system of training lower secondary school teachers in flanders and the case of… group t – leuven...

System of training lower secondary school teachers in

Flanders

and the case of…

GROUP T – Leuven Education College Stijn DhertLiesbeth Hens06/10/2009

Flanders’ educational system

http

://ww

w.o

nd

.vlaand

eren.b

e/pu

blicaties/eD

ocs/p

df/

107.pd

f

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 creditsUniversity collegesThree-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 creditsOne-year training programme30 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

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 reformLife long learning processIncrease of the practical experiences of future teachersEvery 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.

Pre-service training

Practical training in a school or an organisation

Coaching byA 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 educationThe school of organisation the training takes place inThe student teacher (trainee)

Agreement concerning…Responsabilities of each of the three partiesEvaluation of the trainingPeriod of trainingAssignment of the student teacher

GROUP TLeuven Education College

Within that framework…

GROUP T LEUVEN EDUCATION COLLEGE

NURSERY

EDUCATIONLOWER SECONDARY

EDUCATION

PRIMARY

EDUCATION

PROFESSIONAL BACHELOR IN EDUCATION

Subjects

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

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.

ENGINEERINGrelates 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

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…

Learning to know

Learning to do

Learning to live together

Learning to be

Mission statementFour pillars of education as inspiration

UNESCO, 1996

‘3E/4P-curriculum’ building blocks

Competence based learning, aimed at teacher standards

Professional practice shows the way

Learning by doingTeamwork 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

10 basic competencies and the attitudes

Integration of E’s and Pillars into all course units

Three distinct linesSources of knowledge and skills

PracticeProjects

Internship

Reflection

Curriculum framework

Curriculum framework

1st YEAR

10% internship

25% projects

2nd YEAR

25% internship

25% projects

40% internship

25% projects

3rd YEAR

50% internship

25% projects

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 MomentApplication for leaving the Education College

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: theworld@groupt.be

3rd YEAR

WHOLE

CLASS CARE

2d YEAR1st YEAR

EVALUATION

IN EDUCATION

CLASS

COMPASS

THEWORLD@

GROUPT.BE

COOPERATIVE

LEARNING IN

MULTICULTURAL

SETTINGS

BREAK

AWAY!

TEACHER AS A

COACH

TEACHER AS A

TEAM MEMBER

TEACHER AND

SOCIETY

Practice - Projects

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…

In detail…

First year

Type of Internship

Duration Assignment Period

Observation & Participation

1 week 8 h/subject March

Active 1 week 5 h/subject May

Second year

Type of Internship

Duration Assignment/

week Period

Observation & Active

2 weeks 8 h/subject November

Observation 1 day February

Active 2 weeks 8 h/subject March

Active 1 week 8 h/subject May

Third year

Type of Internship

Duration Assignment/

week Period

Admin. 1 week 38h September

Observation 1 day 7h October

Active 2 weeks20 h (at least 5h/subject)

November

Semester of Internship

14 weeks variableFebruary –

June

Semester of internship: goal

Students take responsability for own programBased 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 boundariesExperiences outside the schools

Expertiences outside Flanders

Semester of internship: assignment

Students set up their own internship program

They can choose between 5 ‘internship packages’

Internship package 1

5 weeks active internship

1 week theworld@groupt.be

4 weeks internship of choice*

4 weeks preparation

* Special education * Alternative education* Educational projects* Education related or subject related company or organisation

Internship package 2

6 weeks ‘independent’ internship

1 week theworld@groupt.be

3 weeks internship of choice*

4 weeks preparation

* Special education * Alternative education* Educational projects* Education related or subject related company or organisation

Internship package 3

7 weeks ‘independent’ internship

1 week theworld@groupt.be

2 weeks internship of choice*

4 weeks preparation

* Special education * Alternative education* Educational projects* Education related or subject related company or organisation

Internship package 4

8 weeks ‘independent’ internship

1 week theworld@groupt.be

1 weeks internship of choice*

4 weeks preparation

* Special education * Alternative education* Educational projects* Education related or subject related company or organisation

Internship package 2

9 weeks ‘independent’ internship (or more)

1 week theworld@groupt.be

4 weeks preparation (or less)

Internship abroad (6 weeks – 9 weeks)

Comenius Assistantship (1 semester)

Erasmus project (1 semester)

Asian project (2 weeks)

‘theworld@groupt.be’ (min. 1 week)

Students – Out (2008-2009)

BESTEMMINGEN: EUROPA

Frankrijk

Zweden

Ierland

Portugal

Italië

Verenigd Koninkrijk

Spanje

Griekenland

Hongarije

Roemenië

Turkije

Nederland

Wallonië

Noorwegen

Duitsland

Slovenië

Zwitserland

Students – Out in Europe

JamaicaCuraçaoVS: Los AngelesTennessee, OklahomaZuid-AfrikaGuatemalaThailandGambiaVenezuelaParaguayPeruZambiaBoliviëMartiniqueSurinameBahreinVietnamTogoMexicoAustraliëIndiaMarokkoTunesiëBraziliëChina

Students – Out in The World

Students - In

Goal:

To get in touch with the world on campus

Internationalisation@home

Erasmus exchange program

France

Louvain-la-Neuve (B)

Visits

‘s Hertogenbosch (NL)

Leiden (NL)

Postgraduate International Educating Class