JoMiTe

JOMITE CURRICULUM

FRAMEWORK 2009/2010

JOMITE GROUP

This framework is a result of the JoCiTE project. This project has been funded with support from

the European Commission. This publication reflects the views only of the author, and the

Commission cannot be held responsible for any use which may be made of the information

contained therein.

PARTNERS This framework is mainly the result of the EU funded JoCiTE project.

• University of Groningen, the Netherlands

• Eszterházy Károly, Eger, Hungary

• Charles University, Prague, Czech Republic

• Universitat Autònoma de Barcelona, Spain, Catelonia

• University of Tartu, Estonia

• University of Edinburgh, United Kingdom, Scotland

• University of Helsinki, Finland

• University of Joensuu, Finland

• University of Regensburg, Germany

Part of this framework, especially the chapters about, competences, reflection and

practice, are based on the results of another EU funded project: SPriTE. Above

partners are also member of The SPriTE project. Furthermore, the following partners

participated in SPriTE:

• Dr. Nassau College, Assen, The Netherlands

• EKF Training School, Eger, Hungary

• Akademicke gymnazium Štepanska, Prague, Czech Republic

• Institut d’Educació Secundària Sabadell, Barcelona, Spain

• Miina Härma Gymnasium, Tartu, Estonia

• Joensuun normaalikoulu, Joensuu, Finland

For reference to this document:

JoMiTE Group (2009). JoMiTE Curriculum Framework 2009/2010.

Please take note of Annex 1 of all the contributors to this document.

CONTENT

Partners ....................................................................................................................................................................... i

Content ...................................................................................................................................................................... ii

1 Introduction ....................................................................................................................................................... 1

2 Key-Competences .............................................................................................................................................. 4

3 Basic structure of the curriculum ...................................................................................................................... 6

4 Block and role descriptions ............................................................................................................................. 10

5 Course descriptions ......................................................................................................................................... 16

6 Subject Didactics courses ................................................................................................................................ 17

7 General courses ............................................................................................................................................... 28

8 Research .......................................................................................................................................................... 31

9 Reflection ........................................................................................................................................................ 34

10 Practice ............................................................................................................................................................ 35

Annex 1. People involved in writing this framework ........................................................................................ 37

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1 INTRODUCTION

WH Y JOM ITE? Europe hosts many different and interesting cultures. Within these cultures education

plays an important role to teach our learners about the importance of the own

culture, but also about the importance of living together with other cultures in the

European Communion. Teachers play a crucial role in how our learners learn to value

their own culture and how they learn to value and live with other cultures (cultural

sensitivity). Teachers need to be prepared for this role.

Europe is not only rich in culture, but also in pedagogical approaches. Educational

systems, teaching methods and pedagogical thinking differ between countries and

cultures. Teachers can learn a lot from these differences, adopt what they think would

improve their teaching, sustain and strengthen what they think they do well already.

Furthermore we see the possibilities for teachers to work in other countries. Because

they do like that, because they are needed there because of their mother tongue or

maybe because just there is no job in their home country but there is in another

European country.

These reasons show us it is important to educate teachers with a broader scope then

their own region. This is reflected in the Green Paper on Teacher Education in Europe

(Buchberger et al., 2000). Paper stresses that the EU should support curriculum

projects within teacher education and the mobility of teacher education staff and

students. Future teachers should learn about cultural diversity, speaking different

languages, working in different cultures and situations so they can teach our learners

about the richness of Europe. We think it is necessary to educate student teachers in

different cultures and different educational settings. Therefore we developed a Joint

Curriculum in Teacher Education on Master level.

TH E JOM ITE P ERS P ECT IVE Universities throughout Europe started the JoMiTE initiative, to establish a joint

master in teacher education. The partners (teacher education institutions and schools

that are hosts for student teachers) who support this initiative find it important that

student teachers will do part of their teaching practice and teacher education course

in other countries. We expect this will increase the cultural awareness of students,

improve their social and cultural competences and increase their knowledge about

different pedagogies and educational methods.

To make this possible, the JoMiTE initiative aims for the following:

• A 60 ECTS course in Teacher Education (secondary education) on Academic1

Master level with a focus on research2 based education;

1 To make a distinction with professional masters, mostly offered by universities of

applied sciences.

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• for students who already have obtained, or will obtain also knowledge about

their subject on Master level;

• whereas 30 ECTS is covered at the home university, 15 ECTS in a university in

country A and 15 ECTS in a university in country B;

• whereas the student teacher has practice experience and university courses in

all three countries;

• on the basis of diversity and autonomy of the local universities.

The curriculum as described in this framework will make such a perspective possible.

TH E MAST ER LEV EL The JoMiTE curriculum is on (academic) master level. In 2005, the ministers for

education in Europe agreed upon the Framework for Qualifications of the European

Higher Education3. In that framework the master level is referred to as the second

cycle which describes clearly the level of thinking, learning and working on master

level which was based upon the Joint Quality Initiative4 (see also the Tuning project

5)

It shows that master level does not require necessarily a bachelor on before hand in

the same field. It might, however, require a bachelor in any degree to be able to reach

the master level of thinking.

In the Bologna process6, the master level is referred to as the second cycle of higher

education (this is level 7 in the European Qualifications Network7). The descriptors for

this level are:

“Qualifications that signify completion of the second cycle are awarded to

students who:

- have demonstrated knowledge and understanding that is founded upon and

extends and/or enhances that is typically associated with Bachelor’s level, and

that provides a basis or opportunity for originality in developing and/or

applying ideas, often within a research context;

2 Research based refers to the fact that student teachers should be able to make use

of existing research literature, but also to use research based approaches in the

development of their education.

3 http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf

4 http://www.jointquality.nl. This project was funded by the EU. Also called: Dublin

descriptors

5 http://unideusto.org/tuning/. This initiative consists of several EU funded projects.

6 See http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ for a description.

7 http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

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- can apply their knowledge and understanding, and problem solving abilities in

new or unfamiliar environments within broader (or multidisciplinary) contexts

related to their field of study;

- have the ability to integrate knowledge and handle complexity, and formulate

judgements with incomplete or limited information, but that include reflecting

on social and ethical responsibilities linked to the application of their

knowledge and judgements;

- can communicate their conclusions, and the knowledge and rationale

underpinning these, to specialist and non-specialist audiences clearly and

unambiguously;

- have the learning skills to allow them to continue to study in a manner that

may be largely self-directed or autonomous.”

The document makes also a clear distinction between bachelor (first cycle) and master

degree (see the document itself).

Above descriptors are used by describing the JoMiTE learning objectives. It means that

the course level, and especially the way how the courses are assessed, should fit to

the qualifications.

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2 KEY-COMPETENCES

The SPriTE project developed key-competences for teaching practice. These

competences are slightly adjusted for the whole curriculum. The competences fit to

the document of the European Commission about Improving the Quality of Teacher

Education.8

Competence here refers to a standardized requirement for an individual to perform in

a specific area of work properly. It is related to the concept of skill, but it is broader,

since the concept of skill can be seen only as a single technique or ability. Competence

also differs from the concept of proficiency. Compared to competence, proficiency has

unlimited potential.

Often competences can be divided in knowledge, skills and wider competences. The

key-competences as described below do not describe competences in all these details,

but describe on a higher level the competences of a teacher. These key-competences

are elaborated in the learning objectives in the block descriptions (see chapter @). The

key-competences are used as a guideline for developing the joint program as a whole

and to have a common understanding between the partners what kind of teacher we

want to educate.

The competences as described in this chapter are an underlying guideline for

developing the curriculum and the courses. It shows what kind of competences we

expect from our graduates at the end of the program. It does not mean that each

activity in the curriculum should support a specific competence, but the curriculum as

a whole should support student teachers to reach the competences.

Interpersonal competence deals with the ability to communicate, perform, and

interact in teacher’s work. With interpersonal competence the teacher understands

the means of educational communication at school and in the classroom, and is willing

and able to communicate clearly, making skilful use of a variety of media, and interact

productively with pupils, individually and collectively.

Pedagogical and psychological competence is the core of general education. The

teacher provides psychologically oriented support for learners’ development. With

pedagogical and psychological competence the teacher understands the processes

and conditions of education at both a theoretical and a practical level, has knowledge

of psychological, social and multicultural aspects of education and is willing and able

to motivate students to engage in learning and working tasks, challenge them to do

their best and help them accomplish their tasks successfully.

8 http://ec.europa.eu/education/com392_en.pdf

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On a secondary education level, the teacher must also be an expert in his/her field.

Subject content and methodological competence consist of knowledge of a subject9

as well as evidence based knowledge how it is taught. With subject content and

methodological competence the teacher masters the contents of his/her discipline, is

able to establish learning objectives emerging from them and is willing and able to

plan, conduct and evaluate teaching and studying through the teacher’s pedagogical

thinking. With this competence the teacher is able to introduce the scientific way of

thinking in the subject field.

Organizational competence is naturally connected to organize the teacher’s work. The

teacher is aware of the classroom environment and its mechanisms and is willing and

able to engage students and parents and to cooperate with colleagues in planning

studies by adjusting plans and activities according to the changes in learning

environment.

The JoMiTE initiative promotes understanding of cultures within Europe. The teacher

has knowledge about different cultures and educational systems and is able to adept

his teaching to other cultural contexts. Accordingly, with intercultural competence the

teacher is aware of the global context of education and is willing and able to help

pupils acquire democratic social values, distinctive national traditions, European

cultural values and global human values. The teacher is able to reckon with peculiarity

of multicultural learning environment and anticipate different situations.

9 Subject content is however not part of this joint curriculum. The master level in the

subject should be achieved before or besides this joint curriculum in teacher

education.

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3 BASIC STRUCTURE OF THE CURRICULUM

OV ER A LL ST RU CT U RE The JoMiTE curriculum is 60 ECTS in total (one fulltime study year). The curriculum is

divided in four blocks of 15 ECTS each. Each block has a specific theme, according to

the roles of teachers, and is offered in a fixed period. Within each role there are

learning objectives formulated. On base of these roles and learning objectives,

institutions are free to develop their own program within each block.

The blocks are:

• Teacher as Instructor: The teacher as instructor is leads a group of learners,

teaches those learners the subject on their level and activates their learning.

• Teacher as Coach: The teacher as coach organizes and facilitates a safe and

motivating learning environment and promotes learning taking account of

personal and cultural differences of learners based on psychological insights.

• Teacher as Developer: The teacher as developer develops and evaluates

learning environments in the broadest sense with regard to personal and

cultural differences between learners.

• Teacher as Researcher: The teacher is the bridge between the scientific field

of his subject and the learner and is able to introduce learners into research

approaches. He identifies critical situation in his class or school, analyzes the

core of this situation, with reference to research literature, and presents the

results and evidence based recommendations to colleagues and other

stakeholders. He is a critical consumer of relevant research literature.

The reflection part is especially focussing on the learning process of the student and

on the relation between theory (institute) and practice (school).The block Teacher as

instructor is an entrance block for all three other blocks. The other three blocks can be

done independently from each other.

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Each block is offered in a fixed period. This period needs, however, to be interpreted

with flexibility as they might vary according to local conditions. These periods are

(roughly):

• Teacher as Instructor block: September / October

• Teacher as Coach block: November / January

• Teacher as Developer block: February / Half April

• Teacher as Researcher block: Half April/ June

STRU CT U R E O F A B LO CK Each block has a structure consisting of seven elements: cultural course, general

courses, subject didactics, practice, research, reflection and an elective part. Local

universities have freedom to fill in these courses as they want and can even combine

courses. However, the requirements of each blocks, as described in detail in the next

chapter, should be achieved. We especially stress on integration of theory and

practice: what is done during practice should be used somehow during the activities at

the institution and what is done at the institution should be reflected somehow during

the activities in the school.

The cultural course is especially of importance for the international component of

JoMiTE. It is meant to make student teachers cultural sensitive before they go abroad,

but also to learn specifically from the situation in the countries where they go to. The

cultural course is 1 ECTS in each block.

General courses are dealing with general questions, like learning theories, that are

broader than one subject only. General courses have a minimum of 2 ECTS in the

blocks “teacher as instructor”, “teacher as coach” and “teacher as developer”, but no

minimal requirements for the block “teacher as researcher”.

Subject didactics is focused on the methodology of teaching in a certain subject: how

to teach for example electrons or how to teach grammar. This is also the place for

relating the subject research to education in the subject. In each block subject

didactics covers a minimum of 2 ECTS.

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Research can be courses about, as well as activities, related to research methodology

of educational sciences, but can also refer to (small) research tasks, like observations,

interviews with learners or evaluation tasks. It covers 2 ECTS as a minimum in each

block, except for the block “teacher as researcher” where the minimum is 4 ECTS.

Reflection is the activity where student teachers reflect on their learning and personal

and professional development, especially with regard to the relation between theory

and practice. It is 1 ECTS for each block.

Practice means the activities in the school. Teaching activities are always part of this

element, but there can be other activities as well. Each block has a minimum of 4 ECTS

practice.

Elective is not elective for the students, but elective for the institution that offers a

block. Institutions are free to define what learning objective is covered in what course

element. They are also free to divide credits (ECTS) over different elements, with

regard to certain minima per element and regard to the fact that the whole block

should cover 15 ECTS. It is possible that institution A offers in a certain block a 5 ECTS

subject didactics course and a 2 ECTS general course, whereas another institution B

offers in a similar block a 2 ECTS subject didactics course and a 5 ECTS general course,

as long as they both cover the learning objectives within that block. It is also possible

to use it for more practice.

In the next chapter the blocks are described in detail.

ENTR AN CE R EQUI R EMENTS Students who want to subscribe for the JoMiTE program should have:

• English language skills on B2 level. Each university will take care of the

assessment of their own student teachers before sending them abroad and

we trust each other’s choice. Students will be encouraged to take a crash

course in the hosting country language.

• The subject should, as entrance requirement, be on bachelor level. However,

for the final grading, the JoMiTE student teachers should also reach master

level for their subject. Be aware that we are speaking of level (in the sense of

the Dublin descriptors), not about the amount of ECTS in a certain field.

• The student teacher proves that he is motivated for the JoMiTE program (to

be considered by the local university).

AS S ES S MENT Every local university itself is responsible for assessing and grading of a visiting student

teacher, following their normal assessment procedures. To transform the grades from

one country to another, we make use of the toolkit as developed by Karran (2005)10

.

10

Karran, T. (2005). Pan-European Grading Scales: Lessons from National Systems and

the ECTS. In: Higher Education in Europe, 30, 1, pp 5-22

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The student who fails for an assessment (when he/she is abroad), will get a second

chance (if necessary: on distance)

When the student fails a second time, the home university rules will apply in case of

two failures. The home university will take care of that situation.

In some situations some universities give only a pass or failure. That is not always

accepted in the home university in a way that it is fair to the student. Therefore, a

university that gives a “pass” will accompany that pass by a letter stating that the

student fulfilled course requirements in a sufficient (E), satisfactory (D), good (C), very

good (B) or excellent (A) way, to the home university.

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4 BLOCK AND ROLE DESCRIPTIONS

BLO CK “IN STR U CTO R” Role description The teacher as instructor is leads a group of

learners, teaches those learners the subject on

their level and activates their learning.

Aim The aim is to provide student teachers with

knowledge, skills and tools for the role of instructor

and to prepare them for the other three blocks, including being able to go abroad.

Timing September & October. However, this block is covered at the home university. It might

be carried out on a different moment in a previous year.

Learning objectives After this block, students can demonstrate their:

I.1. knowledge of basic educational sciences and basic subject

didactics.

I.2. Knowledge of the national curriculum, especially in his own

subject.

I.3. knowledge of effective classroom management theories.

I.4. knowledge of basic educational science research methods.

I.5. Knowledge of the impact of cultural differences on education.

I.6. ability to write and conduct a lesson plan.

I.7. ability to teach the subject on a learners’ level to activate the

learners’ thinking and learning.

I.8. ability to manage a class.

I.9. ability to observe and analyze, critically lessons based on

relevant research.

I.10 Ability to learn from practice and to discover the own strengths

and weaknesses.

Remarks This block might also be offered in the bachelor phase, as long as the entrance

requirements are achieved. This block is an entrance requirement for the other three

blocks.

It is especially important in this block to focus on instruction and activating learners’

thinking with basic teaching methodologies.

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BLO CK “COA CH” Role description The teacher as coach organizes and facilitates a safe

and motivating learning environment and promotes

learning taking account of personal and cultural

differences of learners based on psychological

insights.

Aim The aim is to prepare student teachers for the coach

role and to stimulate student teachers to become aware of their own expertise and to

cooperate with other experts when necessary.

Timing November - January


Int.1. 11

Ability to demonstrate knowledge of the educational realities of

home and host countries.

Int.2. Ability to compare educational realities of different countries.

Int.3. Ability to act upon educational realities in different countries.

C.1. knowledge of specific subject didactics topics [described in the

subject didactics section]

C.2. knowledge of learning difficulties of learners in the subject.

C.3. Knowledge of special needs of learners.

C.4. knowledge of relevant educational theories and methods to

understand the personal and cultural differences between

learners [see general courses for detailed description].

C.5. ability to provide a safe and effective learning climate in the

group with regard to personal and cultural differences of

learners.

C.6. ability to motivate learners to learn the subject using evidence

based methodologies.

C.7. ability to guide students to find out their learning strategies and

strengths and to develop these strategies.

C.8. ability to cooperate and communicate with colleagues and other

relevant stakeholders.

11

Int.1.-3. are similar for the coach, developer and researcher block as they are

related to the cultural course which depends if the student teacher follows this block

in his home country or a foreign country.

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C.9. ability to make explicit their view on the pedagogical approach

and on their understanding of the contribution of the subject for

the wider future development of the learner.

C.10. Ability to use relevant systematic approaches to explore and

describe personal, professional and cultural differences in

educational realities.

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BLO CK “DEVELO PER” Role description The teacher as developer develops and evaluates

learning environments in the broadest sense with regard

to personal and cultural differences between learners.

Aim To prepare student teachers for the developer role, to

learn from the evaluation and critics of colleagues and

develops his own learning plan on base of this evaluation

and critics and to become responsible for their own personal professional

development.

Timing February - April


Inter.1. Ability to demonstrate knowledge of the educational realities of


Inter.2. Ability to compare educational realities of different countries.

Inter.3. Ability to act upon educational realities in different countries.

D.1. knowledge of specific subject didactics topics [described in the

subject didactics section].

D.2. knowledge of advanced teaching evidence based methodologies.

D.3. knowledge of relevant educational approaches, theories and

methods for developing learning environments.

D.4. ability to develop learning environments in the subject taking

into account personal and cultural differences between learners..

D.5. ability to apply teaching methodologies and approaches.

D.6. ability to assess learning activities of learners.

D.7. ability to make explicit their view on the way how the subject

should be taught in specific contexts.

D.8. ability to evaluate learning environment and teaching process

and draw conclusion for improvement.

D.9. ability to make and implement a professional development plan

(own development process).

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BLO CK “RES EAR CHER”

Role description The teacher is the bridge between the scientific field of his

subject and the learner and is able to introduce learners

into research approaches. He identifies critical situation in

his class or school, analyzes the core of this situation, with

reference to research literature, and presents the results

and evidence based recommendations to colleagues and

other stakeholders. He is a critical consumer of relevant

research literature.

Aim To prepare student teachers to

• undertake the researcher role

• be able to cooperate in a research team

• understand the relevance of research as an important part of their role

• take account of ethical aspects of research

Timing April – June

Learning objectives After this block, the student has:

Inter.1. Ability to demonstrate knowledge of the educational realities of




R.1. knowledge of specific subject didactics topics [described in the

subject didactics section].

R.2. ability to make explicit their view on the role of research in their

profession.

R.3. ability to read critically research literature and to discuss this

with colleagues.

R.4. ability to identify trends in scientific research in the subject and

to communicate applicable results of this research to learners on

their own level.

R.5. ability to identify and analyze trends in society that influence the

processes in school and to write down recommendations on

class and school level how to react on these trends.

R.6. ability to identify individually or collectively a critical situation in

the class or in the school, to design and apply research to the

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situation using appropriate methods and techniques to collect

data, to find appropriate scientific articles and to provide

recommendations.

R.7. ability to present the results of their own research to an

audience of specialists and non-specialists.

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5 COURSE DESCRIPTIONS

INT ERCU LT UR A L COU RS E See below for the objectives for the Intercultural (background) course

Objective

I.5. Knowledge of the impact of cultural differences on education.

Inter.1. Ability to demonstrate knowledge of the educational realities of home

and host countries.



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6 SUBJECT DIDACTICS COURSES

In this section, the learning objectives that are applicable for Subject Didactics are given. These objectives fit to the overall curriculum and are a specification within the

total overview for the specific subject didactic courses.

Learning objective Modern foreign languages Mathematics Science

Teacher as

instructor

Block theme Algebra and arithmetic

I.1. knowledge of basic general

didactics and basic subject

didactics.

• Introduction to teaching 5 skills

(speaking, listening, writing,

reading, interacting) and formal

aspects of the language.

• Introduction to SLA theories,

methods & approaches.

• Development of language

teaching and current trends in

each country

• Introduction to the European

portfolio for student-teachers of

languages

• How to explain mathematics to a

learner

• How to give the learner an active

role in the class, learning

mathematics.

• How to link the real live

(contexts) with mathematics?

• How to link different

mathematical ideas?

• Realizing that there are different

methods of teaching

mathematics

• Introduction: Different methods

of doing mathematics (like the

Science education:

• classroom management (safety

regulations etc.)

• basic methodology

• modelling

• science communication skills in

the classroom

• Basic experimental skills

• Assessment for and assessment

of learning (formative and

summative assessment)

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role of “reasoning” and “proving”

in mathematics)

• Awareness the importance of

designing problems by learners

in mathematics.

I.2. Knowledge of the national

curriculum, especially in his own

subject.

• Curriculum national (and local

schools)

• CEFR

• Knowledge about the national

mathematics curriculum

Curriculum:

• lesson planning

• local curriculum including

different methods

• introduction to learning

materials

• understanding learning

outcomes, distinct from teaching

goals

Goals for science education:

• Nature of science

• Nature of science education

• Scientific literacy

I.6. ability to write and conduct a

lesson plan on base of existing

• Introduction to approaches to

planning, implementation and

• How to prepare a mathematics • Ability to write a science lesson

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learning materials. evaluation.

• Introduction to lesson design,

implementation and reflection

on work done.

lesson?

plan

I.7. ability to teach the subject on a

learners’ level to activate the


• Introduction to dealing with

diversity in the foreign language

classroom (differentiation and

inclusion; individualising;

facilitation).

• Using the target language as

classroom language at an

appropriate level.

• Understanding that learners do

not always understand

mathematics.

• How to deal in mathematics with

different levels in education (a 12

yr old is not a 16 yr old)

• Realizing what the complexity is

in math class.

I.10 Ability to learn from practice and to

discover the own strengths and

weaknesses.

Professional development:

• Reflection and action

• Student teachers´ attitude

• Good science teacher ; intrinsic

and extrinsic motivators

Teacher as

coach

Block theme Geometry

C.1. knowledge of specific subject

didactics topics

• Adopting different roles of

teachers in contemporary

• How to “listen” to ideas (like

solutions) of learners?

Science education:

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modern teacher education

• Classroom management and

interaction.

• Cooperative & Collaborative

learning

• Learners have different cultural

ideas about mathematics (“ethno

mathematics”).

• How to differentiate in

mathematics lessons?

• Additional support for learning

• advanced methodology

• Create an inspiring learning

environment

• Behavior for learning

• classroom discourse

• Learners prior knowledge

(including emotions about

science)

Goals:

• science in the classroom

contextual aims

Assessment:

• formative assessment (including

peer and self assessment)

• Assessment as learning process

• Metacognitive reflection

C.2. knowledge of learning difficulties

of learners in the subject.

• Teaching 5 skills and formal

aspects of the language with

Specific mathematic learning

challenges:

• Misconceptions and learning

difficulties

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respect to learner differences

and language differences

• Knowledge about transfer to

other subjects and connect with

mathematical ideas

• The abstraction of mathematics

• Relationships and functions

• Social inclusion

• Learning theories and their

application

Curriculum:

• individualizing

• lesson series

• ICT to support learning

• HIdden curriculum

C.3. Knowledge of special needs of

learners.

• Responding to diversity in the

foreign language classroom (for

example, gifted children, mixed

abilities, learning styles, multiple

intelligences).

• How to deal with learners with

special needs? (Dyscalculia,

Dyslexia, Talented learners,

ADHD)

C.6. ability to motivate learners to learn

the subject using evidence based

methodologies.

• Promoting learner autonomy

through a systematic approach

to language (for example, raising

self-awareness, developing study

skills, promoting critical

thinking/reading, compensating

strategies).

• How to motivate learners to

learn mathematics?

• “Bring” evidence to student

teachers (articles, video,

observations, interviews)

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C.9. ability to make explicit their view

on the pedagogical approach and

on their understanding of the

contribution of the subject for the

wider future development of the

learner.

• Promoting the awareness of the

importance of learning

languages.

• Analysing and evaluating

different methods & approaches

and applying them appropriately

in multiple contexts to enhance

language learning.

Teacher as

developer

Block theme Statistics, probability, combinatory

D.1. knowledge of specific subject

didactics topics

• Critical selection and use of

existing materials.

• Design own materials, projects,

teaching sequences, etc. based

on sound didactic principles.

• Develop learning environment

on base of “informed” choice

• To be able to adapt existing

learning materials to the own

situation

• To be able to analyze different

schoolbooks

• To develop learning environment

where mathematical ideas are

transferred to other subjects

Goals:

• Science technology society (STS)

• Relevance of science education

Science education:

• ICT and electronic learning

environment

• Innovation and creativity in

learning

• Projects in science education

• Diversity of learning and teaching

approaches

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• Controversial issues in science

(Darwin, creationism)

D.2. knowledge of advanced teaching

evidence based methodologies.

• Becoming familiar with current

research on subject didactics.

• Critical selection of

methodologies and development

of rationale.

Elaborated methodologies:

• Cooperative learning

• Using technology (computer,

graphic calculator, interactive

whiteboard, databases) for

learning mathematics

• Games in teaching mathematics

• Use of history in mathematics

• Project education

Curriculum:

• choosing methods and

developing innovative/creative

own material

• Sequence planning for longer

periods (years, school period)

• Controversies in society about

education (methods of

assessment, teaching methods,

central examination, inclusion,

integration)

Theory:

• context based education and

learning cycles

• inquiry based learning

D.4. ability to develop learning

environments in the subject taking

into account personal and cultural

differences between learners.

• Develop tasks and strategies to

benefit from diversity.

• Critical reflection on the ELP and

• Knowledge of several different

methods of teaching

mathematics

• Being able to deal with the

24 | P a g e


its potential application.

• Becoming familiar with the

underlying theories behind

concepts such as CARAP,

Language awareness,

intercultural competence,

multilingual competence and

their application.

complexity of different learners

in mathematics

• Ability to design/pose problems

for different levels

D.6. ability to assess learning activities

of learners.

• Evaluate own materials, projects,

teaching sequences, etc. based

on sound didactic principles

• Understand the underlying

principles of valid and fair

assessment and how to apply

them.

• Ability to assess

(formative/summative) the

learners’ mathematical

knowledge and skills.

• As (metacognition), for

(formative) and of (summative)

learning

D.7. ability to make explicit their view

on the way how the subject should

be taught in specific contexts.

Teacher as

researcher

Block theme Functions and calculus

R.1. knowledge of specific subject

didactics topics

• Introduction to current research

areas in the field of subject

didactics.

• How to integrate new concepts

in education

• Elaboration: ability to stimulate

Goals:

• Critical analysis of reading and

25 | P a g e


thinking processes in

mathematics: “reasoning”,

“proving”, “logical thinking”,

“conjecturing (hypothesis)”

• Ability to stimulate and make use

of learners inventing mathematic

problems.

practice

Curriculum:

• developing material in research

based situation

• Communicating science research

outcomes

Theory:

• Reflection and action

• Ethics and social responsibility

• Methodology in science

education research (e.g. case

study and ethnographic

appraoches to research)

• Interpreting outcomes of science

educational research

Science education:

• open projects

• investigations

• integration of science

26 | P a g e


• presentation

• communication

• debates

R.2. ability to make explicit their view

on the role of research in their

profession.

• Evaluate current research in the

field of subject didactics for their

personal and professional

development.

Professional development:

• research on own work

• Reflection: I and we reciprocity

and action research

• professional networks

• classroom discourse analysis

R.3. ability to read critically research

literature and to discuss this with

colleagues.

• Ability to find resources, criticize

and value them (critical reader)

• Read and discuss articles about

mathematics education

R.4. ability to identify trends in

scientific research in the subject

and to communicate applicable

results of this research to learners

on their own level.

• Come up with a relevant and

manageable question of research

in language learning / teaching in

an educational context

• Reflect upon how to disseminate

results to colleagues and how

teachers´ research can have an

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impact on actual language

education (See research module)

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7 GENERAL COURSES

General courses refer to courses that are applicable for student teachers from

different subjects at the same time. Example of such courses are Psychology courses,

Pedagogy courses and Research courses. The latter are described in the section

Research. The other general courses are described below.

The distinction used in this document between general courses and subject didactics

might be different than in some institutions is common. For example, in some

institutions learning theories are taught within subject didactics. That is also possible

within the JoMiTE curriculum. The description in this section and in the section Subject

Didactics are just for clarity and communication. Universities are free to use other

distinctions as long as they reach the learning objectives.

The learning objectives that are applicable for General courses are listed below.

Learning objectives Comment

Teacher as instructor I.1. knowledge of basic educational

sciences and basic subject

didactics.

• basic teaching and assessment methods

• the use of instructional materials and

technology

• communication theory

I.2. Knowledge of the national

curriculum, especially in the

own subject.

• knowledge of curriculum on a higher

level than subject curriculum: aims of

education, how fits the curriculum in

the educational structure

I.3. knowledge of effective

classroom management

theories.

• classroom management

• structure of the lesson

• timing (time management)

I.6. ability to write and conduct a

lesson plan.

Needs to be prepared in general courses.

See content of I.1.

I.7. ability to teach the subject on a

learners’ level to activate the



See content of I.1.

I.8. ability to manage a class. Needs to be prepared in general courses.

See content of I.3.

29 | P a g e

Teacher as coach C.3. Knowledge of special needs of

learners.

C.4. knowledge of relevant

educational theories and

methods to understand the

personal and cultural

differences between learners

More specific topics within this learning

objective:

• the role of the youth in present

society

• students with special needs (also

cultural diversity)

• pedagogical ethics

• communicational skills for

encountering different situations and

different people (ICT)

• handling behavior disorders

• group dynamics (diversity)

• school as a networking organization

• counseling and counseling skills

• diagnostic assessment

C.5. ability to provide a safe and

effective learning climate in the

group with regard to personal

and cultural differences of

learners.


See C.4. for content.

C.6. ability to motivate learners to

learn the subject using evidence

based methodologies.

Needs to be prepared in general courses

with regard to motivation theories. See

C.4. for content.

C.7. ability to guide students to find

out their learning strategies and

strengths and to develop these

strategies.



C.9. ability to make explicit their

view on the pedagogical

approach and on their

understanding of the

contribution of the subject for

the wider future development

of the learner.



Teacher as developer D.2. knowledge of advanced

teaching evidence based

methodologies.

• Advanced teaching methods (like problem solving, cooperative learning, self-direct learning)

D.3. knowledge of relevant

educational approaches,

More specific topics within this learning

objective:

30 | P a g e

theories and methods for

developing learning

environments.

• learning theories, learning strategies,

learning techniques, learning styles

• Characteristics of powerful learning environments

• Cognitive psychology and learning theories

• Evaluation, assessment and quality assurance

• Social cognition theories/skills as part of the communication, working with colleagues/parents/society

• Creativity theorie and skills.

• Differentation (for inclusion)

• Curriculum design theories

• Implementation strategies

• School development and educational change

• Learning about effect of society on education (relation society and own curriculum)

D.5. ability to apply teaching

methodologies and approaches.

Needs to be prepared. See D.4.

D.6. ability to assess learning

activities of learners.


D.7. ability to make explicit their

view on the way how the

subject should be taught in

specific contexts.


D.9. ability to make and implement

a professional development

plan (own development

process).

Needs to be prepared by Subject

Didactics, but also by General courses.

See D.4.

Teacher as researcher N.a. Research activities and introduction to research are probably in most cases also general courses. However, these are described in the chapter Research. Those activities might also be done under the capture General courses.

31 | P a g e

8 RESEARCH

Research is an important part of the whole program and is even the main topic in the

Teacher as Researcher block. There is a division of specific research elements over the

blocks , that is described below. The research elements are observation, inventory,

evaluation and analysis, including communicating the results of the analysis. The aim is

that the students are able to do research on their own.

Teacher as instructor As this is the entrance block before all other blocks, this is the phase where students

learn about the nature of research in social sciences (with a special focus on education

and/or their specific subject didactics field12

) and how to adopt a critical orientation to

it as a consumer of its outcomes. This implies knowledge of a range of basic

methodologies and initial skills so to apply them in a school context.

In practical terms students learn basic skills of observation and how to make a

distinction between facts and opinions. Especially learners’ responses on teaching

(behaviour or representations) or basic didactic skills are good topics for assignments

in this block, as they cover the block’s theme.

Teacher as coach Further training in methodological skills is implemented by an inventory. Typical

inventory tools are interviews, questionnaires and document/text analysis. For

example, “identifying learners’ interests” or “identifying how learning needs of

individual learners are considered in schools” are good topics for assignments in this

block, as they cover the block’s theme. Ethical issues also belong to this block.

Teacher as developer The roles of a teacher as a developer and a researcher are intertwined (didactic

intervention and/or small scale research project).

The student has to design a learning task or a didactic intervention based on existing

research literature to promote specific curricular goals and to plan how to implement

it and critically evaluate its outcomes in relation to what was formerly known about

the phenomenon in focus. Didactic intervention is presented as a written document

and commented on by mentors and peers.

Teacher as researcher The main goal of this activity is to ensure that students are ready for further research

oriented studies in education. The students plan, conduct and report a small-scale

research project, and present it, for discussion and grading, to an appropriate

audience, typically their peer group. The students learn to report on the findings from

their research activity and to draw conclusions and present recommendations based

on it. They apply their understanding of educational research and knowledge on

research methods. The focus is on communicating the findings through the

conventions of educational sciences.

12

Can also be covered in subject didactics courses

32 | P a g e

Objectives Comments

Teacher as instructor I.4. knowledge of basic educational

science research methods.

Difference (and commonalities)

between subject research and

educational research

Introduction in

Qualitative/quantitative approach

Introduction to educational research

literature

Introduction in:

• Questionnaires

• Interviews

• Observations

• Document analysis

• Standardized tests for education

I.9. ability to observe and analyze,

critically lessons based on relevant

research.

Teacher as coach C.10. Ability to use relevant systematic

approaches to explore and describe

personal, professional and cultural

differences in educational realities.

Interviews

Questionnaires

Document analysis

Discourse analysis

Ethics in research

Teacher as developer D.8. ability to evaluate learning

environment and teaching process

and draw conclusion for

improvement.

Evaluation techniques

Qualitative/quantative research

methods

Teacher as researcher R.2. ability to make explicit their view on

the role of research in their

profession.

To both, the subject and teacher

profession.

R.3. ability to read critically research

literature and to discuss this with

33 | P a g e

colleagues.

R.4. ability to identify trends in scientific

research in the subject and to

communicate applicable results of

this research to learners on their

own level.

R.5. ability to identify and analyze trends

in society that influence the

processes in school and to write

down recommendations on class and

school level how to react on these

trends.

R.6. ability to identify individually or

collectively a critical situation in the

class or in the school, to design and

apply research to the situation using

appropriate methods and techniques

to collect data, to find appropriate

scientific articles and to provide

recommendations.

R.7. ability to present the results of their

own research to an audience of

specialists and non-specialists.

34 | P a g e

9 REFLECTION

Objectives Comments

Teacher as instructor I.10. Ability to learn from practice and to

discover the own strengths and

weaknesses.

Teacher as coach C.8. ability to cooperate and communicate

with colleagues and other relevant

stakeholders.

C.9. ability to make explicit their view on

the pedagogical approach and on

their understanding of the

contribution of the subject for the

wider future development of the

learner.

Teacher as developer D.9. ability to make and implement a

professional development plan (own

development process).

Teacher as researcher

35 | P a g e

10 PRACTICE

Teacher as instructor I.6. ability to write and conduct a lesson plan.

I.7. ability to teach the subject on a learners’

level to activate the learners’ thinking

and learning.

I.8. ability to manage a class.

I.9. ability to observe and analyze, critically

lessons based on relevant research.

Teacher as coach Int.3. Ability to act upon educational realities in

different countries.

C.5. ability to provide a safe and effective

learning climate in the group with regard

to personal and cultural differences of

learners.

C.6. ability to motivate learners to learn the

subject using evidence based

methodologies.

C.7. ability to guide students to find out their

learning strategies and strengths and to

develop these strategies.

C.8. ability to cooperate and communicate

with colleagues and other relevant

stakeholders.

Teacher as developer Inter.3. Ability to act upon educational realities in


D.5. ability to apply teaching methodologies

and approaches.

D.6. ability to assess learning activities of

learners.

D.8. ability to evaluate learning environment

and teaching process and draw

conclusion for improvement.

36 | P a g e

Teacher as researcher Inter.3. Ability to act upon educational realities in


R.4. ability to identify trends in scientific

research in the subject and to

communicate applicable results of this

research to learners on their own level.

R.6. ability to identify individually or

collectively a critical situation in the class

or in the school, to design and apply

research to the situation using

appropriate methods and techniques to

collect data, to find appropriate scientific

articles and to provide recommendations.

37 | P a g e

Annex 1. PEOPLE INVOLVED IN WRITING THIS FRAMEWORK

J.F. (Jan Folkert) Deinum (ed.) University of Groningen

Adriaan Hofman University of Groningen

Agnes Budavari Eszterhazy Karoly Foiskola

Aiso Heinze University of Regensburg

Andras Tarnocz Eszterhazy Karoly Foiskola

Anita Früchlt University of Regensburg

Anita Molnar Eszterhazy Karoly Foiskola

Anna Marbà Universitat Autonoma de Barcelona

Carla Griep Dr. Nassau college

Conxita Márquez Universitat Autonoma de Barcelona

Cristina Laborda Molla Universitat Autonoma de Barcelona

Csaba Komlo Eszterhazy Karoly Foiskola

Dénes Nagy Eszterhazy Karoly Foiskola

Dik Maandag University of Groningen

Dolors Masats Universitat Autonoma de Barcelona

Elisabeth Eixarch Domenech Institut déducacio secundaria Sabadell

Erja Karvinen University of Joensuu

Florian Freund University of Regensburg

Gabor Gonczi Eszterhazy Karoly Foiskola

Georg Bruckmaier University of Regensburg

Gerhard Messmann University of Regensburg

Györgyi Majorosné Kovács Eszterhazy Karoly Foiskola

Harri Hakulinen Joensuun Normaalikoulu

Haso Kukemelk University of Tartu

Heidi Krzywacki University of Helsinki

Heikki Veinimae Miina Harma gymnasium

Henk Pol University of Groningen

Ilona Olahne Teglasi Eszterhazy Karoly Foiskola

Irena Smetackova Charles University Prague

Jaap Buitink University of Groningen

Jan Apotheker University of Groningen

Jana Srpova Akademicke Gymnazium Stepanska

Jarkko Lampiselkä University of Helsinki

Jochen Mecke University of Regensburg

Jordi Deulofeu Piquet Universitat Autonoma de Barcelona

Josep Bazoco Garcia Institut déducacio secundaria Sabadell

Jozsef Sandor Eszterhazy Karoly Foiskola

Jüri Afanasjev University of Tartu

Julia Rosu University of Regensburg

38 | P a g e

Kalle Juuti University of Helsinki

Kálmán Liptai Eszterhazy Karoly Foiskola

Kari Sormunen University of Joensuu

Karmen Trasberg University of Tartu

Karolina Marková Charles University Prague

Katalin Nagyne EKF training school

Katalin Nagyné Fóris EKF training school

Katerina Vaneckova Charles University Prague

Katja Schröder University of Regensburg

Kerli Luik University of Tartu

Krisztina Szoke Eszterhazy Karoly Foiskola

Lajos Kis-Toth Eszterhazy Karoly Foiskola

Lourdes Figueiras Universitat Autonoma de Barcelona

Louwarnoud van der Duim University of Groningen

Magdolna Keller Eszterhazy Karoly Foiskola

Mária Dávid Eszterhazy Karoly Foiskola

Maria Nagy Eszterhazy Karoly Foiskola

Màrius Martínez Muñoz Universitat Autonoma de Barcelona

Marjon Tammenga University of Groningen

Martha Witterholt University of Groningen

Melinda Dooly Universitat Autonoma de Barcelona

Mequè Edo Basté Universitat Autonoma de Barcelona

Mervi Holopainen Joensuun Normaalikoulu

Miia Rannikmäe University of Tartu

Miquel Mas Sala Institut déducacio secundaria Sabadell

Mozes Mihaly Eszterhazy Karoly Foiskola

Nada Stehlikova Charles University Prague

Olahne Teglas Ilona Eszterhazy Karoly Foiskola

Olli vesterinen University of Helsinki

Pat McLaughlin University of Edinburgh

Petr Chalupsky Charles University Prague

Piret Kärtner University of Tartu

Piret Luik University of Tartu

Pirkko Pollari University of Joensuu

Radka Wildova Charles University Prague

Rafael Merino Pareja Universitat Autonoma de Barcelona

Raija Kangaspunta Joensuun Normaalikoulu

Raili Hilden University of Helsinki

Regina Mulder University of Regensburg

Richard Easton University of Edinburgh

Rita Utassy Eszterhazy Karoly Foiskola

Ritva Kantelinen University of Joensuu

S. Kraus University of Regensburg

Sabine Buresch University of Regensburg

39 | P a g e

Sabine Buresch University of Regensburg

Sean Doyle University of Edinburgh

Susanne Zieglmeier University of Regensburg

Tasko Tunde Eszterhazy Karoly Foiskola

Tiiu kadajas University of Tartu

Tom MacIntyre University of Edinburgh

Tunde Tasko Eszterhazy Karoly Foiskola

Varga Estefanne Eszterhazy Karoly Foiskola

Varga Magdolna Eszterhazy Karoly Foiskola

Zita Mako Eszterhazy Karoly Foiskola

Zoltán Murányi Eszterhazy Karoly Foiskola

Zoltanne Pelbart Eszterhazy Karoly Foiskola

JoMiTe

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