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Preliminary results from the questionnaire 1 and 2 Alois Ecker

Preliminary results from the questionnaire 1 and 2 Alois Ecker 2 nd Expert Meeting Europahaus, Vienna 26 May 2011.

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Preliminary results from the questionnaire 1 and 2 Alois Ecker

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  1. Preliminary results from the questionnaire 1 and 2 Alois Ecker 2nd Expert MeetingEuropahaus, Vienna 26 May 2011 Assessment, tutorial structures and initial teacher education of trainee students in the subjects Political/Civic Education, Social/Cultural Studies and History in EuropeA comparative study

  2. 33 European countries involved

  3. Questionnaire – general conception ITT has become an task of tertiary education – we have to involve the universites in ITT The professionalisation of teacher training demands reserach based information The project will collect data on ITT which will form several databases also for future studies on ITT in the concerned subjects: training institutions, forms and concepts of training, content and methodology of curricula The ICCS study produced data on knowledge and competencies in the field of politics, citzenship – the CHE project will provide the data for teacher education in the field The EU wants an evidence based policy paper -the questionnaire forms the data background for this paper

  4. Conception and content of the questionnaire Part 1, A The contributors - Guidelines – Glossary General information on number and type of study programmes Statistical data: students, trainee teachers, feminisation (more difficult to get, than expected – thesis: an indicator for professionalisation of the organisation of teacher training) General information on teacher training institutions: institutions involved, proportion of students attached, relevant training institutions: -> DATABASE on training institutions Exploring the field of full study programmes of history, citizenship education, Social studies, politics, cultural studies;single subject, major – minor model, combinations

  5. Questionnaire – conception and content Part 1, B Structure of ITT – compared to Eurydice database (making the data comparable and feed them into the European database): models of training, length of studies, time for professional training, (structure of) the induction phase Entry requirements, forms of selection procedures, forms of assessment, Certification systems Career models for subject teachers thesis: from national public servant to a profession in the European context and market Forms of tutoring, mentoring, team orientationquestion: is there a professional profile of the future subject teacher underlying the ITT

  6. Questionnaire – conception and content Part 1, C The teaching of subjects History, CE etc. in primary and secondary school: Subjects and their place in the school curricula Hours taught per week The conception of the school subject - in the broader context of civic education- in relation to teacher training curricula- changes and/or expected changes in the conception of the school subject Statisticsnumber of subject teachers: total, in different school levels, male – female, employment, certification status, future developments

  7. Questionnaire – conception and content Part 2, D Deepen into curriculum analysis of selected full study programmes:max. 2 for History, max. 2 for citizenship education, ev. Social Studies, Politics, Cultural Studies Core curricula and (national) guidelines, national, regional, local coordination of c. Interdisciplinary coordination of c. as concerns aims, content, methodology, recognition of credits Date of C, impact of the Bologna-process Architecture/Organisation plan of the full study programme Summaries

  8. Questionnaire – conception and content Theoretical and conceptual basement Aims of ITT curricula; Poportion of courses in subject, subject didactics, general didactics, practical training Content of courses (name and type, ECTS, status in the curriculum, short description of content) Methodological training, subject didactic training Forms of practical training Didactic organisation of courses (lecture, research seminar, workshop, project work, blended learning, distance learning) Scale of professional training (teamwork, key-qualifications, interdisciplinary cooperation, interactive teaching, monitoring, use of media and ICT)

  9. Questionnaire – conception and content Specific analytic items: Historyproportion of local, regional, national, European, World historyproportion of political, social, economic, global, cultural historyAspects in the conception and/or the teaching of the subject: e.g. chonology, mulitperspectivity, gender history Specific analytic items: Civic educationpolitical literacy, civic education – citzenship education, HRE, intercultural education, conflict resolution/management, training skills for active citzenship, global development and responsibility, NGOs and pressure groups, environment, solidarity, self-confidence, critical thinkingtraining of sociological methodology (action research, de-/constructing narratives, film analysis …)interrelation between CE and History Education/ historical thinking

  10. Questionnaire – conception and content Specific analytic items: Social Studiesidentity of the social subject, social institutions, youth – peers‘ life, labour and labour market, community, health care, distribution of goods and services, economic decisions and accountability, migration, crime prevention, civic institutions Specific analytic items: Politicselections, militarized conflicts, dictatorship, civil conflicts, wars, social, cultural, linguistic diversity, local governance, science and tecnology in interaction with society, gender equality Specific analytic items: Cultural Studiesconstruction of values, beliefs, differing social perspectives, every-day-life, ways of living/Life-style, festivity, literature, language, art, artefacts, music In all three curricula: interrelation between the subject and History Education/ historical thinking

  11. Draftresults Part 1: Study programms, ITT Models, Institutions involved Important! the following presentation gives examplesbut NO representative or final resultsData are NOT evaluated and cross-checked

  12. Draft results Total number of institutions offering full study programmes to become a teacher of secondary school education for subject History or similar subjects in the study year 2009/10 (A1.1.2)

  13. Draftresults Number of institutionsoffering full study programmes to become a teacher of secondary school for subject History or similar subjectsstudy year 2009/10 per country (A1.1.2) One (12) Two (5) Three (2) missing data

  14. Draft results Proportion of teacher training by institutions percentage of students per institution (B1.2), 18.5.11

  15. Draftresults Proportion of teacher training by institutions percentage of students per institution (B1.2) Austria Universities Pedagogicaluniversities 25-49% < 5% 75-99% 100% 5-24% 50-74%

  16. Draftresults Proportion of teacher training by institutions percentage of students per institution (B1.2) Russian Federation Universities Pedagogicaluniversities 25-49% < 5% 50-74% 75-99% 100% 5-24%

  17. Draftresults Proportion of teacher training by institutions percentage of students per institution (B1.2) Norway Universities Colleges forhighereducation 25-49% < 5% 50-74% 75-99% 100% 5-24%

  18. Draftresults Proportion of teacher training by institutions percentage of students per institution (B1.2) Czech Republic Universities Pedagogicaluniversities Universitiesofappliedsciences 25-49% < 5% 75-99% 100% 5-24% 50-74%

  19. Draftresults Proportion of teacher training by institutions percentage of students per institution (B1.2) Germany (Heidelberg) Universities Pedagogicaluniversities Universitiesofappliedsciences 25-49% < 5% 75-99% 100% 5-24% 50-74%

  20. Draft results Proportion of teacher training by institutions percentage of students per institution (B1.2)

  21. Draftresults Proportion of teacher training by institutions percentage of students per institution (B1.2) Belgium Universities Colleges forhighereducation Teachertraininginstitutes 25-49% < 5% 75-99% 100% 5-24% 50-74%

  22. Draftresults Proportion of teacher training by institutions shown as percentage of students per institution (B1.2) Switzerland Universities Universitiesofappliedsciences Colleges forhighereducation Other 25-49% < 5% 75-99% 100% 5-24% 50-74%

  23. Draft results Number of full study programmesin the field of History, Citizenship/Civic Education, Social Studies, Politics and Cultural Studies. (A1.1) more than one (20) one (5) missing data

  24. Draftresults Countries with a study programme separate from the study programme for subject History to become a teacher for Citizenship/Civic Education, Social Studies, Politics, Cultural Studies and countries with none. (A1.2) yes (12) no (13) missing data

  25. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  26. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  27. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  28. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1) Norway 1

  29. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  30. Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1) Belgium 1

  31. Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1) Germany (Heidelberg) 1 1

  32. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  33. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  34. Draftresults Graphs showing number of study programmes to become a a teacher for History, Citizenship/Civic Education, Social Studies, Politics, Cultural Studies by ISCED per each country. (A1.2.1)

  35. Forms and/or combinations in studies of History (B3.1.1)=> 18. Mai

  36. Forms and/or combinations in studies of History (B3.1.1)=> 18. Mai • Danke für ihre Aufmerksamkeit!

  37. Consecutive, concurrent, modular model of training (B3.2.1) 18. Mai Consecutive (3) Concurrent (8) Modular (3) Consecutive, concurrent (1) Consecutive, modular (0) Mixed models (7) Missing data

  38. Length of teacher training studies for primary schools in years. (B4.1.2)

  39. Proportion of professional training of teacher training studies for primary schools. (B4.1.2)

  40. Length of teacher training studies for lower secondary schools in years. (B4.1.3)

  41. Proportion of professional training of teacher training studies for lower secondary schools. (B4.1.3)

  42. Length of teacher training studies for upper secondary schools in years. (B4.1.4)

  43. Proportion of professional training of teacher training studies for upper secondary schools. (B4.1.4)

  44. Induction phase (B4.2.2) => 18. Mai

  45. Length of induction phase B4.2.2) => 18. Mai

  46. Length of induction phase (B.4.2.2)

  47. variety of induction phases(B4.2.2) => 18. Mai

  48. Institutionalised forms of tutoring and/or mentoring during ITT studies (B4.8.2) => 18. Mai

  49. Proportions of institutionalised forms of tutoring and/or mentoring (B4.8.2) => 18. Mai

  50. Draftresults Part 2Analysing the curricula

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