Anja Balanskat E M I N E N T09 Workshop A2

www.europeanschoolnet.org - www.eun.org

Developing teachers’ competencesCountry Report Analysis – preliminary results

Eminent Conference, Vilnius, 26/11/2009 Anja Balanskat


The Insight Country Reports

1.The Education Context

2. ICT Policy

3.The Curriculum and ICT

4. Digital Learning Resources and Services

5. Teacher Education for ICT

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Responses to Questionnaire

Responses:

13/31

AT, BE (nl),CH, CZ, EE, ES, HU, IT,

LT, NL, PT,TR, UK

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Teacher Education for ICT

1.Reforms affecting teachers

2. Policy Priorities

3. Competence targets

4. ICT in teacher education (initial and CPD)

5. Training the trainers

6. Incentives

4


Teaching Environment

The significance of context and background

variables

Reforms and challenges affecting teachers: curriculum

reforms, new key competences, respond to more

heterogeneous student population, teacher shortages, .....

5


MoE Priorities: How does teacher training relates to other priorities?

6



7

High

• In-service training (8/12)

• Digital Learning resources (7/12)

• Infrastructure (6/12)

• MST, Digital Competence (5/12)

Medium

• Curriculum Development, e-safety (6)

• Special needs (5)

Low

• Assesment, ICT related research, Digital Inclusion (4/12)


High level priorities in countries

In service Initial

United Kingdom United Kingdom

Estonia Estonia

The Netherlands The Netherlands

Lithuania

Portugal

Belgium (Flanders)

Switzerland

Italy

Powerpoint template - Patricia Munoz King

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Implications

10

• Autonomy of Higher Education Institutions

• Limited knowledge of ICT competence of incoming workforce

• Focus of action?

• Target setting?


Target setting (I)

11

• No targets set or described• Importance emphasised but no reference (e.g.“Teacher

training services should pay attention to incorporate ICT in the curriculum.”)

• Definitions and Standards of ICT literate teacher (UK, LT, EE)

• Recommendations for initial and continuing training (CH), no binding status, but influential

• Legal basis concerning teacher training and certification of ICT competences (PT, NL)


Target setting (II)- Examples

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UK:

ICT is specifically included in three compulsory

standards for qualified teacher status

Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities

Design opportunities for learners to develop their literacy, …

Use a range of teaching strategies and resources, including e-learning, taking account of diversity and promoting equality and inclusion



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Switzerland: Swiss Conference of Cantonal Directors of Education (CDIP)

agreed recommendations for the initial and continuing training of

teachers and lecturers in the area of ICT.

Use of standard software and technologies; Use of current modes of communication and information search tools; Knowledge and experience of online teaching and digital teaching

methods; Sociological, ethical and economic expertise; Legal aspects of ICT.



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Lithuania: The ICT literate teacher should know and be able to:

Creatively individualise their subject’s teaching and learning content Purposefully use ICT tools Systematically and reasonably apply teaching and learning methods Plan the use of technologies Evaluate and reflect on topics regarding the use of ICT


Implementation level –Integration into curricula: Is it compulsory?

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Initial In-serviceYes NO Yes No

CZ Remaining countries

IT for newly permanent teachers and headteachers

ALL Countries

ES CH some courses “ but it is part of training programmes or school development plans ”; “part of professional duties”

UKDeveloping ICT competence of teachers is mainly “optional” = a desired competence


Types of Professional Development (TALIS, OECD 2009)

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Training Provisions- In-service training

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• Communities, Peer-to-Peer (EE)

• Outside school- online (ES)

• Face-to face seminars at national level, teaching training centres at regional level, distance learning courses (LT)

• Workshops, study circles, research oriented projects combined with elearning tools (PT)

• Learning platform Punto Edu (IT)

• Local authorities, school based- centre based, professional organisations and teacher union, city learning centres, teacher meet sessions

• « unconference » and the exchange of « cool practice »(UK)


Training Content- In-service/ Initial training

18

• Focus away from technical to pedagogical use of ICT (IT, CH)

• From content delivery to production and sharing (NL)

• Basic competences to manage cross curricular objectives BE (nl),

• Basic – advanced levels at university (ES)

• General ICT skills for all students, few courses on methodology (LT)

• ICT to support subject teaching and provide opportunities for learners (UK)


Training Trends

19

• From content delivery to production and sharing

• The advanced user is autonomous and creative

• Self reliance of teachers

• Not only a consumer of courses but a continious learning process and participation in communities of practice


Assessment (I)

20

• No national certification scheme (CH, ES,TR, EE)

• School teachers’ performance management scheme provides methods for assessing ICT competence, ICT skills test for teachers in training for all teachers regardless their specialisation, ECDL and EPICT (UK)

• 3 level assessment of educational ICT competence (eportfolio use recommended) LT


Assessment (II)

21

• Certified course for future secondary teachers on ICT integration in their subject (ES)

• Annual performance appraisals by school management (NL)

• Recognition of diploma for the completion of in service training (CH)

• ICT competence training and certification system: (PT)Validating pedagogical use of ICT aquired in teacher training and skills aquired outside formal teacher training and gained through professional experience


Profile of teacher trainers- no formalised system or profile

22

• Expert teachers, university professors (ES)

• Network of teacher trainers, cooperation between training institutions and schools (EE, NL)

• Teacher Training institutions appoint them (UK)

• CITE/ Microsoft partners in learning (LT)

• International projects (etwinning)

• ICT courses for in service teacher trainers, pedagogical support for teachers in charge of ICT issues (CH)


Conclusions

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Policy promotion ++

Curriculum + -

Assessment -

• Targets set are not linked to assessment

• Terms used in policy documents differ widely, unspecific

• More in depth analysis of curricula (Digital Skills Working Group)


Conclusions

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• Trend towards informal learning as part of LLL

• There is no transparent system of formal recognition of training within CPD (e.g. transferable ECTS)


Thank you and...

Please provide your completed questionnaire as soon as possible so

we can produce a complete comparative analysis of Europe.

Powerpoint template - Patricia Munoz King

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Anja Balanskat E M I N E N T09 Workshop A2

Education

Transcript of Anja Balanskat E M I N E N T09 Workshop A2