three dimensions of requirements to teacher education · • inclusive education aims to end...
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OREALC/UNESCO [email protected] unesco.org/santiago UNESCOSantiago @UNESCOSantiago
THREE DIMENSIONS OF REQUIREMENTS TO TEACHER EDUCATIONXXI CENTURY SKILLS, INCLUSION, CITIZENSHIP.COCHABAMBA, July
23 2018
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RECENT REPORTS OF OREALC’S REGIONAL STRATEGY FOR TEACHERS
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21st Century SkillsConcept of Skill: Capacities of discernment and action that reflect knowledge, abilities, and attitudes in response to challenges posed by practical application in real life.
DIMENSIONS SKILLS
COGNITIVE
• Critical thinking
• Creativity and innovation
• Problem-solving
• Communication
• Information handling
• Use of digital technology
INTRAPERSONAL
• Reflective thinking
• Personal abilities
INTERPERSONAL
• Collaboration
• Local, national, and global citizenship
• Social responsibility
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Inclusive Pedagogy• Inclusive education aims to end exclusion in terms of race, economic situation,
social class, ethnic origin, language, religion, sex, sexual orientation, and aptitudes.
• Eliminating educational marginalization implies not only giving access to schoolingfor everyone, staying and finishing school education, but the guarantee of learning.
DIMENSIONS CATEGORIES OF TEACHER ACTION
Pedagogy
• Preparation of individual action plans
• Curricular planning and adaptation
• Pedagogical knowledge for effective teaching in disadvantaged
contexts
• Varied methodological strategies
Professional
Responsibility
• Collaborative work
• Participation in the school community
• Spaces of reflection among education professionals
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CITIZENSHIP EDUCATION: CATEGORIES FOR ANALYSING TEACHER EDUCATION CURRICULUM CONTENTS
Dimensions
• Principles and civic values (12 categories)
• Citizens and democraticparticipation (10 categories)
• Institutions (12 categories)
• Identity, plurality, diversity (8 categories)
• Coexistence and peace (4 categories)
• Macro Context (3 categories)
Examples
• Liberty, equity, common good, equality, solidarity, democracy.
• Rights, obligations, vote, accountability..
• Rule of law , government….
• National identity, discrimination..
• Coexistence, conflict resolution….
• Economy, sustainable development, globalization….
5
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7 countries
ArgentinaBrasilChileColombiaGuatemalaMéxicoPerú
22 Teacher
education institutions
97 academics
86 primary teacher
students
PARTICIPATING COUNTRIES IN STUDY ON XXI CENTURY SKILLS AND PEDAGOGIES OF
INCLUSION
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XXI Century Skills and Pedagogies forInclusion in Public Policies.
Official documents and norms refer to both topics, though not alwaysexplicitly.
• Presence of 21st Century Skills is not explicit in majority of countries.
• Presence stressed by “ideology” in some cuntries.
• Incorporation does not occur at the same time in different countries.
• Diversity of formative emphases among countries.
• Diversity of presences and absences among countries.
• Low level of specificity.
• The concept of inclusion has a diversity of understandings and uses in the region.
• Different emphasis of policies: ethnic-racial; special education needs; social differences and inequality; multilingualism; gender; etc.
• Level of development is different in the countries of the region; incorporation of the issue has not occurred at the same time.
• Little or no focus on the pedagogical dimension of inclusion in most countries.
XXI Century Skills
Pedagogies forInclusion
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21ST CENTURY SKILLSCurricular Patterns and Training Opportunities
• The concept of ‘skill/competence' is questioned. Not all trainers shareit because they attribute a neoliberal and technocratic meaning to it.
• There is an important absence of skills:a) In the cognitive field: creativity and innovation, information management and
ICT.
b) The whole scope of intrapersonal competences.
c) In the field of interpersonal skills: citizenship.
• The theory-practice tension crosses the FID, privileging theory andmaking it more complex to incorporate the skills, given its applieddimension.
• Difficulty of the curricular structures, of segregated character and withsubjects that are not always articulated and are coherent amongthemselves, to incorporate skills that have a more transversalcharacter, not associated with content.
Concept
Absences
Theory-Practice
Mainstreaming
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INCLUSIVE PEDAGOGYCurricular Patterns and Training Opportunities
• The concept of inclusion has unanimity regarding its use and the need totrain new teachers in an inclusive approach.
• A political assessment of the values of inclusion and diversity and a visionof barriers to equitable access to learning opportunities were found in allcountries.
• The awareness and political value of inclusion, does not have its equivalentin the pedagogical level, or the skills and tools closest to the classroomteaching that should be acquired in training.
• Two decisive methodological tools for inclusion - preparation of individualplans and pedagogical knowledge for effective teaching in disadvantagedcontexts- do not have a clear or prominent presence in the curricula or inthe practices of the institutions studied.
WithoutPedagogicalTools
Positive Assessment
Concept
SeriousAbsences
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• In each country, examine the 21st century skills and inclusive pedagogies that are less present in curricula and teacher training practices in order to strengthen them in a specific way.
• Incorporate both dimensions through specific content and not only transversally.
• Use pedagogical methodologies and strategies consistent with 21st century competency learning and educational inclusion in teacher education.
• Develop the capacities of teacher trainers in relation to the teaching of the indicated dimensions.
• Promote in the future teachers a disposition towards continuous professional learning in the fields of the study.
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TEACHER EDUCATION FOR CITIZENSHIP
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C.Cox/ Orealc-Unesco 12
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Civic or Civil emphasis of contents of CitizenshipEducation-related courses in Teacher Education, per
country.
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THREE DIMENSIONS OF REQUIREMENTS TO TEACHER EDUCATION.XXI CENTURY SKILLS, INCLUSION, CITIZENSHIP.
Focus on theory(declarativeknowledge) or on didacticsandpractice of
teachingcitizenship?
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Percent distribution of CitizenshipEducation-related courses, and their foci, per country.
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Challenges in Citizenship Teacher Education.
• Define teaching standards in citizenship education that specify what a teacher should know and be able to do in this area.
• Integrate citizenship education, as an explicit and relevant dimension in the accreditation of teacher training institutions in countries that have these systems.
• Establish citizenship education as a foundational area of teacher training through specialized courses.
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Challenges in Citizenship Teacher Ed. (cont.)
• Visualize that teacher training must enable teachers to teach civil aspects (close others) as much as civic aspects (distant others, political system) of civic life.
• Overcome the predominantly theoretical orientation of the training of teachers in citizenship to enhance didactic and practical training.
• Prepare future teachers in the democratic belief and its requirements for knowledge, skills and attitudes.
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THREE DIMENSIONS OF REQUIREMENTS TO TEACHER EDUCATION.XXI CENTURY skills, INCLUSION, CITIZENSHIP.
THANKS
[email protected]/UNESCO Santiago
More on our work in:
www.unesco.org/santiago
@UNESCOSantiago