COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL School of Higher...
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COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice COMPETENCIES ______________ BE ABLE TO... Analysis adapted: http://www.giase.min-edu.pt/nonio/internac/PICCTE_Profiles_Final.doc Socrates project «PICTTE» (Profiles in ICT for Teacher Education) which involves eight partners from three different countries – Portugal, Germany and Spain - 1999/2000 No offcial document
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Transcript of COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL School of Higher...
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
COMPETENCIES ______________ BE ABLE TO...
Analysis adapted: http://www.giase.min-edu.pt/nonio/internac/PICCTE_Profiles_Final.doc
Socrates project «PICTTE» (Profiles in ICT for Teacher Education) which involves eight partners from three different countries – Portugal, Germany and Spain - 1999/2000
No offcial document
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
General Teaching
Teaching Methodologies
Planning
Course preparation
Media integration
Evaluating, Monitoring and Assessing
Evaluation of ICT content
Safety, legal and ethical issues of the use of ICT
Project management
Subject Teaching
Scientific Updating
Research
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Teaching Methodologies
Keywords/concepts: Flexibility, ICT collaborative learning
Description: Teachers should be able to decide which methodology is best suited to the objectives of learning, how to use ICT and to identify the adequate methodologies to integrate ICT in teaching. The choice for a particular methodology should be based on co-participation of students. This includes the participation of pupils in producing a specific methodology promoting a conversational approach.
Examples:The teacher constructs a pedagogical situation that includes pupils' participation and that is aware of the specificity of the ICT resources used.
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Planning
Keywords/concepts:
Description: Teachers should be able to identify resources and adequate strategies regarding the use and choice among the different media related to the general context of learning (subject and learners). Teachers should be able to decide when and whether not to use ICT in teaching. Teachers should be able to identify «helpers».
Examples:The teacher plans learning activities selecting different kinds of ICT and non-ICT based resources. The main criteria should be to explore the potentialities of each media.
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Course preparation
Keywords/concepts: Strategies, Resources, Production of pedagogical materials
Description: Teachers should be able to design simple pedagogical materials and develop contents adequate to the strategies chosen for the learning scenario. They must be able to identify sources of information. They must be familiar with the preparation, identification and selection of resources. They must be able to collaborate with other teachers producing these materials and to integrate a team of different players (combine competencies), to play in a network of teachers with different skills. All this must be done with flexibility regarding the teacher personality.
Examples:Teachers should be able to use materials like electronic presentations and to search and publish in the Internet as a normal element of course preparation.
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Media integration
Keywords/concepts: Media Diversification, Media Combination
Description: Teachers should be able to choose the kind of media to integrate in the teaching of specific subjects. They also should be able to identify appropriate and inappropriate media from curricular and technical perspectives and the advantages of media combination. He should not believe in just one medium.
Examples:Teachers organise educational activities including a diversity of media.
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Evaluating, Monitoring and Assessing
Keywords/concepts: Teaching/Learning Evaluation, Teaching Monitoring, Students assessment
Description: Teachers should be able to evaluate the use of ICT in teaching, including the dimensions referred before (adapting to strategies). Teachers should be able to make a self-evaluation.Teachers should be able to monitor IT assisted learning.Teachers should be able to use ICT for assessing students/learners whenever this resource is used in teaching. They should know how to use different methods (qualitative and quantitative).
Examples:Construction of observation grids to monitor the way pupils use ICT resources in learning
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Evaluation of ICT content
Keywords/concepts: Scientific and pedagogic quality
Description: Teachers should be able to evaluate the scientific and pedagogic content of ICT resources. They also should promote a critical view of ICT resources.
Examples: Teachers select ICT resources using criteria of quality.
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Safety, legal and ethical issues of the use of ICT
Keywords/concepts: Safe use of ICT
Description: Teachers should be aware of important issues of equality of opportunity to the Internet, copyright, ethical, and other legal considerations.
Examples:Teachers select ICT resources using criteria of safety and equality
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Project management
Keywords/concepts: projects; collaboration
Description: Teachers should be able to present and implement projects based on ICT. Teachers should be able to promote and manage ICT collaborative projects. Examples:Elaboration of ICT based school projects involving other colleagues and school board, showing capacity to promote dynamics among peers.
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Scientific Updating
Keywords/concepts: continuous learning
Description: Teachers should be able to use ICT in particularly the Internet for Scientific updateThey should be able to get information and transform it into knowledge of its specific subject
Examples:Teachers use communication tools like mailing lists to access scientific updating.Latest scientific researches may become an interesting issue to search on the Internet
COMPETENCIES ASSUMED AS A BASIS
OF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
Research
Keywords/concepts: research learning
Description: Teachers should promote research through joint school projects, involving students, establishing partnerships with other institutions, participation in web educational communities.
Examples:To organise activities in schools involving scientists, formulating questions from the pupils/responses from scientists, through email or foruns
Initial teacher training
• Teaching Methodologies• Planning• Course preparation • Media integration
• Safety, legal and ethical issues of the use of ICT • Project management
Subject Teaching
• Research
In service teacher training
• Teaching Methodologies*• Planning*• Course preparation*• Media integration*• Evaluating, Monitoring and Assessing• Evaluation of ICT content• Safety, legal and ethical issues of the use of ICT* • Project management*
Subject Teaching • Scientific Updating • Research*
* More developed than initial training
COMPETENCIES ASSUMED AS A BASISOF INITIAL AND IN SERVICE TEACHER TRAINING
PORTUGAL
School of Higher Education of Santarém – Cristina Novo – [email protected] – UTeacher Seminar Venice
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