PaCTT Theme A and Theme B Grids

Dissemination event, Sofia, June 18-19, 2013

Andrea Kubalikova, Adrian KacianSlovakia,

Faculty of HumanitiesUniversity of Zilina

to summarize initial ideas about ITT and

CPD in the partner countries

to analyze principal models in ITT and CPD

in the partner countries

to provide background for the e-survey and

final framework of PaCTT

CONTENT of PRESENTATION

Bachelor or postgraduate certificate

Bachelor or Master degree

Primary teachers- Bachelor degreeSecondary teachers– Master

degree

ITT – level of training

Master degree

Master degree

Bachelor or Master degree

Universities and schools/colleges

Primarily pedagogical university faculties

Teacher training institutions within

universities

ITT – training institutions

University based education schools

University

Education faculties

TDA - becoming teaching agency

National Evaluation and Accreditation Agency

Conseil Régionaux and Généraux,

Ministry of Education

ITT – national authority

National Agency, Ministry of Education

Accreditation Committee, Ministry of Education

Ministry of Education

Subject disciplines, Education disciplines, practical placement

Subject disciplines, Education disciplines, practical placement

Subject disciplines, Education disciplines, practical placement

ITT – content of education

Subject disciplines, Education disciplines, practical placement

Subject disciplines, Education disciplines, practical placement

Subject disciplines, Education disciplines, practical placement

Local authorities, governing bodies

School directors

Private schools – school directors, Public schools – Ministry of

Education

Teacher employers

State

Schools

Private schools – school directors, Public schools – Ministry of

Education

CPD, INSET

in-service training

CPD, lifelong learning

Name of post-ITT

CPD

CPD, lifelong learning

lifelong learning

local/regional/national training, school based INSET days, teaching

learning communities

internal CPD activities, peer observation, informal discussions,

on-line resources

combined models of CPD

Dominant models of CPD

combined models of CPD

Professional Development (PD) of competencies and skills in

subjects/specialized competencies/attestations

in–service training events, computer-based training activities

Highly variable linked to „performance management

processes“ in school environment

Individual - a report to the school management team once a

year/PQC

Individual - credit system, certificates and attestations

Recording of CPD

Ministry of Education - Credit

system

Ministry of Education - Credit

system

Individual and ministry of education

school budgets, various national and regional

funds

State and individual

State and regional

Funding arrangements of CPD

state

individual

state and individual

School management encourages teachers to take responsibility for CPD, content of training events

could meet school priorities

It is predominantly teacher’s responsibility

CPD is compulsory by national legislation, career advancement,

higher salary

Teacher’s responsibility for CPD

CPD is compulsory by national legislation, career

advancement, higher salary

CPD is compulsory by national legislation, career

advancement, higher salary

Predominantly teacher’s responsibility

school-to-school support, coaching and mentoring/tensions, reduced

budget

availability of national programs and funding/no strategic planning

of CPD, conflict with work schedule

availability of various courses, progress in career/too much

workload, family responsibilities

What are the potential enablers and inhibitors to CPD?

availability of various courses, progress in career/too much workload, bureaucracy effort

availability of various courses, progress in career/self-funded

programs, lack of employer´s support

availability of various courses, progress in career/too much

workload, family responsibilities

©

Thank you for your attention!