EuSTD-web – Level III

1. EuSTD-web – Level III Helsinki 2008 Eva Trnova, Josef Trna, Luis Marques, Lúcia Pombo

2. Application Form for Full Proposal Objective 3: Opening education and training to the world • The project produced a set of materials for science teacher professional development, with interconnected levels, namely Level III.

3. Application Form for Full Proposal The overall aim • To enhance wider cooperation between European science teachers and trainers utilising electronic communication for enhancing science teaching, science education trainers/facilitators and classroom action researchrelated to the web-based modules.

4. Application Form for Full Proposal The contributions of each partner will be the following: • Each institutional partner will be responsible for: extending at least one module to an e-module format at level II (and its corresponding gateway material) and level III.

5. Application Form for Full Proposal Envisaged outputs: • At level III, the teacher project is expected to involve teachers, on average, for 60 hrs, with the collaboration of teachers from other participant country (-ies) and may extend over a period of months where classroom data collection is involved. • The responsibility for guiding this lies with the partner institutions interacting with each teacher.

6. Application Form for Full Proposal • Level III, investigative projects, • conducted by teacher in their own classrooms, using an action-research methodology and working in a pan-European field in conjunction with other teachers. • The proposed project would greatly facilitate skilled teachers from different participant countries working together on action-research projects (level III programmes).

7. Application Form for Full Proposal Work plan: • E-system is tested as an entity, including level III. Evaluation instruments developed. • April 2007 – March 2009

8. Minutes of the Third Meeting(Wroclaw) Task 9 • Plan for the implementation of a Module at Level III. • The need to decide on Action Research project. To present a plan of work to the group. To create a small (trans-national)group. (Each other country may need to nominate one teacher to be involved in this). To be responsible for making a proposal - and to present. • Responsible: University of Brno + University of Aveiro (Eva + Luis+ Joseph+ Arminda)

9. The framework of Level III Insights and innovations from research provide valid new strategies for improvement to consider … … but seldom make a general and sustainable impact on the field. This is in part because researchers often focus on issues not central to the concerns of practitioners

10. The framework of Level III There is insufficient educational research that is focused on the classroom and that supplies practical knowledge which can be used to improve the quality of teaching The effectiveness of teaching in schools would be substantially improved if it was a research-based profession Radical changes are required in teacher professional development. Practitioners must take an active role combining research sugestions and practical experiences

11. Teachers professional development in the context of EU policy • Teachers should be equipped to respond to the • evolving challenges of the knowledge society, participate actively in it and prepare learners to be autonomous lifelong learners. • They should, therefore, be able to reflect on the processes of learning and teaching through an ongoing engageement with subject knowledge, curriculum content, pedagogy, innovation, research, and the social and cultural dimensions (Europ. Commission – Common European Principles for Teacher Competences and Qualification, 2006)

12. What is being developed • Team of experts:Arminda+ Lúcia +Luis; Eva+Josef • Piloting of Level III: Brno-module (co-operation: Brno+Aveiro) • Action Research e-module: insert the study of Tartu-module Level II (action research) into each e-module

13. What is being developed • Research project in the context of a master thesis in supervision • Methodology: action-research • Participants: biology teachers from Czech Republic and Portugal • Students from: a Portuguese secondary school of Viseu – 10th level of Biology - and the secondary school of Gymnazium Boskovice - Czech Republic • Supervision of school practices in Science Teaching in an European context: an online partnership study

14. A theoretical framework of Supervision Supervision and reflexive trainning of teachers: reflection in, about and for the action (Schön 1995; Alarcão 2005; Sá-Chaves 2007)

15. The motivation promotes new pedagogical and methodological attitudes in different types of interaction between teachers, students and contents (Tapia & Fita 2004;Balancho & Coelho 2005) Special contributions provide by ICT in the science teaching (Eurydice 2006)

16. Research Question What are the advantages of the process of self-supervision and peer-supervision for the teachers involved in the project? What are the advantages – positive outcomes - at the classroom level, for the students?

17. Main aims To analise the influence of sharing knowledge and experiences in the process of personal and professional development of teachers involved in the project To encourage the development of a partnership among peers with diverse experiences, both national and transnational To recognize the importance of ICT in the process of shared experiences of teaching and learning

18. Planning each activity Action – implementation of the plan in a particular way New ideas for the action → new cycle Observation of the effects of the action, gathering data using different tools Practice/theory – reconstruction of the significance of the study situation Reflection – reflexive debate about the effects of the action

19. observation Gathering information interaction and dialogue between the teachers administration of a questionnaire to collect students’ opinions development of a portfolio

20. What has been done Meeting at the University of Aveiro on the 1st and 2nd September 2008 between the teachers involved in the project Producing materials for implementation in the teachers’ interaction Writing a diary as a tool for collecting data

21. Provide a face to face relationship for a better knowledge of each one of the teachers involved in the project Main aims of the partial meeting at the UA Provide the sharing of experience and materials developed by teachers in their educational systems Timing and definition of activities to be undertaken by involved teachers

22. Program Overview for Biology - level 10 (Biology and Geology) Examples of shared materials Selected experiments about photosynthesis Diagnostic test

23. Example of the diagnostictest

24. suggestions for the implementation of a pre test (diagnostic activity) and a post test (pilot test) the type of activities/materials to prepare for implementation in the classroom context Discussion about the methodology to be adopted by both teachers timetable for the application of those materials examples of instruments to be used for the student’s assessment: observation, questionnaires, report of an activity, conceptual maps; etc selection of laboratory activities to be implemented in the classroom strategies to be used in order to promote interactions among students (email, blogs, videoconference, ...)

25. Emails of students - interactions urbik@hrisnik.cz     Emily.Secret@seznam.czkari.h1@seznam.cz     h_katka@centrum.czApril012@seznam.cz    Kristyna@samsula.netalexajda@seznam.cz    nikca.ke@seznam.cz kterushka@seznam.cz werunn.ka@seznam.cz

26. Multicultural dimension • Peer teaching • Peer learning

27. Writing a diary to be included in the portfolio “With the conscience that “two visions about something are better than just one” (Sá-Chaves, 2007), Eva’s vision will act as a powerful tool for a start of a reflection process about my specific knowledge of the content that I teach”. “Supervision is a process that allows a deep look into our own practice, transforming it into self-supervision”.

28. Schedule 2008 2009 Review of literature Preparation of materials and their implementation Administration of the students’ questionnaire Data collection and treatment Preparation of the dissertation