changes in teacher education at the faculty of education in jagodina
DESCRIPTION
Faculty of Education in Jagodina Prof Sretko Divljan Prof Violeta Jovanovic, PhD Suncica Macura, PhD Ilijana Cutura, MA Verica Milutinovic, MA Vladimir Stanojevic Vesna Petrovic, MA Vera Savic, MA. Changes in Teacher Education at the Faculty of Education in Jagodina. - PowerPoint PPT PresentationTRANSCRIPT
CHANGES IN TEACHER EDUCATION AT THE FACULTY OF EDUCATION IN JAGODINA
Faculty of Education in JagodinaProf Sretko Divljan
Prof Violeta Jovanovic, PhDSuncica Macura, PhD
Ilijana Cutura, MAVerica Milutinovic, MA
Vladimir StanojevicVesna Petrovic, MA
Vera Savic, MA
FACULTY OF EDUCATION IN JAGODINA
continues the tradition of the Boys’ Teacher Training School
founded in 1898 following the Scandinavian model of “practical school orientation”
transformed into the Faculty of Teacher Education in 1993
in 2006 became the Faculty of Education in Jagodina
“PRACTICAL SCHOOL ORIENTATION”
“Our schools have always suffered from two main drawbacks: avoiding practical orientation, being even ashamed of it, ignoring application of acquired knowledge in practice, in life”
“All our schools have always provided education that prepared young people for office work, instead of giving them skills to participate in civil life, i.e. entrepreneur skills for starting business and helping progress”
Sreten Adžić, founder of Boys’ Teacher Training School in JagodinaSreten Adžić, founder of Boys’ Teacher Training School in Jagodina, 1898, 1898
“PRACTICAL SCHOOL ORIENTATION”
“All teachers of this school will do their best to teach sciences clearly and with examples, so that graduate class teachers educated here will be able to model the same style of teaching in people’s schools throughout the country, liasing teaching with life and practical application of sciences.”
Sreten Adžić, founder of Boys’ Teacher Training School in Jagodina, 1898
WHEN DID THE CHANGES START?
in 2004, initiated by the teaching staff of the Faculty of Education in Jagodina
Through symbolic, but not accidental return to partnership with the Scandinavian system of education
In the framework of the Finnish-Serbian Teacher Education Project STEP, 2002-2006.
STEP OBJECTIVES
Promotion and development of class-teacher education Changing class-teacher attitudes to teaching and
practice
Promotion and development of university-teacher competences necessary for building new class-teacher competences
High-quality class-teacher education as a result of reforming faculties educating class-teachers
Development of professionalism
HOW DID THE CHANGES START?
Through action research
Upgrading Professional Competences of Teaching Staff at the Faculty of Education in Jagodina, 2004
In cooperation with the Institute for Pedagogical Research in Belgrade
WHY ACTION RESEARCH?
Reforming processes which had already been started at other teacher education faculties within the STEP Project were not successful
The need for introducing changes was regarded as imposed and not necessary
Continuation of reforming processes at Serbian class-teacher education faculties was endangered
ACTION RESEARCH It was the first time all faculty teachers gathered
around problems that did not concern daily academic life, but their own professional engagement and development
Common objective was to research current teaching practice and solve real and concrete problems together
Working meetings were held regularly during several weeks.
ACTION RESEARCH TEAM
Reflecting on own teaching practice, faculty teachers decided to involve other stakeholders into the discussions:
Faculty students School teachers Representatives of educational institutions:- Institute for Pedagogical Research- Institute for Educational Development- Teacher Education Centre of the Faculty of Philosophy in
Belgrade
ACTION RESEARCH FOCUS
Student workload Academic study courses Organisation of activities at the Faculty Theory – practice relationship Relationship with local practice schools Intake examination Development of values in class-teacher
education Evaluation system of student achievement
ACTION RESEARCH STAKEHOLDERS AGREED ON THE NECESSITY OF REFORM:
Because of obvious weaknesses found in existing system of class-teacher education
Because of incompatibility of system of class-teacher education with requirements of initial teacher education, which was undergoing dynamic changes
NEW MODEL OF PERMANENT CRITICAL EVALUATION SHOULD PRODUCE CHANGES IN:
Curriculium of class-teacher education Intake examination Model, organisation and realisation of
student teaching practice Curriculum of postgraduate studies
NEW TEAMS FOR CURRICULUM REFORM Open, mixed-status groups commited to
change Grouping according to affinities and wider
interests and understanding of problems (which became prominent in the course of action research)
Enthusiasm and initiative of young teaching staff, who got full professional and human freedom and support
HOW DID TEACHING STAFF OF FACULTY OF EDUCATION ACQUIRE COMPETENCES NECESSARY FOR REFORM?
By learning!
- Because they sincerely believed: Changes were necessary and feasible
- Because they sincerely:- Worked towards changes- And believed in success
HOW DID WE LEARN?
By working in teams to design development and research projects, contributing both to the reform of the Faculty and to their own professional development
PROJECTS SUPPORTED BY THE GOVERNMENT OF FINLAND AND EMBASSY OF FINLAND:
2004-2006 Serbian Teacher Education Project STEP
2007-2008 Curriculum Development Reform: Improvement of practice teaching and research
2009-2010 Increased Responsibility in Human Rights and Ecology Teaching
TEMPUS PROJECTS:
2007-2009 Curriculum Reform in Teacher Education (JEP-41074) TEMPUS III - Coordinator: Faculty of Education in Jagodina; partners: universities of Helsinki, Athens, Koper, Belgrade, Niš.
2010-2013 Education Policy Study Programme in Serbia and Montenegro (E.P.S.P) TEMPUS IV - (159074-JPCR); partners: universities of Belgrade, Novi Sad, Kragujevac, Montenegro, Ljubljana, Denmark)
2010-2013 Modernising Teacher Education in a
European Perspective, TEMPUS IV – (159048 – JPCR); partners: universities of Munster, Novi Sad and Kragujevac.
INTERNATIONAL CONFERENCES 2009 Promoting Teacher Education – from Intake to
Teaching Practice - Mentorship in Student Teaching Practice - Multidisciplinary Approach in Primary Education - Intake System at Teacher Education Faculties - Criteria and Methodology of Evaluation in Teacher
Education
2005 Developing Communicative Competences of Students and Teachers
2005 Contemporary Teacher Education in Europe: Experiences and Tendencies
NATIONAL CONFERENCES
2007 Childern’s Literature in Theory and Teaching Practice
2008 Ethical Dimension of Education
2008 Art in Teaching Methodology
2008 Responding to Diversity in Teaching English to Young Learners
2008 Methodology Aspects of Teaching Mathematics
Participation of more than 150 experts from the country and abroad
DEVELOPMENT OF COMPETENCES IN FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY
Foreign language courses for the Faculty teachers
ICT courses for the Faculty teachers
STUDY TOURSHELSINKI, ATHENS, KOPER, LJUBLJANA
PERMANENT UPDATING OF THE FACULTY LIBRARY HOLDINGS- from 2005 to 2009 total number of 5912 copies of books purchased, 3097 new titles- on average 1182 books purchased per year, i.e. 653 new titles a year
PERMANENT UPDATING OF EQUIPMENT AND TEACHING AIDS ICT Center and Learning
Center comprising 20 computers each, with permanent Internet access
Classrooms and lecture halls equipped with electronic boards, video projectors, computers, document cameras and other modern teaching aids
STEPS AND RESULTS OF REFORM AT THE FACULTY OF EDUCATION IN JAGODINA
2005 – University of Kragujevac accredited new curriculum of class-teacher education, bachelor and master levels
2009 – new reformed curriculum adapted to national accreditation requirements, weaknesses of 2005 curriculum recognized and improved
2006 – new model of student teaching practice approved
2009 – new concept of intake exam approved
NEW CONCEPT OF INTAKE EXAM
basic literacy test(grammar, orthography and
punctuation)
reading comprehensiontest
Interview forsocial competences
emotional literacy, response to children’s needs and feelings, empathy, acceptance and respect for diversity
ability to learn with understanding
literate students able to teach basic literacy skills
NEW MODEL OF STUDENT TEACHING PRACTICE
Theory-practice integration model
Continuous practice throughout the academic year, well-planned and structured, supervised by academic mentors
REFORMED CLASS-TEACHER CURRICULUM
Higher number of academic subjects that develop interpersonal and civic competences: Interaction and Communication Non-Violent Communication Children’s Rights Children with Special Educational Needs Inercultural Education Education for Sustainable Development
Higher number of academic subjects related to communication in foreign languages (Foreign Language as a compulsory, elective and modular subject)
ENHANCEMENT OF CLASS-TEACHER COMPETENCES IN SUBJECT TEACHING (PRIMARY GRADES 5 AND 6)
Professional education in one primary school subject taught in upper primary grades
Specialising in chosen subject methodology at master level
STATISTICS OF APPLYING BOLOGNA PROCESS AT THE FACULTY OF EDUCATION IN JAGODINA
Percentages of students not passing to the new academic year
First academic
year
Second academic year
Third academic year
Fourth academic year
generation 2005 23,57% 8,33% 9,1% /
generation 2006 11,53% 4,34 / /
generation 2007 6,15% / / /
Percentages of students passing to the new academic year
2008/09 academic year
2009/10 academic year
Class teacher 91,42% 92,31%
RISE IN AVERAGE SUCCESS OF STUDENTS OF CLASS-TEACHING AT THE FACULTY OF EDUCATION IN JAGODINA
PERMANENT RESULTS OF ACTION RESEARCH AND CURRICULUM REFORM: Democratisation of management and decision
making at the Faculty Positive and creative atmosphere among Faculty
teachers Sense of ownership and team-work
competences Permanent openness to new ideas and
initiatives Accepted model of permanent evaluation, self-
evaluation and change Active engagement of students in a variety of
Faculty activities
Thank you for your attention!
www.pefja.kg.ac.rs