1. INITIAL AND PRACTICAL CLASSROOM TRAINING ACCORDING STUDENTS POINT OF VIEW European exchange experience Daiva Penkauskienė Modern Didactics Center

2. D.Penkauskienė, Šiuolaikinių didaktikų centras MOST: Mobility framework and Standard for Teacher trainees ES Comenius 2.1 project 2004 – 2007 m. Project partners Artevelde High school ( Belgium) Ramon Llull university (Spain) Modern Didactics center (Lithuania) University of Malta (Malta) Stavanger university (Norway) Gävle university (Sweden)

3. D.Penkauskienė, Šiuolaikinių didaktikų centras Aims of the project To contribute to the quality of initial teacher training in Europe To encourage student-teachers exchange in Europe To share experience of practical classroom training

4. D.Penkauskienė, Šiuolaikinių didaktikų centras Objectives of the project To arrange effective system of students exchange and organize practical classroom training in partner countries To do action reseach based on student tewachers expereince To develop beggining teachers standarts ( based on European dimmension and with respect to national peculiarities) and contribute to the evaluation of students practices To develop flexible evaluation system of begiining teachers, in line with changing society and teachers role in it

5. D.Penkauskienė, Šiuolaikinių didaktikų centras Project base line Beginning teacher has to have main competencies necessary to begin his/her professional career and be ready to improve them in the whole run of professional work. During project time, no standards for beginning have been developed (neither on EU, nor on national level). It was obstacle for student teachers exchange in Europe Basic documents EU Lisbon strategy (2000) EC ir EU Education and training work programme (till 2010)

6. D.Penkauskienė, Šiuolaikinių didaktikų centras Project target groups Future teachers, going to teach 10-18 age pupils University teachers Initial training institutions Mentors Administrators of education institutions

7. D.Penkauskienė, Šiuolaikinių didaktikų centras Project structure Comparative analysis of initial teacher training and practical classroom training in partner countries and institutions Development of practical classroom training structure Practical classroom training (5-6 weeks) Action research (based on classroom observations and analysis) Development of students porfolio Development of beginning teachers standard Development of scientific articles and publication

8. D.Penkauskienė, Šiuolaikinių didaktikų centras Project official results Developed standard for beginning teachers Developed system of beginning teachers exchange Developed Guidebook on organization of practical classroom training

9. D.Penkauskienė, Šiuolaikinių didaktikų centras Project results according its implementers Inter- cultural, inter- institutional partnership Professional partnership Personal development DIFFERENT perception of standards

10. D.Penkauskienė, Šiuolaikinių didaktikų centras Project results according students Acquaintance with other cultures, other educational systems Better and deeper understanding of national education systems Self improvement Self management in front of every day challenges Change of the world outlook DIFFERENT perception of teachers profession and mission

11. D.Penkauskienė, Šiuolaikinių didaktikų centras Students thoughts about teachers and teaching Teacher has to have many skills. But first of all he has to be motivated Nothing can be worst as not motivated teacher he has not to play any role, but be oneself and believe in what he is doing. Bjorn, Belgium Teacher has to love his work and believe in his work Jokke, Belgium

12. D.Penkauskienė, Šiuolaikinių didaktikų centras Teacher has to be more interested in children, than in facts or other subject knowledge, he has to be equal for all, respect each child, has to have sense of humor. I think, I have some sense of humor Kristian, NorweyTeacher has to reflect his work, he has to be critical about himself. Nobody is perfect,but teacher works with young people and educates them as future citizens. Practice made me to look to the teaching from another angle and pay attention to the things I never cared before Anke, Belgium

13. D.Penkauskienė, Šiuolaikinių didaktikų centras I decided to be teacher because I want to assist children in their journey to the Adults world. I want them motivate, help to seek for something in their lives, help to reach the main point in their journey. My perception of what is education, suddenly moved in another direction – from the process of teaching towards readiness for the future I have noticed before, that is very little said about education as a tool to become an intelligent person and how pleasant is this feeling. here I understood that children need more understanding and guidance than teaching. here I understood that I myself know nothing well. Real Teacher has to be able to form fair expectations towards each child, taking into account strong and week sides, differences and similarities. I learned a lot about myself and what teacher I want to become during my practice.… Charlotte, Belgium

14. D.Penkauskienė, Šiuolaikinių didaktikų centras I understood teachers main task during five practice weeks in Sweden. It is to help pupil to learn. And then I felt relief as a child who disclosed big secret. Coming back to my own university routine, I heard …your, as a teachers task is to teach pupil…. I was not able to follow anymore. I had only one question- why? And one more thought – I dont want to be a teacher... Kristina, Lithuania Pedagogical practice in Belgium was the best time that I experienced during four years in University… Kęstas, Lithuania

15. D.Penkauskienė, Šiuolaikinių didaktikų centras ATEE (Association of Teacher Educators in Europe) Amsterdam assembly (2005) About teachers, trainers and standards There is something more important behind standards and check lists…as it is something more between earth and sky, more than one can imagine

16. D.Penkauskienė, Šiuolaikinių didaktikų centras Standarts have to exist, but… In line with goals and values Clear and understandable Challenging but realistic Flexible, with respect to the professional autonomy Supported by evidence(clear guidelines for evaluation and assessment) Supported by schools and teachers Based on competencies

17. D.Penkauskienė, Šiuolaikinių didaktikų centras Main characteristics of a teacher ( to be improved further) Adequacy Respect Empathy Assistance and help Flexibility Communication Friendliness Sense of humor Enthusiasm Acceptance of challenges Energy Expert of subject Personal attention Being authentic

18. D.Penkauskienė, Šiuolaikinių didaktikų centras Teachers professionalism is measured by Capacity to work using problem solving and investigation strategies Responsibility for personal professional development in life long learning process

19. D.Penkauskienė, Šiuolaikinių didaktikų centras CONCLUSIONS I Teachers professionalism has to be assessed in authentic environment: what he or she does in the classroom and what are individual achievements of each child Teachers professional development has to be understood as life long process which starts in initial teacher training institutions

20. D.Penkauskienė, Šiuolaikinių didaktikų centras CONCLUSIONS II Teachers professional improvement has to be mobile: to study, exchange, share, work in other countries and institutions The beginning of teaching practice is of the great importance – if it is not successful, the willingness and motivation to be teacher is killed Cooperation between different stakeholders is necessary. Agreement on what Teacher we want to have and how to educate is a key issue. It is important to share good practice.

21. D.Penkauskienė, Šiuolaikinių didaktikų centras Our thirty years experience in researching hundreds of organizations allows us to come to conclusion, that organizations and nations didnt change – only individuals change. As long as we have enough individuals who believe in creativity and are leaded by it, organizations and nations will flourish Land and Jarmann. Break – Point and Beyond, 1992