TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEN GOOD PRACTICES LEARNT ABOUT DURING THE VISIT

Practical teaching component, a training the trainer component and a Leadership component. Working on competences with similar competence - models in Europe, discussions with novice teachers in the University, discussions with teacher trainers in the state teacher training institute of Valladolid, innovative pro ects in primary-school, the use of !"#-components in the permanent teacher-training on the o$. #he diverse ways of how teachers are presented with professional development opportunities #he e%posure of different and valid models of teacher training and professional development& the visits to schools and university& the visits to teacher training centres and seeing how this model works in practice& meeting and speaking to different practitioners& speaking a$out different models with the other "edefop participants. #his e%perience was very interesting $ecause ! am directing a network of schools which are e%perimenting a new model of adult education. !n this pro ect, the $iggest challenge is to develop new models which inspire teachers - we were e%posed to a pro ect which gave me new ideas #he similarities of the courses and the way they interact& the interactivity which the online platform provides& the opportunities for teachers to engage in lifelong learning !nteresting ideas to implement in my practice& ideas moderni'e and enhance my practice& helps to plan future strategies& inspires ideas for good leadership. (ulti-cycle training system, in master level training. Engineer teacher training) first cycle *+c studies of engineering second cycle (, training for engineer teachers. #here is e%isting single-cycle Engineer teacher training) - years, .// credits, (Ed degree (aster of Education of e.g. electrical engineering 0 ./ credits *+c of electrical engineering !nteresting to see how a teacher training model was installed that tries to suit the immediate and individual needs of teachers and1or schools. #eacher #raining opportunities in "astilla y Leon. #he impact of teacher training in the training institutions on the schools involved "ooperative work $etween the different institutions which lead to continuing professional development of teachers. , commitment to "ontinuing Professional 2evelopment and sharing good practice even though it is not compulsory -the informative value for teachers and trainers -teacher training model in "astilla and Leon. #he model of the in-service training& the organisation of the training centres& the good practice e%amples of teacher training impact in schools 3ree teacher training for all teachers throughout their career
#he different models of teacher training from different countries& the practical ways of teaching in "astilla y Leon, meeting different pre-university teachers.

STUDY VISIT

24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN

TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEN

APPROACHES TAKEN BY PARTICIPATING COUNTRIES

!n +pain and 4omania the in-service teacher training systems, are 5uite similar apart from the fact that in 4omania the teacher training is compulsory. #he forms of inservice teacher training are similar, $ut +pain has some e%tra forms 6the school pro ects, the innovative pro ects7 !n 8ungary the in-service teacher training is organi'ed $y the Educational 9ffice. !t would $e important to adapt the "yL model how the government can support the teacher training in pu$lic education. !n (alta training is mostly organised $y the (inistry for education and Employment and teachers su$scri$e to these opportunities. When compared to Poland, in +pain the teacher training is organised $y the lower units of the teacher training institutions making it more availa$le for the teachers working in the region. (any courses for trainers are proposed online which facilitates access for those in remote locations. #he similarities $etween :ermany and +pain) o e-learning courses are $eing offered& advantage) comforta$le way to reach all teachers across the region and they can participate and do their workload when it suits them teachers as teacher trainers& o advantage) they are e%perienced in classroom management and classroom activities and know a$out possi$le difficulties #he following points are communicated from all participating countries and relate to the differences and similarities of the institutions we work in) 2ifferent training systems for teachers and different training processes. 2ifferent degrees of autonomy of the headmasters. 2ifferent needs assessment methods 6or not at all7 which lead to the organisation of specific courses. o 2ifferent standards of living and employment conditions of teachers and headteachers, in some countries. #eachers have a high status and prestige whereas in other countries it is considered to $e lower. #herefore teacher training responds to these conditions and organised 5uite differently. o 2ifferent methods of monitoring and evaluating student learning and standards for e%ample central e%aminations in some countries $ut no national 1 central 1 summative e%aminations in others e%cept for formative assessment. #hese monitoring systems impact on the organisation of teacher training. ;ot all countries offer free courses, run $y state organisations, for their teachers o o o

STUDY VISIT

24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN

TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEN

CHALLENGES FACED BY PARTICIPATING COUNTRIES

#eachers< lack of motivation for training and some resistance to change. #he lack of funds which countries 1 institutions have at their disposition #he addressing of needs of all teachers working in different tiers of education. , related challenge is to match the interests of schools and teachers with the P2 opportunities on offer. #here are also conflicts $etween teachers= day-to-day duties and the possi$ility for them to attend these courses 1 seminars. !t is challenging to offer training courses which are geographically accessi$le to all schools 1 teachers concerned. #he following are the challenges which emanate from particular participating countries) #he $iggest challenge is how to integrate the !"# into the teacher training and inservice training. #he lack of !"# skills which teachers may have will inhi$it distance learning opportunities through online platforms. ;ot all teachers are using !"# applications in a way that enhances learning e%periences. #his is often a pro$lem with financial constraints. 2ifferent financial infrastructures 6even at school level and the resources they have7 and different $udgets for teacher training > this creates a challenge in the way teacher training can $e organised to meet a diversity of needs. #raining of teachers - different styles of school and local authorities management are prominent in different countries) for e%ample authoritative systems and colla$orative systems of management. #he crucial role of the headmaster will heavily influence teacher training and eventual change. "ommon European 3rameworks and the role of local 1 regional 1 national authorities will influence how schools and teachers react to P2 opportunities. 2ifferent countries have different methods of inspection to monitor the 5uality of education, some countries have no system of formal inspection. !t is also a challenge of how to $ring teachers from different schools together in a way that they colla$orate. "astilla y Leon has very high targets regarding !"# $ut not all countries have similar infrastructures and compara$le !"# possi$ilities

STUDY VISIT

24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN

TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEN

EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE IDENTIFIED THAT PARTICIPATING COUNTRIES
#hese insights a$out innovative practices have $een developed through a discussion and deconstruction e%ercise with the organisers of this study visit) #he teacher training model in "astilla and Leon #he way teacher training centre works in Valladolid #he initial teacher training education model at University in Valladolid #he impact of teacher training in primary school level 6as in the e%ample of ?antica Primary +chool7 #he impact of teacher training in high school 1 secondary school level 6as in the e%ample of !E+ "onde Lucanor7 #he following are effective and innovative solutions which participating countries have highlighted) !n +pain, they had implemented the school-centred organi'ational forms of training to solve the lack of teachers@ motivation for in-service training. #he fact that all the mem$ers of staff within the school colla$orate towards a common goal has proven to $e an effective model. !n 4omania and :reece, a solution that partially solves the funding pro$lem is $y getting funds from European pro ects which can $e invested in human resource development. !n (alta, teachers= needs are not always met $ecause of poor training needs analysis and reform initiatives which do not always respect particular and specific school conte%ts. #his practice suggests a possi$le solution > that of integrating training needs analysis and evaluation as an integral part of training organi'ation. !n !taly and :reece, there is a diversity of opportunities for teachers to engage in professionally. #his can create a confusion as to what is $eing offered > a solution would $e for a Aterritorial= information management system 6conte%t-specific7 which organi'es these opportunities in an effective and teacher-friendly manner. !n 3rance, :reece, ,ustria and :ermany, !"# and e-learning approaches are used to overcome geographical limitations. !n 8ungary and Latvia, teachers are $eing trained in the use of !"# technology so as to pass on this knowledge to their students. ,s the e%ample which the +panish approach shows, the $est way is for the teacher training organisers in the in-service training institutions to $e as close to the schools in the area as possi$le. #he participant from Poland $elieves that having teachers as teacher trainers makes their courses relevant $ecause they have precise ideas of the framework and the needs which teachers are $ound to e%perience. #he participants also $elieve that investigating the needs through an institutionalised tool ensures that teachers= needs are met in an efficient manner.

STUDY VISIT

24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN

TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEN

ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES

We need to highlight that although these are good practices, as with all policy $orrowing techni5ues, the conte%t must $e respected and strategies have to $e integrated with the specific particularities of the country 1 institution in mind. #he following strategies, as interpreted $y the participants, enlisted can $e transferred) #he competence-$ased system of in-service training in +pain is a good practice to implement 6the systems function, $asically in the same terms and the +panish approach has $etter results7. #he importance of tutoring1 mentoring newly appointed teachers and all other teachers who need support in their practice. 9ffering professional development opportunities for all teachers within the system, throughout their career. #eachers can learn from each other through colla$orative practices 1 learning communities 1 peer teaching 1 team work, etc. 2ialogue $etween teachers a$out learning and teaching practices is essential as this fosters new learning. Practices we have o$served like pro ect-$ased learning can ensure that teachers work together and students can learn from each other. #he following are criteria that help to ensure transfera$ility) #eacher-friendly approaches > the conte%t of the teacher is respected 3inancial and human resources are to $e provided. #he following are the limitations that can affect transfera$ility) 2ifferent cultural practices may inhi$it the implementation of a Astandard= approach. 3unds are of a crucial importance.

STUDY VISIT

24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN

TOWARDS A NEW TEACHER TRAINING MODEL IN CASTILLA Y LEN

CREATING NETWORKS OF EXPERTS, BUILDING PARNERSHIPS FOR FUTURE PROJECTS

9ne of the ways of the further cooperation is developing common pro ects in the field of the Erasmus 0 programme 6?,B and ?,C initiative7. #he representatives of teacher training institutions in "astilla y Leon region may $e asked to present their approach in the different participating training institutions. ,fter this study visit, participants will use) "ommunication through the study visit $log and #witter http)11teachertrainingvalladolid.$logspot.com.es1C/BDE/CE/BEarchive.html "reating a sustaina$le approach through future colla$oration 1 communication "ontinue to develop links $etween participants on the programme via the 2P Valladolid 2isseminate ideas discussed1o$served on management and leadership strategies to colleagues "ontinue to develop strategies in own country to integrate !"# into the curriculum and to develop $etter systems to enhance teachers= confidence and a$ility to use !"# in the classroom Present the ideas developed in this study visit to our specific teams $ack in our countries > this will create a multiplier effect. #he participants agreed that the most important message that we have taken from this "edefop study visit is) 8ow we can turn schools from teaching organisations into learning organisations. #his message is relevant to educators and policy makers at all levels. #eacher training through school mentoring and monitoring will give a much more effective approach and will help schools as well as teachers in their career development. !"# can enhance practices. -

STUDY VISIT

24-28 FEBRUARY 2014 VALLADOLID VALLADOLID, SPAIN