Enhancing Professional Development
of Education Practitioners and Teaching/Learning practices
Sarajevo, Bosnia and Herzegovina, 17-18 November
2006
Enhancing Professional Development
of Education Practitioners and Teaching/Learning practices
Sarajevo, Bosnia and Herzegovina, 17-18 November
2006
Teachers’ career Teachers’ career development and in-development and in-
service training service training
Teachers’ career Teachers’ career development and in-development and in-
service training service training Tunde Kovacs-CerovicTunde Kovacs-Cerovic
Faculty of Philosophy, BelgradeFaculty of Philosophy, BelgradeRoma Education Fund, BudapestRoma Education Fund, Budapest
1st topic: Purpose
-View from teacher educators perspective?
- View from teachers perspective?- Any other perspective?
Social benefits
Personal benefits
teachers
efficient and effective ?
equitable ?equitable ?
measurable and accountable ?
regulated ?
open and participatory ?
textbooks curriculum
finansing managementassessment evaluation
SCHOOL
Social benefits ?
Personal benefits ?
teachers
open and participatory = rigid and closed
equitable = equitable = preserving preserving monopolymonopoly
measurable and accountable = accountable to US, not THEM
Regulated =
Inspected, controlled
efficient and effective = who pays / who gets what
textbooks curriculum
finansing managementassessment evaluation
SCHOOL
eefffefective ?ctive ?
open and participatory ?open and participatory ?equitable ?equitable ?measurable and accountable ?measurable and accountable ?efefffiicient?cient? rregulegulated ?ated ?
eefffefective ?ctive ?
open and participatory ?open and participatory ?equitable ?equitable ?measurable and accountable ?measurable and accountable ?efefffiicient?cient? rregulegulated ?ated ?
Teacher carreer development and in-service training
system
2nd topic: Content
• what is the teaching profession about?
Teachers’ competencies…
• Communication• Child development• Psychology of learning• Teaching methods• Curriculum design• Assessment• Subject knowledge• Education management• Etc
How to best organise INSET to develop all competencies?
• Rethinking the teaching profession’s most complicated aspects:
– Balancing between:• Own and others’ understanding of the subject area • Caring for different needs of different children and for the
need of creating joint meanings• Supporting development and steering development
– Being influenced in (often) contradictory ways by 2 types of knowledge about education, upbringing, the nature of being a teacher :
• formally gained scientific, explicit knowledge and • informally gained culturally constructed and idiosyncratic
implicit knowledge– Solving multiple problems in ill-defined problem
spaces • immediately, transparently, simultaniously;
INSET fitting to this?
3rd topic: Subject
• The teacher as a human being
3 examples• Can a teacher act in counterintuitive
ways?• Can a teacher refrain from having
emotions?• Can a teacher recognise own bias?and• Human dilemma: should I say that I
need INSET or that I do not need it?
4th topic: Context
policy contexteducation reform agenda
Uniform plan and programm
inspectionUniformitextbooks
CentralizedTeacher training
Outcomemoni-toring
Central steering framework
Support to teachers Support to schools
PILOTPILOTPROGRAMMESPROGRAMMES
INNOVATIONINNOVATION
PILOT PILOT SCHOOLSSCHOOLS
Tea
cher
Pro
fess
ion
al
Dev
elop
men
t
Acc
oun
tab
le
Man
agem
ent
TrainingTraining InformingInforming
CONSTRUCTIONCONSTRUCTIONCOMPETENT,COMPETENT,
RESPONSIBLE,RESPONSIBLE,
FREE CHILDRENFREE CHILDREN
Act
ivit
y
ASSESSMENT & EVALUATIONASSESSMENT & EVALUATION
SCHOOL
NETWORK
Licenc
eAdv
ance
men
t
Prof
essio
nal
Devel
opm
ent
Scho
ol
deve
lopm
ent
Q
ualit
y
assu
ranc
e
New M
anag
emen
t
EIS
N E W CURRICULUM & TEXTBOOKSN E W CURRICULUM & TEXTBOOKS
Lay views on the education system
Everybody has his own perspective based on:• incidental knowledge• particular experience• own success story• and of course, interests
Importance for TE/INSET
• Incentives:– What kind?– How much?– Which mechanism? How to be fair?– How to know that incentives support quality?
• Training offer:– How to broaden the offer?– How to know what is missing?– How to address missing areas?– How to balance the offer?
• Choice of training– Who should choose?– How do we know what should be chosen? (people usually choose
what they like, people usually don’t like what they don’t know)– Free choice? Forced choice?– Can the final recipient have a say?
Workshop plan
recommendations
Broaden inset offer and choice:
Case multiculturalism
Inset structure, Organisation, content
Incentive:Career development
Next stepsmaybe
Enhancing Professional Development
of Education Practitioners and Teaching/Learning practices
Sarajevo, Bosnia and Herzegovina, 17-18 November
2006
Enhancing Professional Development
of Education Practitioners and Teaching/Learning practices
Sarajevo, Bosnia and Herzegovina, 17-18 November
2006
RECOMMENDATIONS
Group B
INSET/PRESERVICE• INTRODUCE NEW COURSES IN UNIVERSITIES
– Children With special needs, – CR, tolerance– Multicultural education– Classroom management– ORGANISE MA FOR THE TEACHING PROFESSION
• LINK FACULTIES WITH PRACTICE– More time in teaching practice for students
• INSET COURSES SHOULD BE – Interactive– Based on the needs of teachers– Connected to real life problems
• ?
• INSET CHOICE– TEACHER HAS TO BE PROVIDED WITH MORE CHOICES– Find good balance– Use self-assessment of teachers as input– Use parents and community view as input– Better flow of information on INSET– Evaluation from other teachers, etc… – Modernisation of topics
• SELECTION OF TEACHER STUDENTS
CAREER DEVELOPMENT• DEFINE CLEAR LEVELS OF PROGRESSION, IF
NOT YET DONE • ATTACH FINANCING I.E. SALARY INCREASE• PRECISE INSTRUCTIONS FOR PROGRESSION
(IN TERMS OD COMPETENCIES & PROCEDURES)
• CREATE MOTIVATING PROCEDURES (IN ORDER TO REWARD BEST TEACHERS)
• CONNECT MA IN TEACHING PROFESSION TO CD
• ENSURE EQUAL ACCESS FOR ALL TEACHERS
DIVERSITY AND TEACHER EDUCATION/continuous
professional development
• INCLUDE NEW TRAINING TOPICS:– Communication with parents– Multicultural education– Bilingual education– Respecting social diversity in classroom
(incl. poverty)– CR, Tolerance,,,…
• DIVERSITY NEEDS TO BE A WIDER, GOVERNMENT INITIATIVE
• CAREER DEVELOPMENT REQUIREMENTS NEED TO REFLECT THE NEED FOR TEACHING IN DIVERSITY
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