1. Jena workshop 24/06/09S-TEAM The S-TEAM Project Science-Teacher Education Advanced Methods Peter Gray Workshop for: Friedrich Schiller University of Jena

2. Jena workshop 24/06/09S-TEAM Four themes An overview of S-TEAM Managing the project Issues from the FP7 process Do it yourselves...

3. Jena workshop 24/06/09S-TEAM What is S-TEAM? 100 people/25 institutions/15 countries Involved in science teacher education Potential reach: 480,000 science teachers Providing a tool kit for science teacher education, using inquiry based methods

4. Jena workshop 24/06/09S-TEAM SPAIN SCOTLAND TURKEY SWEDEN FINLAND CYPRUS ENGLAND ISRAEL FRANCE CZECH NORWAY ESTONIA LITHUANIA GERMANY DK

5. Jena workshop 24/06/09S-TEAM Institutions Involved in teacher education Or science education... Not a rational selection process

6. Jena workshop 24/06/09S-TEAM The S-TEAM story Original Idea - improve teacher education in Europe (Arquette project) SiS 2008, action 2.2.1.1 : widest possible dissemination of inquiry based methods in science teaching (IBST) AHA!: improve teacher education and science education at the same time!

7. Jena workshop 24/06/09S-TEAM S-TEAM Aims Improve scientific literacy and.. Increase popularity of MST careers Through.... Better student engagement Through... Better teaching

8. Jena workshop 24/06/09S-TEAM The Number is three… Three vital key-words: Partnership, Life- Long-Learning, Repertoire of Actions Three levels: Policy-level, action level, teacher education/professional development level Three phases: Gathering, production, dissemination..

9. Jena workshop 24/06/09S-TEAM Work Packages 1.Management 2.Policy overview of the interaction between science and teacher education in Europe 3.Powerful learning environments: disseminating the successful SINUS programme 4.Teacher collaboration in changing science education. 5.Innovative methods in initial teacher education for science teaching. 6.Professional development for science teaching

10. Jena workshop 24/06/09S-TEAM Work Packages, ctd. 7.Argumentation in science teaching; structures underpinning talk about science in the classroom 8.Scientific Literacies: engaging with the discourses of science 9.Indicators - measuring our results 10.Media and dissemination: making sure our results are widely known

11. Jena workshop 24/06/09S-TEAM Delivery Diversity: Wide range of support materials for teacher education in science Comprehensive overview of policy regarding IBST and other science teaching innovations in national contexts Amplification: enabling teachers’ voices to reach European policy arenas

12. Jena workshop 24/06/09S-TEAM What are the products? National Workshops (15 +) Conferences (2) Reports (14) Training packages (43) Books (2) DVDs(2)...

13. Jena workshop 24/06/09S-TEAM An example Work (sub)package 6g: the use of open investigations and Vee-heuristics within science education (Abo Akademi University, Finland) Product 6.10 - a training package with supporting book chapter in 6.15

14. Jena workshop 24/06/09S-TEAM Contents of training package 6.10: (1) 1.What is a V diagram?/What are Vee- heuristics? a.Theoretical background: PowerPoint presentation. b.How can Vee-heuristics be used in the classroom? Description of practical teaching examples. 2.What is an open investigation?. Text. Examples. 3.How can open investigations and Vee- heuristics be used in the classroom?

15. Jena workshop 24/06/09S-TEAM Contents of training package (2) Approx. 20-minute DVD and/or protected web material showing classroom work (in Swedish, with English subtitles). 4.How can open investigations and Vee- heuristics be used in the classroom? Text. 5.Guidelines on how the learning of both content and language of students from non- mainstream backgrounds can be supported. Text on-line, including comments on recorded material, + book chapter.

16. Jena workshop 24/06/09S-TEAM More products: Workbooks for teachers Guidelines for teacher educators TV documentary on IBST Website and digital repository Indicators, Instruments and data Conference presentations/papers

17. Jena workshop 24/06/09S-TEAM Why did S-TEAM succeed? Comprehensive geographical and technical coverage Multiplier effects through teacher education and range of training packages Critically listening to the Call

18. Jena workshop 24/06/09S-TEAM Why might it have failed? Too diverse Uneven resource distribution No previous experience Competition

19. Jena workshop 24/06/09S-TEAM Success criteria for S-TEAM Crossing boundaries between science education and teacher education Moving from information to learning Taking account of national contexts and agendas through National Liaison Partners Creating a European pedagogical field in (science) education

20. Jena workshop 24/06/09S-TEAM The consortium Building on Mind the Gap Adding SINUS Gaining critical mass An open door? Many ideas, one proposal

21. Jena workshop 24/06/09S-TEAM Working principles Transparency and regular communication - newsletters/wiki Strong central team (4-6 persons) Competent WP leaders (x 10) Listening to partners Diversity: more than one way of doing things...

22. Jena workshop 24/06/09S-TEAM We need Energy! Attention and the mental energy to contribute to a project are scarce resources Essential to minimise need for additional work

23. Jena workshop 24/06/09S-TEAM Writing issues Preparing an FP7 proposal is about writing and word processing as much as organisation Edit, edit, edit Does anyone read the whole thing?

24. Jena workshop 24/06/09S-TEAM Management process Delegation to WP leaders Use of wiki to handle information flow and to provide transparency Separating operational, administrative and financial responsibilities

25. Jena workshop 24/06/09S-TEAM Relations with DG research... DG Research: Please don’t give us more than 30 deliverables over three years! Friendly but with own agenda Working with, not working for...

26. Jena workshop 24/06/09S-TEAM The Process ∆Complex - need for experienced administrative and financial team ∆Expensive - even if successful ∆Possible formative aspect - contributing to the emergence of a European educational space/ pedagogical field

27. Jena workshop 24/06/09S-TEAM Benefits of ∆Science-in-Society provides challenges and opportunities for Teacher Education Research in Europe ∆Developing a European Pedagogical Field ∆Projects can provide strategic leadership across national contexts ∆Legitimacy - internal and external

28. Jena workshop 24/06/09S-TEAM The Pedagogical field and European Science Education The pedagogy of science education in any national context is determined by – Curriculum design – Assessment frameworks –Teacher knowledge base –Teacher education –Research influence and dissemination –Resources –Prevailing social policies and attitudes

29. Jena workshop 24/06/09S-TEAM S-TEAM and the European Pedagogical Field In order for there to be change at a European level, S-TEAM has to become part of the pedagogical field in a large group of countries. Teacher education is the best way into the field, as a catalyst for sustainable change.

30. Jena workshop 24/06/09S-TEAM The European field Joining up the isolated players Supporting FP7 and the DGs Jumping into the unknown - expected results, unexpected reactions

31. Jena workshop 24/06/09S-TEAM The future Building research and support capacity Synergy as a result of coordination Moving towards common teacher education frameworks? Democratic research & support - moving development upstream

32. Jena workshop 24/06/09S-TEAM Thank you for listening! http://www.ntnu.no/s-team graypb@gmail.com