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Educators CPD

Dilemmas and Challenges

Ene-Silvia Sarv, Viive-Riina Ruus

Cadiz18.-21.Sept. 2012

NW 1 Continuing Professional Development: Learning forIndividuals, Leaders, and Organisations

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Schools once set the information agenda,although that term was not used, while homeand church set the moral agenda. Now the

cultural agenda is set electronically. Schoolsand even homes seem to have become partof the counter- culture, the resistance,

fighting back with a declining share of theaction.

Barry O. Jones

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The background

transition from the industrial to the post- industrial state,Education integral part of culture => integral part of

economy .

Neoliberal .

Globalisation (Europeanisation) economical and cultural-technological areas. (NB Estonia as 10th by globalisationindex)

Are the education, teacher education and CPD 20/21 afailure?

Was the post-modernist moment a fore-sign of neo-liberalcrises of 21st?

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Some theoretical considerationsdriven out from practice

Revolutionary (?) changes in educational reality

E-learning/teaching

Tablet- and e-books

E-school

Life-long learningfor teachers

for students

Nonformal educational e-environment, inclmultilinguage practices

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Controversies

Rhetoric sounds right -- deeds might be quite opposite

E-environmental diversities, freedom, multi-sources --organisation of knowledge into systems of knowledge(need for new qualities of personal knowledgemanagement)

Decentralised centralisation in education, incl. a great partof CPD

Norming (official and hidden)versusresearch andknowledge based development, dynamic

Acnowledged need for research of SPD etc versusnon-financing

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Research questions

how teachers, schools and the local educationalsociety were and are really involved in CPD,especially research based teaching-learning anddevelopment of a curriculum

how CPD was and is organised and regulatedon state level both by content and by financing(incl mentoring)

educators involvement and cooperation inand between schools, universities, NGOs,educational enterprises, governmental organs as

well as other stakeholders and interest groups.

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Sources and perspectives ofresearch and action

No project financing => alternative ways

Documents

Students (pedagogical field)

As source of informationAs researchers - accomplishing co-operative mini-research as part

of learning process (science and philosophy of education)

As researchers master work

Main problem unified and strict method andmethodology in combination of students initiativeand degree of freedom

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Models of CPD

Late (up to end of 1980s)Life-long learning: system of 5-year cycle + short

courses on actual themes. Ca < 90% involvement.

Contemporary

Chaotic - depends on trends, trainers abilities andpopularity, will of teacher/headmaster not ofeducational/andragogical needs; training for state-exams. ca 30% involvement.

Desired /needed CPDCo-operation of life-long system and personal

interests and needs. Full involvement

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New areas of CPD

Methods of e-learning (e-modulas for independent

or group learning)Methods of collective/team knowledge creation and

knowledge managementOrganisational bees (mysletoloki/mttetalgud)

Rotators,

other methods of organisation of thinking processes with intensereflection

Synthesised methods: different combinations of e-

environments + organisational bees (etc) +pedagogical or educational-political knowledgecreation simulations or practical outcomes;widening of knowledge and skills.

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Some rarely touched challenges

Changing parentship and teacher-parentrelationsmore pedagogically un-educated parents, break of

generations-traditions in parentshipTeacher-parent alienation (e-school,

Less rights for teacher to influence family environment

De-culturisation of teachers

Lack of futures

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