uk study visit - ph wien · intercultural competence. iwq | silvia jindra 10 ... use of eportfolios...

UK Study Visit

18.03.2015

CPD strategies

in teacher training curricula(German as a second language)

Silvia Jindra

3

Austria

Some Facts and Figures

Source: 2013 – www.statistik.at

4IWQ | Silvia Jindra

Austria Vienna

inhabitants 8,374.000 1.730.000

people with

migration

background

1,625200

(19,4%)

665.900

(38,5%)

Statistics Austria:

school year 2012/13

IWQ | Silvia Jindra 5

Austria total Vienna

students 1.121.794 221.828

students with non-

German mother

tongue

226.547

(20,2%)

100.057

(45,1%)

Source: BMBF, Zahlenspiegel 2013

http://pubshop.bmbf.gv.at/detail.aspx?id=546

http://pubshop.bmbf.gv.at/detail.aspx?id=546

The most frequently used

migrant languages in

schools 2011/12

1. BKS 62.711

2. Turkish 56.157

3. Albanian 14.117

4. Romanian 8.933

5. Arabian 6.982

6. Polish 5.804


http://medienservicestelle.at/migration_bewegt/2012/09/24/210-788-schulerinnen-mit-nicht-deutscher-erstsprache/

http://medienservicestelle.at/migration_bewegt/2012/09/24/210-788-schulerinnen-mit-nicht-deutscher-erstsprache/

Challenges:


• Big differences in achievement between native and migrant

students

• Students from migration background under-represented in

higher secondary schools

• Students with non-German mother tongue over-represented

in schools for children with special needs

(lack of German!)


• Drop outs: 14 % of students with non - German mother

tongue dropped out of school at the age of 14

(German speakers 6%)

• 24% migrant students in polytechnical schools (= 9th grade)

but only 11 % opt for apprenticeship training

source: http://www.iv-net.at/d3799/bildung_und_integration-zahlen_daten_fakten.pdf

http://www.iv-net.at/d3799/bildung_und_integration-zahlen_daten_fakten.pdf

CPD


German as a Second Language

Mother – tongue instruction

Intercultural competence


German as a second language

• German is an important requirement in order to

participate in the social, cultural and economic life in

Austria

Mother tongue instruction

• A solid knowledge of the first language (mother tongue)

helps to develop the learning of the second language1

• To consider bi- and multilingualism as positive and as an

additional value / qualification

1) Prof Dr. Rudolf de Cillia in Spracherwerb in der Migration. Nr. 3/ 2008, bm:uk

Importance of effective

in-service programmes


• Academic course German as a Second language:

3 semesters, additional qualification

• Academic course Teaching first languages in the context

of migration

• Intercultural competence for head teachers

• Intercultural competence: How to deal with migrant

parents ?

CPD strategies

in teacher training curricula

(vocational education)

Ingrid Salzmann-Pfleger

12

CPD

ACADEMIC COURSE:

School Educational counsellor (12 Credits)

main issues:

helps in career planning

offers individual consulting

personal guidance

cooperation with non–school institutions

IWQ | Salzmann-Pfleger 13

CPD

ACADEMIC COURSE:

Vocational Orientation (10 Credits)

main issues:

organization of local concepts for schools

organization of practical work experience days for students

organisation of excursions

inviting experts from the economic sector

provides the link to assessment centers for future employment

IWQ | Salzmann-Pfleger 14

Programmes of study

16

Teaching at vocational part-time

schools

…for engineering and tourism,arts and

crafts – focus on workshops

… in the field information and

communication

… for fashion and design

… for the service industries

management - focus on nutrition

Teaching at vocational secondary

schools


Course of studies for teachers at

vocational part-time schools (dual system)

Three expert groups (FG)

FG I - general and commercial subjectso accounting and calculating

o economics and commercial correspondence

o civil and political education

o German language and communication

o job-related English language

FG II - specialized theoretical subjects

apprenticeships for 250 professions

FG III workshop training

apprenticeships for 250 professions

17IWQ | Elisabeth Schön

Course of studies for teachers at

vocational full-time schools

Two expert groups (FG):

FG A - specialized

theoretical subjects - 150

occupational fields

FG B – workshop training -

150 occupational fields


In-service route

1st Part: 2 Semesters (60 ECs)

2nd Part: 4 Semesters (120 ECs)

Contact hours 90 hours per semester

Supervised Self-Study 39 hours per semester

ECs according to ECTS 180 European Credits

Academic Degree: Bachelor of Education (BEd)


Entry Requirements

(in-service route)

- Relevant professional work experience of 3 years

- Final examination of recognised higher educational

institutions with professional focus or similar

qualification. (FG I and II)

- University entrance examination or master craftsman

certificate (e.g. a workshop, laboratory) for groups III

or B


Organisation

Employment contract with the local board of

education - "School”

Application via official channels

Admission by the department

Enrolment and registration

1st and 2nd Semesters in-service: contact hours every Friday plus coaching at school by a tutor of the department

3rd and 4th Semester - full-time studies at PH

5th and 6th Semester in-service 2 weeks / semester


Course of studies for teachers

at vocational full-time schools

1st Part: 2 Semester (60 ECs)

2nd Part: 4 Semester (120 ECs)

Contact hours: 125 hours per semester

Supervised Self-Study: 39 hours per semester

ECs according to ECTS: 180 European Credits

Academic Degree: Bachelor of Education (BEd)


Entry Requirements

Final examination of recognised higher educational institutions with professional focus

or

similar qualification

or

Final examination of recognised higher educational institutions and degree of a university or similar institution with professional focus.


Work Placement

Specific professional experience to an extense of 24 (30)

weeks full-time employment required

Work placement can be done before or during the studies

The goal is to gain specific professional and economical

experience as a basis for the competent teaching of

specialised content knowledge.


Fields of Competences

Vocationally oriented specific competences based on

knowledge and experience.


Fields of CompetencesPedagogic skills to transfer knowledge and experience into

classroom teaching with a variety of teaching methods



Ability to motivate und assess



28

Personal and social competences



Ability to organize excursions and hands-on

experience in projects and training firms



Ability to provide cooperation and integration for young

people with special needs

Intercultural competences


Classroom activities(career pathway preparation)

Good Practice examples(14-yr-old students lower secondary school)

Nicoletta Glanzner

31

IWQ | Nicoletta Glanzner

Classroom activities and career

pathway orientation in lower

secondary school

interdisciplinary subject at school

work with employment organisations that

focus on teenagers and upper secondary

schools


AT SCHOOL

project work –

focus on the interests, abilities and talents

of the children

aim: realistic self-perception

school authorities

employment office

job information institutions

job promotion institutions


IWQ| Nicoletta Glanzner 35

important for perspective future employers


written

curriculum vitae, letters of application and

how to create portfolios

oral

presenting themselves: mock job interviews,

phone calls

dress codes, codes of conduct, body language


higher education, apprenticeships

job descriptions, required abilities, average

salaries, qualifications and education

needed, popularity


OUTSIDE OF SCHOOL

information counters, practical experience,

workshops, talent checks


40IWQ | Nicoletta Glanzner

upper secondary schools

professional schools

companies


self organized work in a company in their

desired field

aim: gaining real life practical experience

reflection work: expectations, problems,

analysis


43IWQ | Nicoletta Glanzner

individual work

contact after lower secondary school


46

Use of ePortfolios(vocational context, student teacher training)

Mobile learning / teaching,

Digital skills as a career path

Klaus Himpsl-Gutermann

Petra Szucsich

Centre for Educational Technology and Innovation

Department for Interdisciplinary Education (IBS)

Department for Interdisciplinary Education | Klaus Himpsl-Gutermann & Petra Szucsich 47

Department for Interdisciplinary Education | Klaus Himpsl-Gutermann & Petra Szucsich 48/22

ePortfolios for Lifelong Learning

An ePortfolio is a digital collection of artefacts to make learning processes

and outcomes visible to oneself and to others.

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reflection presentation development

At school and university: alternative assessment tool

18.0

3.2

0

15

https://www.flickr.com/photos/myblackrainbow/

https://www.flickr.com/photos/shannonkringen/

https://www.flickr.com/photos/hadock/

KidZ ePortfolio Study 2014


• Assessment of portfolio

work in Austria

• Good practice examples of

e-portfolio work

• Interviews with teachers

KidZ - “Classroom of the Future“

KidZ Austria


• 4-year-project

• initiated by the Federal Ministry of

Education and Women

• integration of ICT in regular

school life

KidZ Vienna


• Development project

• University of Teacher Education

Vienna

• 11 schools in Vienna

Transfer between

theory and practice

“Praxisschulen“


ZLI Blog

• “ test schools“

on university campus

• close collaboration

• direct communication

http://zli.phwien.ac.at/

Mobile Learning


• using smartphones & tablets

in class

• innovative learning designs &

media literacy

• project in cooperation with

Microsoft Austria: 60 tablets in

two classes at “Praxisschule“

• sets of mobile teaching devices

International cooperation

and projects


Latest proposals:

• Erasmus+ KA3 about ePortfolio & Social

Video Learning to promote reflective practice

• 3 Horizon 2020 proposals

• Europortfolio network

• Eufolio classroom ePortfolios

• Mahara Open Source community

Traineeship programmes

Impact study employability / sustainability

Benefits of mobility programmes

(world of work)

Thomas Bauer

55

International Office | Dr. Thomas Bauer 56

Erasmus+

…and the benefits of the mobility

programmes for the employability

of students

What we do to raise the employability of

students…

Student mobility (~ 90 partner universities) 5 – max. 6 months abroad

language competences/skills

intercultural competences/skills

work in a different academic environment

personal development

self-confidence, self-esteem

come back as adults who studied and taught in anothercountry

57International Office | Dr. Thomas Bauer

Returning to PH Wien:

know how to orientate in another education system

use their knowledge and experiences to motivate others

full recognition of studies abroad - generously

transcript and confirmation letter are handed over


New offers

Traineeships for students

especially former Erasmus+ students use thisopportunity

vocational traineeships funded abroad

use Erasmus+ months to get teaching practice abroad, before starting to work in AT

Additional practice in another EU country as a positive asset before applying for a job in AT


Traineeships for Graduates Mobility

Since 2014: a good opportunity to use time before starting to

work in Austria

proactive and decision-making

strategic and organisational skills

start their career with a job abroad

shows adaptability to a different employment market

monitoring and evaluation plan gives feedback


Findings from the Erasmus Impact Study (EIS)

22 years / 61% female / 67% Bachelor / 6 months / € 272 average grant

At PH Wien:

21 years / 90% female / 100% Bachelor / 5 months / ~ € 300

Austria‘s favourites:

1. Germany 2. Spain 3. France

At PH Wien

1. Spain 2. Sweden 3. Netherlands


Findings from the Erasmus Impact Study (EIS) and

the effects on employability

85% take part in order to improve their employability

64% of employers expect international experience

99% improve confidence and adaptability

50% reduced probability of later unemployment

44% increased probability to get a management position later


Findings from the Erasmus Impact Study (EIS) and the

effects on empoyability

Effects at PH Wien:

OLS service plus language courses improve their employability

significant improvement of TEFL- teachers when return to Vienna

Vienna Board of Education always looks for students/teachers withinternational experience (Vienna bilingual schools, Dual languageprogramme, English in primary schools, CLIL-programmes)

Outgoings come back with a different view on the education system

Empathy with migrant students and their language needs (70 % !)


Thank you for your attention /

Danke für Ihre Aufmerksamkeit!

Meet you at the International Office

auf Wiedersehen im Internationalen Büro…


closing note / Q&A

65

uk study visit - ph wien · intercultural competence. iwq | silvia jindra 10 ... use of eportfolios...

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