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System of training lower secondary school teachers in Flanders and the case of… GROUP T – Leuven Education College Stijn Dhert Liesbeth Hens 06/10/2009.

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Presentation on theme: "System of training lower secondary school teachers in Flanders and the case of… GROUP T – Leuven Education College Stijn Dhert Liesbeth Hens 06/10/2009."— Presentation transcript:

1 System of training lower secondary school teachers in Flanders and the case of… GROUP T – Leuven Education College Stijn Dhert Liesbeth Hens 06/10/2009

2 Flanders’ educational system

3 Teacher training in Flanders – 2 types of courses “In order to give all pupils equal opportunities to access high quality education, good teachers are needed.” Two types of teacher training courses (since 2007) Integrated teacher training of 180 credits University colleges Three-year training programme  nursery teacher  primary teacher  lower secondary teacher One credit corresponds with 25 to 30 hours of student load. Pre-service training of 45 credits is included. Provided as a professional bachelor course Specific teacher training of 60 credits One-year training programme 30 credits are spent on pre-service training. Students who have already gained a diploma in higher or adult education Provided by universities, adult education centres and university colleges

4 Teacher training in Flanders – 2007 reform All teacher training courses are based on the same set of basic/minimum competencies teachers should have They all lead to the same diploma: ‘teacher’ Focus of the 2007 reform Life long learning process Increase of the practical experiences of future teachers Every teacher is a ‘language teacher’ Cooperation between integrated and specific teacher training courses (within networks of experts) Experienced teachers in the schools can spend part of their teaching assignment on the support of trainee teachers, induction teachers (LIOs) and beginning teachers.

5 Pre-service training Practical training in a school or an organisation Coaching by A member of staff of the institute of teacher education A member of staff off the training school or training organisation Agreement with… The institute of teacher education The school of organisation the training takes place in The student teacher (trainee) Agreement concerning… Responsabilities of each of the three parties Evaluation of the training Period of training Assignment of the student teacher

6 GROUP T Leuven Education College Within that framework…

7 GROUP T LEUVEN EDUCATION COLLEGE NURSERY EDUCATION LOWER SECONDARY EDUCATION PRIMARY EDUCATION PROFESSIONAL BACHELOR IN EDUCATION

8 Subjects

9 Mission statement “Teachers with an attitude” & “The art of teaching” GROUP T Leuven Education College purports to train teachers who are who are capable of change who are creative who have entrepreneurial skills, being capable of coaching both themselves and others GROUP T students can bring these competences into action in the classroom in the school in society

10 EDUCATING aims at developing, coaching and counselling. implies that the teacher is competent in his field of study, both concerning content and pedagogically-methodologically, and this in accordance with UNESCO’s four Pillars of Education ENTERPRISING about doing things for and with people, taking risks, organising. implies developing a vision of one’s profession and of oneself as a professional, formulating a mission and creating commitment to this mission. ENGINEERING relates to making things, designing and creating powerful learning environments, in the etymological sense of the word: ingenious, resourceful, creative. Mission statement Three E’s as guiding principles

11 Mission statement To be ‘educating’… … is to be capable of coaching yourself and others … is to be capable to bring about learning processes … is to be aware of every aspect every personality … is to be motivated to bring out the best in people … is to be ready to innovate and to change … is to be capable of realising the 4 pillars of education…

12 Learning to know Learning to do Learning to live together Learning to be Mission statement Four pillars of education as inspiration UNESCO, 1996

13 ‘3E/4P-curriculum’ building blocks Competence based learning, aimed at teacher standards Professional practice shows the way Learning by doing Teamwork in projects Sense of vision and mission Responsibility for own learning processes Professor acts as a coach Reflection is critical Integral assessment (“I AM!”: Integral Assessment Moment) ICT & new media Flexible learning paths No - mental or geographical – borders

14 10 basic competencies and the attitudes Integration of E’s and Pillars into all course units Three distinct lines Sources of knowledge and skills Practice Projects Internship Reflection Curriculum framework

15 1st YEAR 10% internship 25% projects 2nd YEAR 25% internship 25% projects 40% internship 25% projects 3rd YEAR 50% internship 25% projects

16 Reflection - Portfolio Students work on their own development as a student as a teacher as an individual Framework of the reflection: 1st year: how to reflect 2nd year: personal SWOT-analysis 3rd year: evidences for competences Climax: “I AM!” ~ Integral Assessment Moment Application for leaving the Education College

17 Practice - Projects Starting day one Working in group on authentic problems and tasks Focus on 3 domains of competence The teacher and the learner (classroom) The teacher and the team (school) The teacher and the society Climax:

18 3rd YEAR WHOLE CLASS CARE 2d YEAR1st YEAR EVALUATION IN EDUCATION CLASS COMPASS GROUPT.BE COOPERATIVE LEARNING IN MULTICULTURAL SETTINGS BREAK AWAY! TEACHER AS A COACH TEACHER AS A TEAM MEMBER TEACHER AND SOCIETY Practice - Projects

19 Practice - Pre-service training Gradual increase of length and tasks Gradual decrease of external help Climax: semester of internship (14 weeks) Regular internship and alternative internship assignments ‘Independent’ Internship in Flanders ‘Independent’ Internship abroad (world wide) All third year students (100%) take part in an international experience of at least one week…

20 In detail…

21 First year Type of Internship DurationAssignmentPeriod Observation & Participation 1 week8 h/subjectMarch Active1 week5 h/subjectMay

22 Second year Type of Internship Duration Assignment/ week Period Observation & Active 2 weeks8 h/subjectNovember Observation1 dayFebruary Active2 weeks8 h/subjectMarch Active1 week8 h/subjectMay

23 Third year Type of Internship Duration Assignment/ week Period Admin.1 week38hSeptember Observation1 day7hOctober Active2 weeks 20 h (at least 5h/subject) November Semester of Internship 14 weeksvariable February – June

24 Semester of internship: goal Students take responsability for own program Based on strenghts/talents to be explored/nurtured Based on weaknesses to be worked on Based on points of special interests Students experience ‘the real life’ Students experience all aspects of teaching Students break boundaries Experiences outside the schools Expertiences outside Flanders

25 Semester of internship: assignment Students set up their own internship program They can choose between 5 ‘internship packages’

26 Internship package 1 5 weeksactive internship 1 week 4 weeksinternship of choice* 4 weekspreparation * Special education * Alternative education * Educational projects * Education related or subject related company or organisation

27 Internship package 2 6 weeks‘independent’ internship 1 week 3 weeksinternship of choice* 4 weekspreparation * Special education * Alternative education * Educational projects * Education related or subject related company or organisation

28 Internship package 3 7 weeks‘independent’ internship 1 week 2 weeksinternship of choice* 4 weekspreparation * Special education * Alternative education * Educational projects * Education related or subject related company or organisation

29 Internship package 4 8 weeks‘independent’ internship 1 week 1 weeksinternship of choice* 4 weekspreparation * Special education * Alternative education * Educational projects * Education related or subject related company or organisation

30 Internship package 2 9 weeks‘independent’ internship (or more) 1 week 4 weekspreparation (or less)

31 Internship abroad (6 weeks – 9 weeks) Comenius Assistantship (1 semester) Erasmus project (1 semester) Asian project (2 weeks) (min. 1 week) Students – Out ( )

32 BESTEMMINGEN: EUROPA Frankrijk Zweden Ierland Portugal Italië Verenigd Koninkrijk Spanje Griekenland Hongarije Roemenië Turkije Nederland Wallonië Noorwegen Duitsland Slovenië Zwitserland Students – Out in Europe

33 Jamaica Curaçao VS: Los Angeles Tennessee, Oklahoma Zuid-Afrika Guatemala Thailand Gambia Venezuela Paraguay Peru Zambia Bolivië Martinique Suriname Bahrein Vietnam Togo Mexico Australië India Marokko Tunesië Brazilië China Students – Out in The World

34 Students - In Goal: To get in touch with the world on campus Erasmus exchange program France Louvain-la-Neuve (B) Visits ‘s Hertogenbosch (NL) Leiden (NL) Postgraduate International Educating Class


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