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Competency Based Curricula Bihac 4 th September 2017

Competency Based Curricula Bihac 4 th September 2017. Dobro jutro. Geraldine Leydon and Karolna Kardas. MMU Work package WP.2. DEVELOPMENT OF COMPETENCE-BASED CURRICULA (with the University of Zagreb). MMU’s Role. Every country is unique.

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Competency Based Curricula Bihac 4 th September 2017

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  1. Competency Based CurriculaBihac 4th September 2017 Dobro jutro Geraldine Leydon and Karolna Kardas

  2. MMU Work package WP.2 DEVELOPMENT OF COMPETENCE-BASED CURRICULA (with the University of Zagreb)

  3. MMU’s Role Every country is unique Teaching involves values and assumptions relating to education, society, learning so they may be enacted differently in different national contexts. ‘ASSUMPTIONS: All 6 BH partner HEIs recognize the great opportunity to improve their preschool teacher education curricula in cooperation with reputable EU partner Universities.’ MMU’s role is to support the process and encourage discussion to ownership of the process Bringing all the relevant stakeholders together will stimulate discussion and debate with the aim of having a shared understanding

  4. What is a competence? ‘a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world, in a particular domain (Deakin Crick, 2008) Can be seen as teachers learning how to: Think – the development of own pedagogical thinking Know – competency depends on knowledge supported by metacognitive skills Feel – linked to professional identity – attitudes expectations and commitments, self-accountability, collaboration Act -Practice to be informed by principles, to be able to adapt and judge when in a situation ‘Supporting teacher competence development’, European commission 2012 To be seen holistically, a combination of knowledge, understanding and skills, attitudes, values, cognitive and practical skills

  5. There are a wide variety of approaches and purposes Legislation defining entry qualifications, employment, teacher status, in service training and criteria for performance assessment (Malta) General Guidelines defining obligations and broad outcomes of teacher educations curricula e.g. Croatia National Acts regulating the organisation and definition of curricula, certification and examinations in ITT e.g. Austria Broad legislation defining qualifications, training requirements outcomes for different levels of schooling e.g. Luxembourg Even if competencies are described, the detail level varies. Purpose For B &H The competencies are meant as guidelines for study programmes across B &H HE early years curricula Discuss thoughts on objectives for B & H - feedback

  6. Why competencies? Recap introductory conference ‘Emerging themes, MMU Project Activities’ To enable teachers to innovate and adapt to a changing world, e.g. IT Activity – 1. Why competencies for your institution? To enable teachers to work effectively with marginalised groups 2.Feedback issues arising from your discussions e.g. prioritising was easy; clear agreement… Self-reflection leading to CPD To be consistent in EU Policy Clarity of what teaching staff are expected to know To assess quality of teaching of teachers

  7. Developing a framework • A number of factors form the basis for the process: • Ownership – stakeholders and benefactors – coordination and leadership bac at the HE institutions : Consensus; consultation; acknowledgement • Purpose – clarity; expectations; for who? Why; Consequences • The process of defining teacher competencies- commitment; all level involvement; roles of the actors outlined; realistic time schedule; opportunities for all to reflect and comment • Defining and capturing the complex nature of the competencies – teaching is complex and multifaceted; should reflect culture in which they will be used; promotes teacher agency; based on trust; based on professionalism of the teacher; fit for purpose e.g. level of detail; be dynamic and not fixed • Implementation – must be stable, durable and flexible

  8. HVALA

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