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European Commission DG Education and Culture Education Directorate School Policy Unit

Education and Training 2010 Peer Learning Activity, Vilnius 2009 Policy approaches to Practical Classroom Training in ITE. European Commission DG Education and Culture Education Directorate School Policy Unit Teacher Education = Paul Holdsworth. Why Peer Learning?

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European Commission DG Education and Culture Education Directorate School Policy Unit

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  1. Education and Training 2010 Peer Learning Activity, Vilnius 2009Policy approaches to Practical Classroom Training in ITE

  2. European Commission • DG Education and Culture • Education Directorate • School Policy Unit • Teacher Education = Paul Holdsworth

  3. Why Peer Learning? EU policy cooperation on Teacher Education What is a Peer Learning Activity? Policy issues in Classroom Practice in ITE

  4. Why Peer Learning? • Member States responsible for organisation and content of education and training systems • EU complements their work through: • Lifelong Learning Programme (Comenius, Erasmus, Leonardo …) • ‘Education and Training 2020’ programme of policy cooperation

  5. Why Peer Learning? • European policy cooperation helps Member States meet common challenges by: • developing common principles and goals • benchmarking, mutual monitoring • exchange of experience and good policy practice

  6. Common EU goals • (Ministers of Education 2007): • “make teaching a more attractive career choice, • improve the quality of teacher education and • provide initial education, induction and further professional development that is coordinated, coherent, adequately resourced and quality assured.”

  7. Common EU goals • “Ensure that teachers have : • HE qualification, • balance between research-based studies and teaching practice • specialist knowledge of their subjects, • pedagogical skills …” • “Consider raising level of qualifications and degree of practical experience required for employment as teacher …”

  8. Common EU goals • “Encourage closer links / partnerships between schools and teacher education institutions • Ensure that TEIs: • provide coherent, high quality, relevant TE programmes • respond effectively to evolving needs of schools, teachers, society…”

  9. Common EU goals • Promote competences that will enable teachers to: • teach transversal competences • teach effectively in heterogeneous classes • use ICT • collaborate with colleagues, parents, community • take part in school development • become autonomous learners • engage in reflective practice, research

  10. The EU agenda for Teacher Education CONTENT SYSTEMS • TE provision should be • coordinated • coherent • adequately resourced • responsive • quality assured • Status, recognition • Change the culture • reflective practice • research • Improve initial TE • level of qualification • theory / practice • core skills • Induction • Improve CPD • autonomous learners • lifelong learners • Mentoring, support

  11. Why Peer Learning? • European policy cooperation helps Member States meet common challenges by: • developing common principles and goals • benchmarking, mutual monitoring • exchange of experience and good policy practice

  12. Peer Learning • Peer Learning Clusters • select priority policy issues to analyse • organise Peer Learning • draw policy conclusions • disseminate policy advice in Member States

  13. What goes on at a PLA? • Hear / see different policy examples • Share own experiences and ideas • Question • Scrutinise • Discuss • Reflect …

  14. What goes on at a PLA? • informal • lots of time to d i s c u s s & reflect • opportunity to question stakeholders • mix of small + big group work • dynamic and flexible • requires active participation • focus on policy

  15. At the end of the PLA • Synthesis and conclusions • draw conclusions about successful policies • common factors • what is transferrable? • comments to hosts • Identify your next steps at home • Report back to your Cluster member

  16. After the PLA • Cluster adopts report of PLA • Cluster members and PLA participants disseminate findings within Member States • Commission publishes findings • … … Member States implement reforms

  17. Policy issues in Classroom Practice in ITE

  18. Policy issues in Classroom Practice • What’s the purpose of CP? • What constitutes ‘good practice’ in teaching? • How is a shared understanding arrived at? • How / where is it described? • How is it observed and measured? • How to define learning outcomes for Classroom Practice?

  19. Policy issues in Classroom Practice • How is a ‘successful’ classroom practice defined? • How are student teachers’ CP assessed? • By whom? Why? • Against which criteria? Whose criteria? • Student teachers’ self-evaluation? • CP and the pedagogy of Teacher Education • CP and the continuum of lifelong Teacher Education?

  20. Policy issues in Classroom Practice • How are students prepared for CP, and supported during it? • How are they helped to integrate ‘theory’ and ‘practice’? • How are mentors educated? • How are roles and responsibilities divided? • How is effective cooperation ensured?

  21. Policy issues in Classroom Practice • How is qualityassured? • How does the TEI gather feedback? • What are effective ways to structure CP? • how many hours? • how many separate of blocks of CP? • how much time in total throughout the ITE course? • how many ECTS?

  22. Policy issues in Classroom Practice • … • … • … • …

  23. In brief… • Ministers are committed to Improving Quality of Teacher Education in each Member State • This PLA is to help you help your Ministers to do that • … by learning about each others’ policies • and returning home with lots of practical ideas

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