Enhancing Professional Developmentof Education Practitioners and Teaching/Learning practices

Sarajevo, Bosnia and Herzegovina, 17-18 November 2006

Prospects of Teacher Education Prospects of Teacher Education

– – Regional OverviewRegional Overview

Pavel ZgagaUniversity of Ljubljana

1.0 The Prospects of Teacher Education in South-east Europe

CEPS in co-operation with partners in South-east Europe just finished a research project which could offer some “food for thought” in today’s discussions on teacher education at institutional, national and international levels.

Results of the project (financed by OSI, SDC, Unesco) are now published in a book entitled The Prospects of Teacher Education in South-east Europe.

The project aimed to develop an exhaustive study on how the systems of pre-service and in-service teacher education work in practice:

- which plans for the (near) future have been developed at faculties, and

- what acting teachers in schools think about the existing provision and what their real needs are in this area.

2.0 The Project

In preparing the theoretical bases and methodological guidelines, the core project group relied on the outcomes of the most recent discussions at the European level.

A special website has been developed with multilingual background documents in a virtual library and links.

Institutions of teacher education and acting teachers from 12 countries were included in a survey.

Their answers to two questionnaires provide a colourful picture of the state of affaires in teacher education and qualifications, open a variety of comparisons – and demand improvements on the national, institutional and school level.

Our seminar is the first promotion of this book and aims at discussing these issues in a international group teachers and education practitioners.

3.0 Questionnaire A vs. BQuestionnaire A was sent to institutions of TEd while

Questionnaire B was sent to acting teachers.131 institutions of TEd (colleges and faculties as well as

specialized in-service institutions) from 11 countries (Albania, Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, Macedonia, Moldavia, Montenegro Romania, Slovenia and Serbia) responded to the Q-A.

2290 acting teachers and other education practitioners from 12 countries (here, teachers from Austria joined the survey) responded the Q-B.

The project group (12 national teams) produced 12 reports of national systems of pre-service and in-service TEd; they also reflected responses to both questionnaires from national point of view.

However, these results are very interesting again if observed from regional point of view.

4.0 Questionnaire A: responding institutions at a glance

A 2.1 ProfileFaculty or department within a university = 57.0%Non-university college = 6.1%Institution of in-service teacher education = 36.8%

A 2.2 MissionTeacher education an exclusive activity = 40.2%Teacher education a predominant activity = 52.1%Teacher education an additional activity = 7.7%

A 2.4 Pre-service and in-serviceBoth, pre-service and in-service = 45.5%Pre-service exclusively = 15.4%In-service exclusively = 38.2%

4.1 Q-A:institutions at a glance – ctd.

A 2.7 Graduate TEd studiesProviding Master’s level study in TEd = 37.4%Providing Master’s level study in TEd = 26.7%Providing initial Ted for non-Ted graduates = 42.0%No graduate courses = 20.6%

A 2.6 Cooperation between faculties and schools- focused to school-based teaching of students = 49.6%- opportunities for practical placement of students = 33.6%- employment opportunities for graduates = 13.7%- promoting in-service offer to acting teachers = 50.4%- schools are a place for our research work = 45.0%- no cooperation = 2.3%

4.2 Results / Q-A

A 2.7 Graduate TEd studiesProviding Master’s level study in TEd = 37.4%Providing Master’s level study in TEd = 26.7%Providing initial Ted for non-Ted graduates = 42.0%No graduate courses = 20.6%

A 2.6 Cooperation between faculties and schools- focused to school-based teaching of students = 49.6%- opportunities for practical placement of students = 33.6%- employment opportunities for graduates = 13.7%- promoting in-service offer to acting teachers = 50.4%- schools are a place for our research work = 45.0%- no cooperation = 2.3%

4.1 Q-A:institutions at a glance – ctd.

Questionnaire A consists of introductory and two “core” parts – (3) pre-service and (4) in-service.

In the continuation, we focus only to findings in the area in-service teacher education.

A 4.1 What is your opinion about the system of in-service education in your country?

f f% (Q-B)

It is relatively good as it is; no major changes are needed. 1 0.8 (7.6)

The in-service provision should be broadened with new topics and financially supported.

34 28.8 (37.1)

The in-service provision should be substantially increased and supported from public sources.

51 43.2 (33.3)

There is no effective system; it is most urgent to establish it. 28 23.7 (18.7)

No opinion 4 3.4 (3.3)

A 4.8 What are the most frequently offered contents and topics in in-service teacher education? (Respondents had five choices and ranked options on a scale from 1 – most frequent – to 5).

2.02 methods of teaching/learning/assessment 2.17 particular teaching subjects 2.17 particular teaching subjects 2.67 development of skills for using ICT 2.80 intercultural education, education for human rights 2.87 school/educational management 3.04 learning (mastering) a foreign language 3.17 educational work with children with special needs 3.22 co-operation with parents, the school environment etc.3.32 social and cultural aspects of education, ethics etc. 3.32 development of general communication skills, rhetoric etc.

A 4.6 What are your main aims in developing new in-service teacher education provision? (multiple choice)

f f%

To deepen and renew the subject-specific knowledge of teachers. 39 29.8

To deepen and renew the educational knowledge of teachers. 63 48.1

To enhance the practical competencies of teachers. 75 57.3

To support teachers implementing new curricula and using new teaching methods. 76 58.0

We are not developing new provision yet.10 7.6

A 4.7 Do your involve teachers and other stakeholders in the restructuring of the

provision? (multiple choice)f f%

Yes, we consult teachers about their needs in in-service education. 79 60.3

Yes, we consult headmasters, administrators etc. 56 42.7

Yes, we consult the Ministry of Education.60 45.8

Yes, we consult professional associations.43 32.8

No, we don’t involve them.14 10.7

A 4.9 Do you find it feasible and important for professional development of teachers to include them in the research projects?

f f%

Yes; it could enhance an individual teacher’s professional development.

30 25.9

Yes; it could enhance cooperation with schools, help transfer of knowledge and strengthen innovation.

59 50.9

Yes; due to a lack of research resources it could give better possibilities for research at our institution.

15 12.9

We haven’t considered this issue yet. 9 7.8

No, this is not their job; they are not qualified for research.

3 2.6

5.0 Questionnaire B - an average respondent (acting teacher)

B 1.1 The group: 2290 respondents from 12 countries

B 1.2 Working position:49.6% Primary & lower secondary schools26.5% Upper secondary schools

B 1.3 Working age:11-20 years = 30.7% and 21-30 years 27.7%

B 1.4 Gender:79.7% female vs. 20.3% male

1.5 Level of Education:Higher education (1st cycle) = 53.3%“Short” higher education = 24.0%

B 2.11 What is your opinion about the system of pre-service education in your country?

T MIN MAX

It is relatively good as it is; no major changes are needed.

7.7 2.8AL

18.3MK

It is not so bad but study programmes should put more stress on subject contents.

17.0 5.4HR

47.0AT

It is not so bad but study programmes should put more stress on education.

28.0 21.3BH

40.0AT

It is not so bad but study programmes should put more stress on practice.

24.9 6.0AT

32.7MO

It should be radically reformed. 19.2 0.5AT

34.5RO

B 2.1 I find my pre-service education T MIN MAX

- adequate and corresponding to the demands of my work.

34.9 5.6AT

53.0MO

- adequate to start working but much further education is needed.

55.9 42.4MO

87.4AT

- non-adequate; my work is based on experiences and in-service training.

8.1 1.8BU

16.9HR

- non-adequate; I have no appropriate formal education.

0.9 0.07

countries

5.3KO

- non-adequate; I haven’t finish my studies yet.

0.2 0.07

countries

1.4SI

B 2.8 Would you take a new/higher (Bologna) degree?

T MIN MAX

Yes, Bachelor studies in another teaching subject.

15.8 3.0BU

33.3KO

Yes, Bachelor studies but outside teaching.

5.6 0.5AT

14.0MO

Yes, Master studies in my or another teaching subject.

29.4 8.4AT

56.9BH

Yes, Master studies but outside teaching.

2.4 0.0SR

6.7BU

No, I would prefer more in-service education and training.

23.2 11.1MK

37.4SI

No, I am quite satisfied with my degree.

13.2 0.0MK

63.1AT

B 2.12 What is your opinion about the system of in-service education in your country?

T MIN MAX

It is relatively good as it is; no major changes are needed.

7.6 1.5HR

25.9SI

The in-service provision should be broadened with new topics and financially supported.

37.1 20.0MN

64.2AT

The in-service provision should be substantially increased and supported from public sources.

33.3 26.6SI

43.3HR

There is no effective system; it is most urgent to establish it.

18.7 0.5AT

37.8BH

No opinion 3.3 0.0AT

9.0MT

B 2.2 How many in-service seminars have you attended during the last year?

T MIN MAX

- more than 10 seminars 9.2 1.9AT

18.0KO

- 6 to 10 seminars 12.2 2.7MN

28.4HR

- 3 to 5 seminars 34.2 60.9AT

9.4MN

- 1 to 2 seminars 32.7 47.6BU

15.2HR

- none 11.6 2.0HR

42.3MN

B 2.7 How often have you found your favourite contents/topics?

T MIN MAX

Always 5.9 0.0AT

13.8MO

Often; in most cases 52.9 37.2MN

73.4MO

Sometimes; in rare cases 33.2 12.0MO

53.9HR

Never 1.6 0.0AT, SI

4.2KO

There is no such offer in my environment 3.5 0.0AT, SI

19.0KO

B 2.6.2 Most important in-service contents/topics (average mark)

T MIN MAX

- concerning my teaching subject 4.15 3.63BH

4.52MK

- methods of teaching, learning and assessment

4.21 3.72SR

4.54HR

- cooperation with parents 3.66 3.28AL

4.24HR

- ICT in education 3.83 2.82AL

4.34HR

- children with special needs 3.48 2.74RO

4.42HR

- intercultural education, human rights 3.53 3.05RO

3.99AT

B 2.4 Who organised these seminars? (multiple answers)

T MIN MAX

- Ministry of Education (and/or its branch institutions/offices)

65.5 38.9BU

81.5KO

- specialised public institutions for in-service teacher education

28.1 9.1MK

51.7AL

- specialised private institutions for in-service teacher education

4.8 0,0BH

10.8KO

- university; higher education institutions 15.0 3.3MN

27.1RO

- non-governmental institutions specialised for in-service t. education

25.6 3.7AT

64.6KO

- our school; school network 33.3 2.0MN

81.1AT

B 2.6.1 Average mark of particular forms of in-service teacher education

T MIN MAX

- Ministry of Education (and/or its branch institutions/offices), specialised public institutions

3.92 3.20BH

4.32MK

- university; higher education institutions

3.75 3.19BH

4.56BU

- our school 3.35 2.61RO

3.89HR

- specialised private institutions for in-service teacher education

2.88 2.41BU

3.16AT

- non-governmental institutions specialised for in-service t. education

3.34 2.76BU

4.00AL

- individual study of professional literature

3.64 2.65MK

4.20HR

B 2.9 Would you be willing to work with students coming to your school to get teaching practice?

T MIN MAX

Yes, I find important to transfer my experience to younger colleagues.

56.5 27.4AT

77.3SR

Yes, I would appreciate a student to help / assist me in my work.

17.4 7.5HR, SI

48.4AT

Yes, if this work gives possibilities for promotion or if it is paid.

15.6 3.1SR

27.9MO

Yes, but only if school leadership required me to work with students.

5.3 0.0SR

11.5HR

No, this is not my job. 5.2 1.5MO

13.7BU

4. A view to the future: recommendations

1. The ongoing Bologna reforms have also brought important challenges to the subject area of teacher education. It is extremely important to support the systemic exchange of information on the present status of designing new curricula in teacher education at cross-border, regional and pan-European levels.

2. Governments should look at teacher education not as expenditure but as investment with a high return: quality education for all at lower stages of education builds pillars for efficient vocational training and tertiary education as well as guarantees a knowledge society as an inclusive society.

3. The enhancing of systems of teacher education demands the setting-up of quality assurance mechanisms as approved in the Bergen communiqué. Teacher education needs trustful accreditation procedures, effective systems of licensing and high professional standards of pre-service as well as in-service programmes.

4.1 Recommendations – ctd.

4. According to the Bologna guidelines, teacher education curricula should be based on learning outcomes. This means that specific education in scientific knowledge and skills should always be combined with subject-specific knowledge and skills and incorporated in the curricula in line with the European documents.

5. In particular, all students in the teacher education study area should be enabled to do regular – e.g. weekly – teaching practice, integrated into the curriculum as a common standard. The new generation of curricula in teacher education should ensure more pedagogical knowledge and skills.

6. Consecutive and parallel systems of teacher education should be treated as equal if they are based on appropriate learning outcomes. Systemic possibilities should be developed and supported to allow students to transfer credit points from previous study programmes and for non-formal education.

4.2 Recommendations – ctd.

7. The new European Higher Education Framework of Qualifications provides the area of teacher education systemic with possibilities that the initial study programmes of future teachers as well as the further study of acting teachers can be delivered in all three cycles, including doctoral studies.

8. Pre-school teacher education should be considered as an integral part of the pre-service teacher education system. The ongoing Bologna reforms should make it possible for the 2nd and 3rd cycles to also be open to pre-school teacher education.

9. In decision-making processes regarding teacher education it is particularly important to take the perspective of practicing teachers into account.

10. Quality TEd in a lifelong perspective demands the initiation of better co-operation between (pre-service) higher education institutions, specialised in-service institutions and schools.

4.3 Recommendations – ctd.

11. Pre-service and in-service institutions of teacher education should involve acting teachers and school practitioners in general in designing new teacher education programmes.

12. Today, teacher education worldwide is an integral part of higher education and therefore institutions should enhance the synergy of higher education and research in the specialised fields of teaching, learning and assessment etc.

13. Institutions of pre-service and in-service teacher education from the region should develop broad international co-operation to build capacities in the field of education sciences.

Thank you!