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Working Group: Professional Development of Trainees of History and Civic Education

Working Group: Professional Development of Trainees of History and Civic Education. Current Group Composition. Albania Austria Belgium Bosnia and Herzegovina Estonia Finland France Kosova Malta Moldova Norway Romania Spain EUROCLIO (UK). Working Group Discussion.

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Working Group: Professional Development of Trainees of History and Civic Education

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  1. Working Group: Professional Development of Trainees of History and Civic Education

  2. Current Group Composition Albania Austria Belgium Bosnia and Herzegovina Estonia Finland France Kosova Malta Moldova Norway Romania Spain EUROCLIO (UK)

  3. Working Group Discussion • Awareness raising of practicalities of Initial Teacher Education (valuing the process) • Comparisons of systems Who are the trainees? Who are the trainers? What is their profile on entry and exit? What key competencies are required? What works well as professional development models? Would case studies help the sector develop and share ‘best practice’?

  4. Challenges • Finding the time and maintaining the discussion • Concept terminology • Collecting manageable, useable data and sources • Changing Duties and Personal Pressures

  5. The wiki

  6. What jumps out?

  7. Competences and Regulation:e.g. Belgium (Flemish Community) • Teacher competencies are sorted in a set of categories based on function- the teacher as : • facilitator of learning and developmental processes; • educator in the broader sense; • content expert; • organizer; • innovator and the teacher as researcher; • partner of parents or caretakers; • member of a school team; • partner of external individuals; • member of the educational community; • cultural participant.

  8. Solutions • Talk to each other face to face now = More clearly define what we want to do that will enhance the project; what we can do; and what is manageable in the time • Break down the overwhelming task into a smaller, manageable task = Know what we want to end up with as a project • Ensure focus is tight • Use the most easy to access technology • Agree Individual tasks • Set deadlines

  9. The Konferenzsaal Discussion We were well behaved! We talked about the questions We agreed some aspects of the questionnaire are challenging There were no surprises

  10. We continued to look for a white cat in a snow storm…

  11. This is a picture of us doing this….

  12. The discussion over coffee (or tea for English people) Having a description of systems of initial teacher education and professional development would be helpful Having a definition of key terminology and concepts would help ensure consistency in questionnaire responses and be a useful tool for a wider audience

  13. The big leap forward?… the back of the bus discussion

  14. Looking for quality • What demonstrates good performance for trainees- • how do we/they know they are doing well? • Assessment • Portfolios • Competences • Regulatory Frameworks Product: Short case studies in a report

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