TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEĂ“N GOOD PRACTICES LEARNT ABOUT DURING THE VISIT Practical teaching component, a training the trainer component and a Leadership component. Working on competences with similar competence - models in Europe, discussions with novice teachers in the University, discussions with teacher trainers in the state teacher training institute of Valladolid, innovative projects in primary-school, the use of ICT-components in the permanent teacher-training on the job. The diverse ways of how teachers are presented with professional development opportunities The exposure of different and valid models of teacher training and professional development; the visits to schools and university; the visits to teacher training centres and seeing how this model works in practice; meeting and speaking to different practitioners; speaking about different models with the other Cedefop participants. This experience was very interesting because I am directing a network of schools which are experimenting a new model of adult education. In this project, the biggest challenge is to develop new models which inspire teachers - we were exposed to a project which gave me new ideas The similarities of the courses and the way they interact; the interactivity which the online platform provides; the opportunities for teachers to engage in lifelong learning Interesting ideas to implement in my practice; ideas modernize and enhance my practice; helps to plan future strategies; inspires ideas for good leadership. Multi-cycle training system, in master level training. Engineer teacher training: first cycle BSc studies of engineering second cycle MA training for engineer teachers. There is existing single-cycle Engineer teacher training: 5 years, 300 credits, MEd degree Master of Education of e.g. electrical engineering + 30 credits BSc of electrical engineering Interesting to see how a teacher training model was installed that tries to suit the immediate and individual needs of teachers and/or schools. Teacher Training opportunities in Castilla y Leon. The impact of teacher training in the training institutions on the schools involved Cooperative work between the different institutions which lead to continuing professional development of teachers. A commitment to Continuing Professional Development and sharing good practice even though it is not compulsory -the informative value for teachers and trainers -teacher training model in Castilla and Leon. The model of the in-service training; the organisation of the training centres; the good practice examples of teacher training impact in schools Free teacher training for all teachers throughout their career The different models of teacher training from different countries; the practical ways of teaching in Castilla y Leon, meeting different pre-university teachers.
STUDY VISIT
24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN
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TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEĂ“N
APPROACHES TAKEN BY PARTICIPATING COUNTRIES In Spain and Romania the in-service teacher training systems, are quite similar apart from the fact that in Romania the teacher training is compulsory. The forms of inservice teacher training are similar, but Spain has some extra forms (the school projects, the innovative projects) In Hungary the in-service teacher training is organized by the Educational Office. It would be important to adapt the CyL model how the government can support the teacher training in public education. In Malta training is mostly organised by the Ministry for education and Employment and teachers subscribe to these opportunities. When compared to Poland, in Spain the teacher training is organised by the lower units of the teacher training institutions making it more available for the teachers working in the region. Many courses for trainers are proposed online which facilitates access for those in remote locations. The similarities between Germany and Spain: o e-learning courses are being offered; advantage: comfortable way to reach all teachers across the region and they can participate and do their workload when it suits them teachers as teacher trainers; o advantage: they are experienced in classroom management and classroom activities and know about possible difficulties The following points are communicated from all participating countries and relate to the differences and similarities of the institutions we work in: Different training systems for teachers and different training processes. Different degrees of autonomy of the headmasters. Different needs assessment methods (or not at all) which lead to the organisation of specific courses. o Different standards of living and employment conditions of teachers and headteachers, in some countries. Teachers have a high status and prestige whereas in other countries it is considered to be lower. Therefore teacher training responds to these conditions and organised quite differently. o Different methods of monitoring and evaluating student learning and standards for example central examinations in some countries but no national / central / summative examinations in others except for formative assessment. These monitoring systems impact on the organisation of teacher training. Not all countries offer free courses, run by state organisations, for their teachers o o o
STUDY VISIT
24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN
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TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEÓN
CHALLENGES FACED BY PARTICIPATING COUNTRIES Teachers´ lack of motivation for training and some resistance to change. The lack of funds which countries / institutions have at their disposition The addressing of needs of all teachers working in different tiers of education. A related challenge is to match the interests of schools and teachers with the PD opportunities on offer. There are also conflicts between teachers’ day-to-day duties and the possibility for them to attend these courses / seminars. It is challenging to offer training courses which are geographically accessible to all schools / teachers concerned. The following are the challenges which emanate from particular participating countries: The biggest challenge is how to integrate the ICT into the teacher training and inservice training. The lack of ICT skills which teachers may have will inhibit distance learning opportunities through online platforms. Not all teachers are using ICT applications in a way that enhances learning experiences. This is often a problem with financial constraints. Different financial infrastructures (even at school level and the resources they have) and different budgets for teacher training – this creates a challenge in the way teacher training can be organised to meet a diversity of needs. Training of teachers - different styles of school and local authorities management are prominent in different countries: for example authoritative systems and collaborative systems of management. The crucial role of the headmaster will heavily influence teacher training and eventual change. Common European Frameworks and the role of local / regional / national authorities will influence how schools and teachers react to PD opportunities. Different countries have different methods of inspection to monitor the quality of education, some countries have no system of formal inspection. It is also a challenge of how to bring teachers from different schools together in a way that they collaborate. Castilla y Leon has very high targets regarding ICT but not all countries have similar infrastructures and comparable ICT possibilities
STUDY VISIT
24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN
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TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEÓN
EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE IDENTIFIED THAT PARTICIPATING COUNTRIES These insights about innovative practices have been developed through a discussion and deconstruction exercise with the organisers of this study visit: The teacher training model in Castilla and Leon The way teacher training centre works in Valladolid The initial teacher training education model at University in Valladolid The impact of teacher training in primary school level (as in the example of Kantica Primary School) The impact of teacher training in high school / secondary school level (as in the example of IES Conde Lucanor) The following are effective and innovative solutions which participating countries have highlighted: In Spain, they had implemented the school-centred organizational forms of training to solve the lack of teachers` motivation for in-service training. The fact that all the members of staff within the school collaborate towards a common goal has proven to be an effective model. In Romania and Greece, a solution that partially solves the funding problem is by getting funds from European projects which can be invested in human resource development. In Malta, teachers’ needs are not always met because of poor training needs analysis and reform initiatives which do not always respect particular and specific school contexts. This practice suggests a possible solution – that of integrating training needs analysis and evaluation as an integral part of training organization. In Italy and Greece, there is a diversity of opportunities for teachers to engage in professionally. This can create a confusion as to what is being offered – a solution would be for a ‘territorial’ information management system (context-specific) which organizes these opportunities in an effective and teacher-friendly manner. In France, Greece, Austria and Germany, ICT and e-learning approaches are used to overcome geographical limitations. In Hungary and Latvia, teachers are being trained in the use of ICT technology so as to pass on this knowledge to their students. As the example which the Spanish approach shows, the best way is for the teacher training organisers in the in-service training institutions to be as close to the schools in the area as possible. The participant from Poland believes that having teachers as teacher trainers makes their courses relevant because they have precise ideas of the framework and the needs which teachers are bound to experience. The participants also believe that investigating the needs through an institutionalised tool ensures that teachers’ needs are met in an efficient manner.
STUDY VISIT
24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN
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TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEÓN
ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES We need to highlight that although these are good practices, as with all policy borrowing techniques, the context must be respected and strategies have to be integrated with the specific particularities of the country / institution in mind. The following strategies, as interpreted by the participants, enlisted can be transferred: The competence-based system of in-service training in Spain is a good practice to implement (the systems function, basically in the same terms and the Spanish approach has better results). The importance of tutoring/ mentoring newly appointed teachers and all other teachers who need support in their practice. Offering professional development opportunities for all teachers within the system, throughout their career. Teachers can learn from each other through collaborative practices / learning communities / peer teaching / team work, etc. Dialogue between teachers about learning and teaching practices is essential as this fosters new learning. Practices we have observed like project-based learning can ensure that teachers work together and students can learn from each other. The following are criteria that help to ensure transferability: Teacher-friendly approaches – the context of the teacher is respected Financial and human resources are to be provided. The following are the limitations that can affect transferability: Different cultural practices may inhibit the implementation of a ‘standard’ approach. Funds are of a crucial importance.
STUDY VISIT
24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN
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TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEÓN
CREATING NETWORKS OF EXPERTS, BUILDING PARNERSHIPS FOR FUTURE PROJECTS One of the ways of the further cooperation is developing common projects in the field of the Erasmus + programme (KA1 and KA2 initiative). The representatives of teacher training institutions in Castilla y Leon region may be asked to present their approach in the different participating training institutions. After this study visit, participants will use: Communication through the study visit blog and Twitter http://teachertrainingvalladolid.blogspot.com.es/2014_02_01_archive.html
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Creating a sustainable approach through future collaboration / communication Continue to develop links between participants on the programme via the DP Valladolid Disseminate ideas discussed/observed on management and leadership strategies to colleagues Continue to develop strategies in own country to integrate ICT into the curriculum and to develop better systems to enhance teachers’ confidence and ability to use ICT in the classroom Present the ideas developed in this study visit to our specific teams back in our countries – this will create a multiplier effect. The participants agreed that the most important message that we have taken from this Cedefop study visit is: How we can turn schools from teaching organisations into learning organisations. This message is relevant to educators and policy makers at all levels. Teacher training through school mentoring and monitoring will give a much more effective approach and will help schools as well as teachers in their career development. ICT can enhance practices.
STUDY VISIT
24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN
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