education and training 2020 peer learning activity, reykjavik 2010 teacher educators
Post on 22-Dec-2015
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TRANSCRIPT
2
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
3
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
4
Peer Learning
Peer Learning Working Group
selects priority policy issues to analyse
organises Peer Learning
draws policy conclusions
disseminates policy advice in Member States
5
Hear / see different policy examples
Share own experiences and ideas
Question
Scrutinise
Discuss
Reflect …
What goes on at a PLA?
6
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?
7
Synthesis and conclusions
draw conclusions about successful policies
what are the common factors?
what is transferable?
where do we go next?
comments to hosts
Identify your next steps at home
Report back to your representative on Working
Group
At the end of the PLA
8
Working Group adopts report of PLA
National experts disseminate findings
within Member States
Commission publishes findings
… … Member States implement reforms
…
After the PLA
9
Sign the attendance sheet every day
Provide: reimbursement request form
request same amount as ticket price
travel ticket (showing price)
expert identification sheet / sticker
financial identification form
legal identity form
are all docs signed?
Bureaucracy
12
InductionContinuous Professional Development
Mentoring …
A continuum of provision
Initial
Teacher
Education
Trainee W o r k i n g T e a c h e r
13
Teacher Education systems
Systems should be:
– adequately resourced
– quality assured
– coordinated
– coherent
14
Teacher Education systems
TE courses should
– innovate
– respond to evolving needs
– be evidence-based (based upon research, classroom
practice...)
TEI/school partnerships
– schools as "learning communities"
15
Teacher Educators
Should have:
high academic standard
solid practical teaching experience
good teaching competences
16
Teacher Competences
Teachers need
specialist knowledge of subjects
and
pedagogical skills to teach them
17
Teacher Professional values
Teachers: are reflective practitioners
are autonomous learners
are engaged in pedagogical research;
develop new knowledge, innovate
take part in school development
collaborate with colleagues, parents etc
are mobile
18
Initial Education
HE qualification required for teaching
raise level of qualifications required to teach
qualifications should:
– balance research-based studies and teaching practice
– have a strong practical component
19
Induction of new teachers
All newly qualified Teachers should get
sufficient and effective
support and guidance
in first few years of career…
…professional and personal support
20
Mentoring
All teachers need
effective personal and professional support
(e.g. mentoring)
throughout their career
teachers should get “enough support to be effective”
21
Continuing Professional Development
… a lifelong taskMember States need to:
offer sufficient opportunities
provide incentives
increase take-up
improve supply /variety
– formal/in /non formal
– exchanges, placements
22
Continuing Professional Development
CPD needs to be:
quality assured
firmly rooted in practice
relevant
tailored to individual needs
23
Continuing Professional Development
Teachers to:
– continuously review their work,
individually and collectively
– get regular feedback on performance
– get help to identify professional development needs
– have a plan to meet development needs
24
…
…
…
European Commission to 'study existing
arrangements in MSs to select, recruit and train
Teacher Educators …
Policy issues