caena emett

04/23/23 Budapest emett meeting - Caena Francesca

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Towards a European Teacher Education

curriculum: emett and innovationwith comparative European

perspectives


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emett partnership constellation with eight star universities…

emett

Nicosia University of CyprusVenice Ca’Foscari University

Innsbruck Pädagogische Akademie

Nantes UniversityBudapest Eötvös Loránd University

Krakow Jagiellonian University

Vilnius University

Danmarks Pædagogiske Universitet Copenhagen


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emett eight-star Sagittarius constellation,

usually portrayed as a centaur… wise centaur Chiron, mentor and

teacher in Greek mythology


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In a knowledge economy, good citizenship requires creativity…Creativity is a fundamentally collaborative process. (Sawyer, 2008)


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European leitmotiv: improvement

ImprovementEducation and Training

Lisbon agenda

LLL programme

2007-13

QualityIndicators

LLL


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innovation and quality in training

Lisbon agenda (2000): concrete future education and training goals, EU as most competitive knowledge economy

Quality indicators Life Long Learning (2002): overarching strategy to update high-level knowledge, skills and competences, for personal development and social participation

Life Long Learning programme 2007-2013 (2006): exchange innovative products and processes to improve quality education and training


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resounding notes

Teachereducation

EHEA

Bologna declaration

Tuning project EU profile

Language TE

Common EUPrinciplesTeacher CompetencesQualifications

EQF for HE(Dublin descriptors)EPOSTL

EQF for LLL

Improving quality

TE


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common ground

Bologna declaration(2000): EHEA by 2010 - transparency, mobility, high quality competences

Tuning project(2000-2004): convergence EU degrees programmes; competence descriptors = reference points; student-centred approach; quality enhancement

EU profile of Language Teacher Education(2004): frame reference EU TE

EQF x HEI(2005) : guidance x national qualification frameworks (outcomes, competences, credits); competence levels; dialogue HEIs-society


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common ground Common Principles Teacher Competences

and Qualifications(2005): role teachers and their LLL as key priorities; recognition qualifications teachers between EU states

EPOSTL, portfolio Language student teachers(2006): harmonising teacher education in EU, reference x curriculum design

European Qualifications Framework for LLL(2008): link national qualifications systems as independent but mutually understandable; learning outcomes from different settings; mobility workers (2012: qualifications references EQF levels)


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issues TE in Europe(Improving the Quality of Teacher Education, 2007)

complex role of teachers as mediators need to adapt education and training to new competence

requirements for employment need for reform of education systems as efficient and equitable ensuring attractiveness and high quality standards of education

and training quality of teaching as key factor for pupil performance need for culture of reflective practice and research within

lifelong learning perspective EU framework strategy for multilingualism - quality language

teachers as important challenge professional mobility of teachers within EU legal framework lack of continuity and consistency different elements TE in EU

member states - low budgets, need for incentives for motivation and retention


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TE in EU contexts: work in progress international/national debates on reform policies

processes of reform and revision of TE curricula within HEIs, following up Bologna declaration = Masters’ level qualifications (second cycle)

dialectical tensions: indications international global level vs. needs,constraints, cultures national local level

awareness of need for research-based decisions on TE curricula in EU, beyond beliefs, traditions, assumptions (TEPE/ATEE conferences, 2008)


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emett project objectives: European approach to Teacher Education

establishing criteria for international university qualification in TE, for added value teaching profession

contributing to comparability between universities and professional teaching qualifications by outcome/ workload-based modules

outlining an updated professional profile fit for situations of change and complexity

promoting professional mobility, language learning and intercultural competence development

joint master’s degree


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project main activities

comparative analysis of secondary TE curricula/national systems/requirements in EU partner universities (protocol, observations, questionnaires)

design of jointly agreed EU secondary TE curriculum of studies for joint degree

development of ECTS and output-related course modules focused on competences as learning outcomes


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emett comparative analysis protocol: processes and outcomes Protocol: questions on key features TE (France) Discussions on key terminology in meetings project

year 1; negotiations of national connotations of terms, through English as lingua franca

Recursive process: extended plus synthesised answers to protocol questions by partners over four-month period, project year 1

Presentations overview comparative protocol results with further clarifications, in two meetings


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comparative analysis: similarities objectives of teacher education:

- integrating cultural/professional teaching expertise, theoretical knowledge/practical teaching skills and methodologies- developing reflective attitudes underpinned by research

expected competences: - national competences framework (e.g.France, Hungary, Lithuania…) - pedagogical, methodological, organisational, evaluating, interpersonal, reflective competences

curriculum implementation: - theoretical courses: lectures/seminars/tutorials - teaching observation/analysis/practice - project work/research pinpointed as relevant


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comparative analysis: similarities theory-practice integration:

- university-school partnerships, trainers’ joint guidance of trainees - class observation/feedback relevant for advice and reflection


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comparative analysis: similarities practical training key features:

- aims: integrating theory/practice by developing professional competences in professional learning community

- key role mentor for scaffolding professional identity and competence development, and providing formative assessment

(however, different degrees of autonomy and responsibility

of trainees in teaching)


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comparative analysis: similarities research-based training: - research-based professional knowledge provided- research findings support trainers’/trainees’ activities and discourse,

trainees’ practices, project work/thesis- research methodology courses compulsory (e.g.Cyprus, Denmark,

Hungary)

individualisation of training: - on-line courses (e.g.Italy, Lithuania)

consistency of training:

- liaising between different profiles of trainers for course planning/ assessment - curriculum structure: interplay theoretical/practical modules

comparative analysis: similarities formative vs summative assessment

Competencesassessment

Practicum Knowledge Exams

Portfolio

traineementor

uni tutor


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comparative analysis: differences(policies and national constraints)

academic requirements for access TE requirements for secondary teacher

recruitment professional status of teachers ECTS equivalent of TE courses balance/relevance curriculum areas (subject

studies vs educational studies vs practice) national policies variations: going back

towards university vs school-based training


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from comparative analysis towards curriculum development choices observation fallout: peculiarities, issues,

solutions in TE practices of different countries European teacher professional profile relevant research/European documents

underpinning development choices of flexible curriculum


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towards European teacher professional profile

Teachingdomains

Key features

European profilequality teacher Competences

definition

Research results

Eu documents


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competences: Tuning references

Tuning Education documents: general and subject related competences for

3 cycles 15 TE competences compatible/complementary with EQF for LLL

and Dublin descriptors


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Tuning competences Education Area (15)1. Commitment to learners’ progress and

achievement2. Competence in teaching/learning strategies3. Competence in counselling 4. Knowledge of subject5. Ability to communicate effectively6. Ability to create climate conducive to learning7. Ability to make use of e-learning integrated in

learning environments8. Ability to manage time effectively


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Tuning competences Education Area (15)9. Ability to reflect upon and evaluate one’s

performance10. Awareness of need for continuous professional

development11. Ability to assess outcomes of learning and

achievements12. Competence in collaborative problem solving13. Ability to respond to diverse needs of learners14. Ability to improve teaching/learning environment15. Ability to adjust curriculum to specific educational

context


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research underpinning emett curriculum choices

professional hologram of teacher (Umberto Margiotta) teacher competences and related TE

features (Marguerite Altet) competence description model (Hans Dorf)


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A hologram of the teaching profession

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3

4

5

6

789

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11

12

1314

A teachingprofessional

Reflexive professional

Educational guide

Social actor

Technical expert

Expert teacher

Skilled craftsman

(Margiotta U., 2006)


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emett innovative elements:intercultural and multilingual European

professionals bottom-up dynamics to implement revised

professional profile of teachers enabling mobility network of professional figures for educational initiatives on European scale

European dimension of teaching, promoting knowledge of EU languages and cultures, and comparison of different pedagogies

foster in-depth knowledge of cultural/educational characteristics of at least two countries (better command of a European language (L2) and acquire competence in another language (L3)


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competences for mobile teaching professionals training as life long learners Intercultural understanding and competence related

to international mobility Ability to do research (field work) Ability to use different disciplinary methodologies in

an integrated way Ability to work independently Ability to work in international teams Ability to communicate in one’s own and another

language with right terminology (re:Tuning documents)


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emett curriculum: European featuresCA4-Multilinguistic MasteryCA4-Multilinguistic Mastery CA4.1.Main FL proficiency(B2/C1) CA4.2.Foreign Language in host country(courses for 2 linguistic competence levels available) CA4.3. Multilingualism/FLs EU policies CA5-Intercultural StudiesCA5-Intercultural Studies CA5.1. Comparative perspectives on European Education CA5.2. Aesthetic perspectives on European cultures CA5.3. Intercultural communication CA5.4. Intercultural education


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intercultural competences: CoE recommendations Intercultural competences should be a part of

citizenship and human rights education Intercultural learning and practice need to be

introduced in ITT(White Paper of Intercultural Dialogue, 2008:

Living together as equals in Dignity)


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role of universities and educators University: commitment to open-mindedness

and openness Teacher training curricula need to teach

educational strategies and methods to prepare teachers to foster communities of students and manage situations arising from diversity, conflicts and discrimination


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learn and teachintercultural competences

Intercultural Education for democratic active citizenship=• multi-disciplinary approach requiring self-critical dispositions• straddling all subjects, involving civic, history, political, human

rights education, about global contexts and cultural heritage critical role of language learning to overcome barriers to

intercultural dialogue, avoid stereotypes, develop curiosity and openness to other cultures

history/language teaching for critical interpretation and multiperspectivity

appreciation of different expressions of creativity: artefacts, symbols, texts, objects, dress, food, music, art and dance


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European dimension of education According to Sokolewicz (Zawadzka 2004) we can teach

about Europe, through Europe or for Europe. Teaching about Europe: providing students with knowledge

about European institutions, history, traditions etc. Teaching through Europe: based on experiencing different

countries and regions through travels, exchanges, visits etc. teaching for Europe, the most difficult but also the most

valuable educational achievement: concerned with a change of attitudes towards other countries and people, becoming more open and tolerant, while finding one’s own identity in Europe. (Anna Niżegorodcew, Jagiellonian University Krakow)


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There is the call for TE not only as a retooling

but a renaissance, a cultural change which enables intelligent action in fast changing contexts.

(Fisher et al.,2006; Loveless,2008)

Thank you for attention!


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bibliography Bologna Joint Declaration of European Ministers of Education, Bologna, 19.6.1999. Bologna Working Group on Qualifications Frameworks(2005). A Framework for Qualifications of the European

Higher Education Area, Copenhagen. Commission of the European Communities(2006). Implementing the Community Lisbon Programme. Proposal for

a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning, Bruxelles.

Commission of the EU communities(2007). Improving the Quality of Teacher Education, Brussels. Crossley and Watson (2003). Comparative and International Research in Education, Routledge, Abingdon. ECML(2006). EPOSTL, Graz. EU Parliament and Council,(2006). Decision No 1720/2006/EC establishing an action programme in the field of

lifelong learning, European Commission Directorate-General for Education and Culture(2005). Common European Principles for

Teacher Competences and Qualifications, Brussels. European Commission Directorate-General for Education and Culture(2002). European Report on Quality

Indicators of Lifelong Learning, Brussels. European Commission Directorate-General for Education and Culture (2008). The EQF for LLL, Luxembourg. Fisher et al(2006).Teachers Learning with Digital Technologies: A Review of Research and projects, FutureLab,

Bristol. González J., Wagenaar R. (eds.)(2005). Tuning Educational Structures in Europe II. Universidad de Deusto,

Bilbao. Hargreaves and Goodson(1996). Teachers’ Professional Lives:Aspirations and Actualities. In Goodson F., Hargreaves A.(eds.). Teachers’ Professional Lives, Falmer Press, London & Washington DC. Kelly et al.(2004). European Profile for Language Teacher Education –A Frame of Reference. A Report to the

European Commission Directorate General for Education and Culture, University of Southampton. Loveless A.(2008). Retooling or Renaissance?teacher education, professional knowledge and a changing

landscape, TEPE conference proceedings, Ljubljiana, 21-23.2.2008. Margiotta U. (ed.) (2006). Professione docente. Come costruire competenze professionali attraverso l’analisi sulle

pratiche. Formazione & Insegnamento, Pensa Multimedia, Lecce, voll.1/2. Margiotta U. (2007). Insegnare nella società della conoscenza, Pensa Multimedia, Lecce. Stewart Y.(2008).Mainstreaming the EU dimension into TE in England – enabling and disabling factors, TEPE

conference proceedings, Ljubljiana, 21-23.2.2008.

caena emett

Documents

quality education

quality of teacher education

harmonising teacher

reform of education

concrete future education

eu statesepostl

role teachers

lifelong learning