Teachers’ career development and in-service training

1. Enhancing Professional Developmentof Education Practitioners and Teaching/Learning practicesSarajevo, Bosnia and Herzegovina, 17-18 November 2006

2. Teachers’ career development and in-service training Tunde Kovacs-Cerovic Faculty of Philosophy, Belgrade Roma Education Fund, Budapest

3. 1st topic: Purpose -View from teacher educators perspective? • View from teachers perspective? • Any other perspective?

4. SCHOOL Social benefits Personal benefits regulated ? teachers textbooks curriculum equitable ? finansing management assessment evaluation open and participatory ? efficientand effective ? measurable and accountable ?

5. SCHOOL Social benefits ? curriculum Personal benefits ? teachers textbooks Regulated = Inspected, controlled equitable = preserving monopoly assessment evaluation finansing management efficientand effective = who pays / who gets what measurable and accountable = accountable to US, not THEM open and participatory = rigid and closed

6. Teacher carreer development and in-service training system effective ?open and participatory ?equitable ?measurable and accountable ?efficient?regulated ?

7. 2nd topic: Content • what is the teaching profession about?

8. 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?

9. 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?

10. 3rd topic: Subject • The teacher as a human being

11. 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?

12. 4th topic: Context policy context education reform agenda

13. Central steering framework Uniform plan and programm inspection Outcome moni- toring Uniformi textbooks Centralized Teacher training Support to teachers Support to schools

14. Accountable Management Teacher Professional Development PILOT PROGRAMMES Activity School development Licence Advancement New Management Professional Development Quality assurance EIS CONSTRUCTION COMPETENT, RESPONSIBLE, FREE CHILDREN ASSESSMENT & EVALUATION PILOT SCHOOLS INNOVATION SCHOOL NETWORK N E W CURRICULUM & TEXTBOOKS Training Informing

15. Lay views on the education system • Everybody has his own • perspective based on: • incidental knowledge • particular experience • own success story • and of course, interests

16. 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?

17. Workshop plan

18. Enhancing Professional Developmentof Education Practitioners and Teaching/Learning practicesSarajevo, Bosnia and Herzegovina, 17-18 November 2006

19. RECOMMENDATIONS Group B

20. 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 • ?

21. 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

22. 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

23. 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,,,…

24. DIVERSITY NEEDS TO BE A WIDER, GOVERNMENT INITIATIVE • CAREER DEVELOPMENT REQUIREMENTS NEED TO REFLECT THE NEED FOR TEACHING IN DIVERSITY