful exchange of ideas and views. The foundation of all EULE activities was Cooperative Learning. The activities were national conferences in each country and two international conferences, one in Berlin and one in Helsinki. The total number of participants was more than 100 teachers, teacher students, teacher trainers and other professionals from the field of education. Four topics were central to the EULE project: Early Childhood Education, How to teach Democracy, Plurilingualism and Career Learning. These topics are all linked to the idea of Lifelong Learning, as suggested in the Lisbon Agenda.

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LIFELONG LEARNING Learning is not only something that happens in school. It is a lifelong, social, self-motivated and often hidden process. It is the gathering of knowledge and skills for either personal or professional reasons. Within EULE, the idea of Lifelong Learning was taken into account through the four different topics as shown on the right side.

EARLY CHILDHOOD EDUCATION

CAREER LEARNING

LIFELONG LEARNING

FROM MULTILINGUALISM TO PLURILINGUALISM

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LEARNING DEMOCRACY


• • • •• • •

THE FOUR TOPICS

EARLY CHILDHOOD EDUCATION ... has the potential to create a healthy foundation for Lifelong Learning by providing children with basic skills they can acquire in a safe learning environment.

FROM MULTILINGUALISM TO PLURILINGUALISM ... is a process to be acknowledged, because cultural diversity in European schools has increased a lot. Working constructively with the various language skills of students in educational settings is an important part of supporting intercultural understanding and interaction.

LEARNING DEMOCRACY ... is important for full participation in society. Communication, identification of problems and collaborative problem solving are important for a democratic identity. Therefore it is important to create settings in which democratic skills, knowledge and experiences can be acquired.

CAREER LEARNING ... focuses on the idea that exploring one‘s own potential is a key factor to identity development. Self-knowledge helps the individual to make important life decisions about one‘s career path.

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CONFERENCES NATIONAL CONFERENCES The idea of the national conferences was to give experts a chance to share their knowledge on the topics, so that the participants could learn and become experts themselves. The foundation for this way of dealing with the topics was the idea of Learning through Teaching. The participants did not only learn something new, but they also prepared future workshops on the topics that would be shared at the international conferences. Therefore, they aimed for taking over the expertise and become experts themselves which in turn lead to an indepth knowledge of the topics.

INTERNATIONAL CONFERENCES Delegations from all four participating countries met at two one week conferences, one in Berlin and one in Helsinki. This was a setting for learning about educational systems in other European countries and to meet others working in the field of education from around Europe. All the participants were already experts on their national topic. So the international conferences gave them the chance to share their new expertise and furthermore, to put it into a international professional forum.

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Current EU members

• • • • •• • (Potential) Candidate countries

NATIONAL • Berlin (Germany) • Wuppertal (Germany) • Svendborg (Denmark) • Helsinki (Finland) • Tilburg (Holland) INTERNATIONAL • Berlin (Germany) • Helsinki (Finland)

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EARLY CHILDHOOD EDUCATION Prof. Dr. Maria Anna Kreienbaum and Dr. Katja Gramelt, Bergische Universität Wuppertal

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Lifelong learning begins at birth.

day centres children are facing

themselves and find out how

Therefore, a day-care centre is

an inspiring (learning) environ-

things work. The professionals

more than a ‚safekeeping’-insti-

ment that is suitable for their

in these institutions are experts

tution that prepares children for

individual needs. The children

on education. It is their task to

school. It is an autonomous edu-

perceive themselves as a part of

create the day centres and to act

cational institution where child-

the group, experience how others

in a way that enables every child

ren go through important phases

react to them and what they can

to develop to his or her indivi-

of life and become acquainted

achieve together. They acquire

dual potential.

with the world step by step. In

language, learn how to express

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UNITS Unit 1: A view on early childhood Unit 2: Principles and models for day care pedagogy: “the situational approach” Unit 3: The history of kindergarten Unit 4: Research results to the effect of visiting day care centres on socialization Unit 5: How can early childhood education be successful? Unit 6: Handling diversity - The Anti-Bias Approach and Persona Dolls AIMS AND COMPETENCIES • acknowledging the importance of the early years of a child's development • familiarizing oneself with research results from developmental psychology • getting an overview on current state-of-the-art concepts of Early Childhood Education, particularly the Anti-Bias-Approach, Early Excellence, documentarymethods (i.e. Leuven Involvement Scale), and based on that reflecting the cultural implications • gaining new and fresh ideas for best practice EULE EUROPE LEARNS

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FROM MULTILINGUALISM TO PLURILINGUALISM Mag.Phil. Marja K. Martikainen, University of Helsinki

10

When we speak about multilin-

language was to become as ‘na-

people from other cultural and

gualism, we mean the diversity

tive’ in speaking and writing as

linguistic backgrounds. Commu-

of languages in a society, which

possible. Yet, recent studies have

nicative competencies vary with

is closely related to multicultu-

shown that the interplay of dif-

the human identity and its deve-

ralism in Europe: The cultural

ferent languages creates the lin-

lopment. Plurilingualism reflects

diversity has increased and has

guistic and the communicative

this relationship. All this has to

become a remarkable part of eve-

competence of a human being

be considered in the initial and

ryday school life. To date, langua-

and has a double effect. This in-

in-service teacher training, not

ge studies and language educa-

sight changes foreign langua-

only as a challenge but also as an

tion were seen as ‘lonely islands’

ge teaching and learning. Lan-

enriching part of teaching and

and the main goal of learning a

guages enable us to encounter

learning.

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• • •• • • •

UNITS Unit 1: Identity of a plurilingual individuum Unit 2: Authenticity – didactic and material choices Unit 3: Multilingualism at schools – challenge or benefit? Unit 4: CLIL, Bilingual teaching, Language Immersion Unit 5: The role of international experiences and exchanges for plurilingual competencies and multilingual understanding

AIMS AND COMPETENCIES • understanding the influence of multilingualism on the teacher profession • developing one’s own teacher profession • learning to utilize the plurilingual competencies of learners in language acquisition • understanding the connection between identity and multi/ plurilingualism • understanding new ways of assessing language competencies for example by the European portfolio of languages

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LEARNING DEMOCRACY Cand.mag. Monika Brodnicke, Den frie Lærerskole & Cand. Pæd. Maria Pia Pettersson, University College Lillebælt

12

Democracy is the core of the Eu-

respective concepts of democra-

ability to handle conflicts.

ropean community. Confronted

cy. In doing so, the affective di-

In short: If you want to com-

with questions of migration and

mension of learning is as impor-

municate democratic qualities

multiculturalism two things are

tant as the knowledge dimension

and values, teaching and lear-

essential: to define a clear con-

of facts and figures: Social lear-

ning has to be based thereupon.

cept of democracy and to think

ning that is defined by tolerance,

Self-reflection is the basis for a

up ways of communicating this

open-mindedness, collaboration

teacher to convey moral and de-

to future generations. Teaching

and responsibility, leads to advo-

mocratic values within intercul-

and learning in schools and edu-

cating for democratic principles,

tural learning processes.

cational institutions mirror the

willingness to compromise and

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UNITS pre-unit: Getting to know each other Unit 1: Basic understanding of democracy I: Individual approach Unit 2: Basic understanding of democracy II: Terms and definitions Unit 3: Democracy and School I: From theory to idea bank Unit 4: Democracy and School II: From the idea bank to practical implementation

AIMS AND COMPETENCIES • creating mutual understand-

• becoming aware of the possi-

ing for and between different

ble consequences of different

school cultures

views on democracy

• exchanging different points

• being aware of, reflecting on

of view and by that enabling

and deepening one’s under-

fruitful meetings among the participants • illustrating different under-

standing of one’s own values • reflecting on one’s own learning and documenting it

standings of democracy

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CAREER LEARNING Rob van Otterdijk and Dr. Isabelle Diepstraten, Fontys University Tilburg

14

The concept of career learning is

self. Youngsters can develop a

dealing with acquired knowledge

a model for identity development

professional identity only if they

about one’s self and showing the

based on the assumption that

are confronted with work that

contexts that lead beyond that:

exploration is one of the most

allows them to have (boundary)

How we manage a career raises

important driving forces behind

experiences. Through reflection

broader questions concerning

identity development. Explorati-

on these boundary experiences

race, class and gender. Career

on means seriously experimen-

in internal and external dia-

learning calls up big issues of

ting with directions in life and

logues, they gain insight on who

social fairness, as well as of indi-

thus, transformation of what is

they are and what they want to

vidual fulfillment and economic

referred to as ‘boundary experi-

achieve in job matters. The role

well-being.

ences’ into knowledge about the

of education lies in adequately

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UNITS Unit 1: The Learning Process Unit 2: Career Development in School: Theory and Practice Unit 3: Career Development and Identity Unit 4: Career Learning: Assignment Unit 5: Career Learning: Assessment

AIMS AND COMPETENCIES • understanding

pedagogical

and didactic consequences of realizing career development • presenting practices in career learning at schools • acknowledging psychological and sociological influences on choices of learners • identifying career competencies and methods to achieve them • implementing career development in subjects

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EULE

Intercultural professionalisation of teachers

LINKS http://europelearns.eu http://eacea.ec.europa.eu

PARTNERS Bergische Universität Wuppertal (Germany) FiPP e.V. (Germany) Den frie Lærerskole (Denmark) University College Lillebælt (Denmark) University of Helsinki (Finland) Fontys University of Applied Sciences (Holland)

CONTACT Prof. Dr. Maria Anna Kreienbaum Bergische Universität Wuppertal Gaußstraße 20 DE - 42097 Wuppertal Tel: +49 202 439 3328 Email: kreienbaum@uni-wuppertal.de

Layout: Christina Schultes (malum_edens@hotmail.com) Booklet: Erik Rosenberg Photos: Eva Braecker, Aline Henkys Frontpage: Artwork by Anne Lorentzen (www.annelorentzen.dk), Photo by Rune Peitersen Print: OFFSET COMPANY Druckereiges. mbH, Wuppertal


EULE - International professionalisation of teacher