Enhancing Professional Development

of Education Practitioners and Teaching/Learning practices

Sarajevo, Bosnia and Herzegovina, 17-18 November

2006

Enhancing Professional Development

of Education Practitioners and Teaching/Learning practices

Sarajevo, Bosnia and Herzegovina, 17-18 November

2006

Teachers’ career Teachers’ career development and in-development and in-

service training service training

Teachers’ career Teachers’ career development and in-development and in-

service training service training Tunde Kovacs-CerovicTunde Kovacs-Cerovic

Faculty of Philosophy, BelgradeFaculty of Philosophy, BelgradeRoma Education Fund, BudapestRoma Education Fund, Budapest

1st topic: Purpose

-View from teacher educators perspective?

- View from teachers perspective?- Any other perspective?

Social benefits

Personal benefits

teachers

efficient and effective ?

equitable ?equitable ?

measurable and accountable ?

regulated ?

open and participatory ?

textbooks curriculum

finansing managementassessment evaluation

SCHOOL

Social benefits ?

Personal benefits ?

teachers

open and participatory = rigid and closed

equitable = equitable = preserving preserving monopolymonopoly

measurable and accountable = accountable to US, not THEM

Regulated =

Inspected, controlled

efficient and effective = who pays / who gets what

textbooks curriculum

finansing managementassessment evaluation

SCHOOL

eefffefective ?ctive ?

open and participatory ?open and participatory ?equitable ?equitable ?measurable and accountable ?measurable and accountable ?efefffiicient?cient? rregulegulated ?ated ?

eefffefective ?ctive ?

open and participatory ?open and participatory ?equitable ?equitable ?measurable and accountable ?measurable and accountable ?efefffiicient?cient? rregulegulated ?ated ?

Teacher carreer development and in-service training

system

2nd topic: Content

• what is the teaching profession about?

Teachers’ competencies…

• Communication• Child development• Psychology of learning• Teaching methods• Curriculum design• Assessment• Subject knowledge• Education management• Etc

How to best organise INSET to develop all competencies?

• Rethinking the teaching profession’s most complicated aspects:

– Balancing between:• Own and others’ understanding of the subject area • Caring for different needs of different children and for the

need of creating joint meanings• Supporting development and steering development

– Being influenced in (often) contradictory ways by 2 types of knowledge about education, upbringing, the nature of being a teacher :

• formally gained scientific, explicit knowledge and • informally gained culturally constructed and idiosyncratic

implicit knowledge– Solving multiple problems in ill-defined problem

spaces • immediately, transparently, simultaniously;

INSET fitting to this?

3rd topic: Subject

• The teacher as a human being

3 examples• Can a teacher act in counterintuitive

ways?• Can a teacher refrain from having

emotions?• Can a teacher recognise own bias?and• Human dilemma: should I say that I

need INSET or that I do not need it?

4th topic: Context

policy contexteducation reform agenda

Uniform plan and programm

inspectionUniformitextbooks

CentralizedTeacher training

Outcomemoni-toring

Central steering framework

Support to teachers Support to schools

PILOTPILOTPROGRAMMESPROGRAMMES

INNOVATIONINNOVATION

PILOT PILOT SCHOOLSSCHOOLS

Tea

cher

Pro

fess

ion

al

Dev

elop

men

t

Acc

oun

tab

le

Man

agem

ent

TrainingTraining InformingInforming

CONSTRUCTIONCONSTRUCTIONCOMPETENT,COMPETENT,

RESPONSIBLE,RESPONSIBLE,

FREE CHILDRENFREE CHILDREN

Act

ivit

y

ASSESSMENT & EVALUATIONASSESSMENT & EVALUATION

SCHOOL

NETWORK

Licenc

eAdv

ance

men

t

Prof

essio

nal

Devel

opm

ent

Scho

ol

deve

lopm

ent

Q

ualit

y

assu

ranc

e

New M

anag

emen

t

EIS

N E W CURRICULUM & TEXTBOOKSN E W CURRICULUM & TEXTBOOKS

Lay views on the education system

Everybody has his own perspective based on:• incidental knowledge• particular experience• own success story• and of course, interests

Importance for TE/INSET

• Incentives:– What kind?– How much?– Which mechanism? How to be fair?– How to know that incentives support quality?

• Training offer:– How to broaden the offer?– How to know what is missing?– How to address missing areas?– How to balance the offer?

• Choice of training– Who should choose?– How do we know what should be chosen? (people usually choose

what they like, people usually don’t like what they don’t know)– Free choice? Forced choice?– Can the final recipient have a say?

Workshop plan

recommendations

Broaden inset offer and choice:

Case multiculturalism

Inset structure, Organisation, content

Incentive:Career development

Next stepsmaybe

Enhancing Professional Development

of Education Practitioners and Teaching/Learning practices

Sarajevo, Bosnia and Herzegovina, 17-18 November

2006

Enhancing Professional Development

of Education Practitioners and Teaching/Learning practices

Sarajevo, Bosnia and Herzegovina, 17-18 November

2006

RECOMMENDATIONS

Group B

INSET/PRESERVICE• INTRODUCE NEW COURSES IN UNIVERSITIES

– Children With special needs, – CR, tolerance– Multicultural education– Classroom management– ORGANISE MA FOR THE TEACHING PROFESSION

• LINK FACULTIES WITH PRACTICE– More time in teaching practice for students

• INSET COURSES SHOULD BE – Interactive– Based on the needs of teachers– Connected to real life problems

• ?

• INSET CHOICE– TEACHER HAS TO BE PROVIDED WITH MORE CHOICES– Find good balance– Use self-assessment of teachers as input– Use parents and community view as input– Better flow of information on INSET– Evaluation from other teachers, etc… – Modernisation of topics

• SELECTION OF TEACHER STUDENTS

CAREER DEVELOPMENT• DEFINE CLEAR LEVELS OF PROGRESSION, IF

NOT YET DONE • ATTACH FINANCING I.E. SALARY INCREASE• PRECISE INSTRUCTIONS FOR PROGRESSION

(IN TERMS OD COMPETENCIES & PROCEDURES)

• CREATE MOTIVATING PROCEDURES (IN ORDER TO REWARD BEST TEACHERS)

• CONNECT MA IN TEACHING PROFESSION TO CD

• ENSURE EQUAL ACCESS FOR ALL TEACHERS

DIVERSITY AND TEACHER EDUCATION/continuous

professional development

• INCLUDE NEW TRAINING TOPICS:– Communication with parents– Multicultural education– Bilingual education– Respecting social diversity in classroom

(incl. poverty)– CR, Tolerance,,,…

• DIVERSITY NEEDS TO BE A WIDER, GOVERNMENT INITIATIVE

• CAREER DEVELOPMENT REQUIREMENTS NEED TO REFLECT THE NEED FOR TEACHING IN DIVERSITY