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Conclusions PLA on quality of Teacher Educators

Conclusions PLA on quality of Teacher Educators. Iceland, 21-24June 2010. qualifications. why? . LLL. who? . stakeholders and responsibilities. identity and commitment. competences. 1. Why?. role of teachers role of TEor maintaining the education system

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Conclusions PLA on quality of Teacher Educators

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  1. ConclusionsPLA on quality of Teacher Educators Iceland, 21-24June 2010

  2. qualifications why? LLL who? stakeholders and responsibilities identity and commitment competences

  3. 1. Why? • role of teachers role of TEor • maintaining the education system • cornerstone of innovation (development of the education system) • role model to (student) teachers • current lack of reserach information

  4. 2. Who are the TEors? • those who are involved in the learning of (student) teachers they are second order teachers

  5. 2. Who are the TEors? • heterogenous group: • different working groups • different educational background • difference in commitment • different types ofcompentences • effect of the educational landscape

  6. 3. Identity/commitment • both teachers and researchers • can have multiple identities • we have to strengthen the committeemen to the profession • quality criteria (standards, registration) • being part of a group • prof. development schemes( initial induction cpd) • involvement in policy making and decisions • connections with schools • involvement in curriculum development, projects, ..

  7. 4. Competences • frame of reference for professional development and assessment • national list ( possibly with international peer review) • existing lists as starting points • key competences • HE qualification framework • country examples

  8. 4. Competences • team perspective with individual difference • knowledge areas (JT) • being and expert + contributing to the knowledge development • connect to other areas • teacher competences • research competences • system competences • second order competences • transversal competences • leadership competences

  9. 5. Qualifications • consideration: TEor qualification exceeds student-teacher qualification • adequate offer for suitable courses • suggestion: investigate the possibilities for a Prof/educ. doctorate

  10. 6. LLL • induction • cpd • course based or collective

  11. 7. Stakeholders & responsabilities • ministry • safeguarding coherence • providing quality framework • creating conditions • employers of TEors • setting criteria for selection • assessing TEors • providing CPD / induction opportunities

  12. 7. Stakeholders & responsibilities • (employers of )teachers • setting quality criteria for initial and cpd TE • professional associations of TEors • developing competence requirements • external quality agency • unions

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