Building Quality in Teacher Education
Prof. Dr Nan Bahr - Vice President, Southern Cross University
This paper addresses quality teaching and teacher education from a number of angles. The connecting thread is a view that, as with quality in all things, quality in teacher education is more than the sum of its parts. Hence a competency-based and often atomised professional standards approach to the evaluation of teachers’ performance and capacity is insufficient to ensure quality. Quality is argued to be born of these competencies as they come together holistically through the acquisition and employment of productive behaviours, and most importantly through the catalytic impact of specific personal attributes. Personal attributes, such as having high expectations of all learners, kindness, fairness, humour, and a general positive attitude to teaching are described as the forces that bring about quality. The equation for quality in teacher education is: Quality = (competencies + productive behaviours) x personal attributes. Initial teacher education can, and should, develop pre-service teachers in their personal attributes and values, at the same time as they hone their competencies for teaching. This intertwining is important to ensure teachers have the bespoke approach, the specialised productive behaviours, and the skill to influence learners positively, beyond the next achievement test.
History of textbook, and competency-based learning
Georg Eckert Institute, Germany
The STEM2TV project for the future STEM education in Asia
National Taiwan Normal University (NTNU)
The STEM2TV (Science, Technology, Engineering, and Mathematics for Taiwan, Thailand, and Vietnam) project,funded by Taiwanese Ministry of Science and Technology, aims to develop STEM instructional modules, assessment tools and teacher professional development to fit students’ needs and help teachers to develop their own STEM curriculums in the New Asia countries.In this speech, I will presentour STEM2TV projectin two parts: 1)how we are building strong relationships and partnerships by conducting STEM modules and assessments together, based on more comprehensive and contextual views toward STEMand2) The benefits and contributions of STEM2TV for STEM education communities.
International Teachers Professional Developing: Blended Learning between Europe and Asia
Jacques Ginestié, Maria Antonietta Impedovo
ADEF, Aix-Marseille Université
Blended learning is one of the wider used instructional approaches to higher education for initial and continuing education. Blended education proposed between different international regions and countries is still scarce, especially involving developing countries. Specifically, we are interested to explore blended learning course for international teachers professional learning. Some theoretical and operational principles to the design of blended learning are discussed in a socio-constructivist approach, followed by the description of a blended design in an international project. The paper goes in the direction to explore the potential for global collaboration and cooperative growth in blended learning.
1- “Reflectories” for the Promotion of Competences in Education for Sustainable Development
Gabriele Schrüfer, Katja Wrenger
University of Münster, Germany
In order to meet the challenges in a globalised world, appropriate competencies should be initiated among pupils in the sense of education for sustainable development. In Germany, the focus in this context is on systems thinking and evaluation competence. At the same time, the importance of digital media in the everyday lives of children and at school is increasing more and more. Both the promotion of ESD skills and the use of digital media in teaching are based on a constructivist approach to learning.
The question therefore arose, how can ESD competences be promoted with digital media? With the help of a design-based-research approach online learning arrangements (so-called reflectories) were developed. The word "reflectory" is composed of the terms "reflect" and "(s)tory". In concrete terms, the learners are integrated into a "story" within which they are invited to make reflective decisions. Then they are immediately confronted with possible consequences of their decisions, which in turn are starting points for further necessary decisions. On the basis of audio contributions, images and text materials, learners have to weigh up and finally make and reflect on complex and uncertain decisions. The content of the reflectories is based on the Sustainable Development Goals (SDGs). In a first step, content-related aspects and interactions were worked up on selected SDGs and reviewed by expert scientists. Subsequently, reflectories were developed with the involvement of teachers. The reflectories are beeing tested with teachers and students. In the paper, the criteria for the promotion of competences will be discussed based on the corresponding research results. Students were very motivated by the fact that they could make their own decisions on the basis of which they could continue to work. It was particularly emphasized that they learned that decisions can often not be right or wrong, but that these decisions can also have many consequences.
2. What is the impact of the Flipping the classroom instructional e-learning model on teachers?
Lut De Jaegher
Artevelde University College, Belgium
Flipping the classroom is an instructional model in which students learn basic subject knowledge prior to the face-to-face class moment, where they can have active learning experiences with their peers and teachers. Research revealed the positive effects for students, who can learn at their own pace, reach up to the highest level of the thinking skills of Bloom’s taxonomy, exercise and improve their collaboration, communication and ICT skills. Where most of the research concentrates on the learning effects for the students, this paper presents the results of recent European research on the impact for teachers. Setting up a learning path for flipped classroom, is a big challenge. Together with 7 European partners from Belgium, Italy, Bulgaria, Slovenia, Poland and the Netherlands, we did research on how teachers perceive the implementation of the flipped classroom model in their teaching and how challenging the integration of technology in their lessons is. We also asked about their perceptions: are the benefits worth the efforts, is the flipped classroom model improving their teaching skills and what are their needs and requirements to get succeed? We started by getting the teachers a flipped classroom instruction to learn the method, combined with a face-to-face training in Belgium, where they were supported to create a flipped classroom learning path for their own subjects and classes. Then, they implemented the method in their institutions for adult and higher education. The surveys were conducted after this try out, in all of the 7 European participating countries. The research results of the surveys will be presented and used to make recommendations that increase the chance of a successful implementation of the flipped classroom method.
3.Embedding Conflict in Argumentation Task Design in Teacher Education
María Pilar Jiménez-Aleixandre, Pablo Brocos and Blanca Puig
Universidade de Santiago de Compostela, Spain
Teachers are the most significant factor in promoting students' participation in scientific practices. There is a growing consensus on the need to situate scientific practices, as argumentation and modeling, at the heart of science education, and about their continuity with Inquiry-Based-Learning (Osborne, 2014). This paper seeks to identify features of teacher education sequences and tasks designed to promote argumentation and modeling. The focus is on the need for revealing conflicts at the heart of socio-scientific issues. Our standpoint is that taking actions in order to solve environmental problems involves conflicts, both social –within structural dimensions of the issue– and personal –as with lifestyle. Two sequences designed and implemented in science methods courses in teacher education are analyzed: (A) about argumentation on sustainable and healthy food choices; and (B) on argumentation and modeling about the decline of bees. Thus, in A the participants are asked to attend to five criteria about food choices: environmental, nutritional, ethical, socio-economic and cultural. There is an embedded conflict in them, as the three first criteria would support adopting a vegetarian diet (or reducing meat intake), while the other two, in the Galician context, would make meat reduction problematic. There is also a personal conflict in adopting food choices and other lifestyles different from mainstream options. In B there is an embedded conflict between efficient agricultural practices and the decline of bees, which would affect pollination. As with other scientific practices and critical thinking sequences (Jiménez-Aleixandre, Brocos & Puig, 2017), we incorporate the following elements in the design: (1) teaching argumentationas a content, and modeling it; (2) student teachers practicing argumentation; and (3) promoting transfer of practice, i.e. student teachers designing how to engage their school pupils in argumentation. Challenges in the design of the sequences, and an overview of their implementations are discussed.
4. Competency-based Educational Models: Preparing Students and Teachers for the Post-Globalization World
St. John’s University, USA
In the post-globalization marketplace, admissions committees and employers value such portable skills as teamwork, creativity, critical thinking and problem solving. Research and anecdotal evidence suggests that the traditional teacher-centered and content-focused educational model still in use in some regions and schools is poorly suited to developing these skills. The presentation looks at the competing rationale for, and putative benefits of, this model, on the one hand, and so-called competency-based models on the other, and discusses both within the context of twenty-first century sociocultural realities. Based on summarized research, it is argued that competency-based models are more effective in helping students to acquire the skills they need for the world of the present and the future. Further, it is argued that schools of education need to adopt similar instructional models, so that teacher candidates can acquire both the target skill set and facility in the use of these ascendant pedagogical approaches.
5. Development of progressions of general competencies as an essential measure facilitating implementation of competency-based education in Vietnam
Sandra Milligan & Cuc Nguyen
University of Melbourne
In December 2018 Ministry of Education and Training (MOET) released the new curriculum which has been presented as competence-based curriculum (MOET, 2018). In the 2018 curriculum, the key general competencies have been presented. Definitions and theoretical frameworks which outline elements and elements of each general competency have been presented. This paper argues that there are two gaps in the Vietnam 2018 curriculum which may constrain the success of implementation of competency-based education. First, in the 2018 Vietnam curriculum, the general competencies were developmentally described using three descriptions of three levels: primary, lower secondary and secondary educational levels. There is a need to develop descriptions of competencies within educational levels and within year levels which teachers can use in their classroom teaching and monitoring of student progress. Second, there is a lack of instructions and guidance to link each subject-specific topic to relevant general competencies. There is a need to identify appropriate general competencies for topics/lessons of the subject specific content and competencies. This paper goes beyond identifying the issues which may constrain Vietnam’s success in implementation of CBE. In this paper methodological steps for solving each of the issues in the context of Vietnam will be outlined.