system of training lower secondary school teachers in flanders and the case of… group t – leuven...
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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
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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: [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
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 [email protected]
4 weeks preparation (or less)
Internship abroad (6 weeks – 9 weeks)
Comenius Assistantship (1 semester)
Erasmus project (1 semester)
Asian project (2 weeks)
‘[email protected]’ (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