European Commission DG Education and Culture Education Directorate School Policy Unit
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Transcript of European Commission DG Education and Culture Education Directorate School Policy Unit
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Education and Training 2010 Peer Learning Activity, Vilnius 2009
Policy approaches to Practical Classroom Training in ITE
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•European Commission
•DG Education and Culture
•Education Directorate
•School Policy Unit
•Teacher Education =
Paul Holdsworth
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Why Peer Learning?
EU policy cooperation on Teacher Education
What is a Peer Learning Activity?
Policy issues in Classroom Practice in ITE
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Why Peer Learning?
• Member States responsible for organisation and
content of education and training systems
• EU complements their work through:
Lifelong Learning Programme
(Comenius, Erasmus, Leonardo …)
‘Education and Training 2020’ programme
of policy cooperation
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Why Peer Learning?
• European policy cooperation helps Member
States meet common challenges by:
developing common principles and goals
benchmarking, mutual monitoring
exchange of experience and good policy practice
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(Ministers of Education 2007):
• “make teaching a more attractive career choice,
• improve the quality of teacher education and
• provide initial education, induction and further
professional development that is
coordinated, coherent,
adequately resourced and quality assured.”
Common EU goals
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Common EU goals
“Ensure that teachers have :• HE qualification, • balance between research-based studies and
teaching practice• specialist knowledge of their subjects,• pedagogical skills …”
“Consider raising level of qualifications and degree of
practical experience required for employment as
teacher …”
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• “Encourage closer links / partnerships between
schools and teacher education institutions
• Ensure that TEIs:
• provide coherent, high quality, relevant TE
programmes
• respond effectively to evolving needs of schools,
teachers, society…”
Common EU goals
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Promote competences that will enable teachers to:
• teach transversal competences
• teach effectively in heterogeneous classes
• use ICT
• collaborate with colleagues, parents,
community
• take part in school development
• become autonomous learners
• engage in reflective practice, research
Common EU goals
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TE provision should be • coordinated
• coherent
• adequately resourced
• responsive
• quality assured
Status, recognition Change the culture
• reflective practice
• research
Improve initial TE • level of qualification
• theory / practice
• core skills
Induction
Improve CPD• autonomous learners
• lifelong learners
Mentoring, support
The EU agenda for Teacher EducationSYSTEMS CONTENT
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Why Peer Learning?
• European policy cooperation helps Member
States meet common challenges by:
developing common principles and goals
benchmarking, mutual monitoring
exchange of experience and good policy practice
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Peer Learning
Peer Learning Clusters
select priority policy issues to analyse
organise Peer Learning
draw policy conclusions
disseminate policy advice in Member States
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Hear / see different policy examples
Share own experiences and ideas
Question
Scrutinise
Discuss
Reflect …
What goes on at a PLA?
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informal
lots of time to d i s c u s s & reflect
opportunity to question stakeholders
mix of small + big group work
dynamic and flexible
requires active participation
focus on policy
What goes on at a PLA?
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Synthesis and conclusions
draw conclusions about successful policies
common factors
what is transferrable?
comments to hosts
Identify your next steps at home
Report back to your Cluster member
At the end of the PLA
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Cluster adopts report of PLA
Cluster members and PLA participants
disseminate findings within Member States
Commission publishes findings
… … Member States implement reforms
After the PLA
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Policy issues in Classroom Practice in ITE
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What’s the purpose of CP?
What constitutes ‘good practice’ in teaching?
How is a shared understanding arrived at?
How / where is it described?
How is it observed and measured?
How to define learning outcomes for Classroom
Practice?
Policy issues in Classroom Practice
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How is a ‘successful’ classroom practice
defined?
How are student teachers’ CP assessed?
By whom? Why?
Against which criteria? Whose criteria?
Student teachers’ self-evaluation?
CP and the pedagogy of Teacher Education
CP and the continuum of lifelong Teacher Education?
Policy issues in Classroom Practice
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How are students prepared for CP, and
supported during it?
How are they helped to integrate ‘theory’ and
‘practice’?
How are mentors educated?
How are roles and responsibilities divided?
How is effective cooperation ensured?
Policy issues in Classroom Practice
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How is quality assured?
How does the TEI gather feedback?
What are effective ways to structure CP?
how many hours?
how many separate of blocks of CP?
how much time in total throughout the ITE course?
how many ECTS?
Policy issues in Classroom Practice
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…
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…
…
Policy issues in Classroom Practice
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In brief…
• Ministers are committed to Improving Quality
of Teacher Education in each Member State
• This PLA is to help you help your Ministers to
do that
• … by learning about each others’ policies
• and returning home with lots of practical ideas