Katalin N' KOLLAR, Umberto MARGIOTTA, Francesca CAENA, Pascal GUIBERT: A Research Based Joint Degree

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Katalin N. KOLLAR, Umberto MARGIOTTA, Francesca
CAENA, Pascal GUIBERT A Research Based Joint
Degree The European Master Education of Teacher
Training (EMETT) Programme

• Katalin N. Kollar Umberto Margiotta
• Eotvos University Università Ca Foscari di
• Budapest, Hungary Venezia Italy
• kollar.katalin_at_ppk.elte.hu margiot_at_unive.it
• Francesca Caena Pascal Guibert
• Università Ca Foscari di Université de
  Nantes,
• Venezia Italy Nantes, France
• Francesca.caena_at_alice.it Pascal.Guibert_at_univ-na
  ntes.fr

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European Master for European Teacher Training
degree available in the academic year 2010/11 in
eight European universities. EMETT will provide
student teachers with updated knowledge and
competences to teach in the European multilingual
and multicultural context.
www.emett.eu info_at_emett.eu
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Budapest Eötvös Loránd University Copenhagen Univ
ersity of Aarhus Innsbruck The Pedagogical
University of Tirol Krakow Jagiellonian
University Nantes University of
Nantes Nicosia University of Cyprus Venice
(coordinator of the project) CaFoscari
University Vilnius Vilnius University
Joint Master Degrees to be granted by the
Consortium of the eight universities.
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• Aims and Objectives
• implementing the Bologna process teacher
  training on MA level 
• introduce a European dimension into initial
  secondary teacher training

Budapest Copenhagen Innsbruck Krakow Nantes
Nicosia Venice Vilnius
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• Aims and Objectives
• to promote a mutual recognition of degrees in
  the field of education
• find solutions to the problems caused by
  national rules as well as by the differences of
  practices and systems. 

Budapest Copenhagen Innsbruck Krakow Nantes
Nicosia Venice Vilnius
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The main steps of the curriculum design 2007-2009.

• A comparative analysis of the eight partners
  current teacher training programmes
• A systematic study of the students and
  instructors expectations and attitudes.

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The student questionnaire consists of 73 items,
it deals with four topics

• The characteristics of the present teacher
  training, and those that would be necessary
  How is it now and how should it be?
• The professional competences of a teacher the
  importance of different teaching skills and how
  difficult it is to attain these skills during
  teacher training
• Expectations about the European Teacher Training
  programme
• Personal data, experiences of teaching and
  learning

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The characteristics of the teacher training

• Practical school experience
• In-depth subject knowledge
• Cooperate with peers or teachers
• Join theory and practice
• Teaching practice analyses
• In-depth subject didactic knowledge
• Work with pupils having learning problems
• Adequate length of training
• Trainers' involvement in school experiences
• Information about teaching profession
• Study and make use of theory and methodology
• Tutorials with trainers/supervisors
• Update information about profession
• Integrate didactic and subject knowledge

• Do classroom research, try out in practice
• Social and personal skills development
• Learn about and discuss theories of teaching
• In-depth knowledge in psychology
• Observations of others trainees
• In-depth knowledge in educational science
• Ethical dimension of teaching
• Self-reflection and evaluation
• Training in foreign language
• Project work
• Dissertation/thesis/seminar paper
• In-depth knowledge in sociology of education
• Education research methodology and results

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Differences in the expectations and the present
situation Hungary France gt Poland all others
gtgt Lithuania
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Differences in the expectations and the present
situationCyprus, Hungary, Lithuania,Poland gt
Italy gt France, Austria
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Differences between aspects of the teacher
training
Cooperation-wished
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The professional competences

• Motivating pupils
• Mastery of the subject taught
• Communication skills
• Appropriate rapport with pupils
• Establishing a safe learning environment
• Class and group management
• Planning lessons and sequences
• Adjusting teaching to different situations,
  contexts
• Evaluation of pupils' progress
• Achieving the goals of lessons
• Individualising teaching
• Life-long professional self- development

• Evaluation/adapting teaching materials
• Reflection on own teaching practices
• Understanding the theoretical foundation of the
  subjects taught
• Right timing in lesson
• Meeting pupils' needs
• Using information and communication technologies
• Dealing with pupils' parents appr. way
• Understanding the theoretical foundation of
  curricular
• Cooperation with external institution
• Team work with others

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Expectations about the European Teacher Training
programme

• Understanding and tolerance of different cultures
• Intercultural competence, not only language
  skills
• Foreign language competences in courses abroad
• Critical thinking about cultural stereotypes
• Similarities/differences between target culture
  and your own
• Culture of the host country
• Explain one's own cultural perspective
• Enhancing subject content knowledge
• Information on the teaching profession and school
  practices in EU
• Learning to cooperate in educational research
  projects
• Comparative insights into European educational
  systems and methodologies
• Research competences on teaching issues
• Differences in subject teaching in EU
• Knowledge of official EU documents on education
• Geographical mobility as a key feature of
  in-service training for all teachers
• Geographical mobility as a key feature of initial
  teacher training

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The curriculum consists of six core areas

• Subject and Subject Didactics,
• Reflective Practice,
• Educational Sciences,
• Multilingual Mastery,
• Intercultural Studies and
• Thesis (Project Work/Field work).

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Curriculum
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CA3-Educational Sciences (18-30) at least 3
modules CA3.1.Psychological aspects of education
and training CA3.2.Sociological aspects in
education CA3.3.Educational research methodology
CA3.4.Inclusive education CA3.5.Pedagogical
issues in education and training CA3.6. Social
psychology in education
Curriculum
CA2-Reflective practice (18-24) at least 3
modules CA2.1.Practice and practice analysis
CA2.2. Training competences for practice
analysis CA2.3. Research based project on
educational practices (case study, experimental
study etc.) (CA2.1 can be iterated, also for 1
subject only)
CA4-Multilinguistic Mastery (12-18) at least 2
modules CA4.1.Main FL proficiency(B2/C1 other
FL if EN ok) CA4.2.Foreign Language in host
country(courses for 2 linguistic competence
levels available) CA4.3. Multilingualism/FLs EU
policies
CA6- Thesis/project work/field work (0-18)
CA1-Subject Studies and Subject Didactics
(24-42) at least 4 modules CA1.1. Subject
didactics CA1.2. Theoretical perspectives on
subject studies for teaching CA1.3. Advanced
subject studies for teaching CA1.4. Subject
teaching in foreign language (CA1.1/2/3 can be
iterated, also for 1 subject only)
CA5-Intercultural Studies(12-18) at least 2
modules CA5.1. Comparative perspectives on
European Education CA5.2. Aesthetic perspectives
on European cultures CA5.3. Intercultural
communication CA5.4. Intercultural education

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Curriculum Update March 23, 09
CA3-Educational Sciences (18-30) at least 3
modules CA3.1.Psychological aspects of education
and training CA3.2.Sociological aspects in
education CA3.3.Educational research methodology
CA3.4.Inclusive education CA3.5.Pedagogical
issues in education and training CA3.6. Social
psychology in education
CA2-Reflective practice (18-24) at least 3
modules CA2.1.Practice and practice analysis
CA2.2. Training competences for practice
analysis CA2.3. Research based project on
educational practices (case study, experimental
study etc.) (CA2.1 can be iterated, also for 1
subject only)
CA4-Multilinguistic Mastery (12-18) at least 2
modules CA4.1.Main FL proficiency(B2/C1 other
FL if EN ok) CA4.2.Foreign Language in host
country(courses for 2 linguistic competence
levels available) CA4.3. Multilingualism/FLs EU
policies
CA5-Intercultural Studies(12-18) at least 2
modules CA5.1. Comparative perspectives on
European Education CA5.2. Aesthetic perspectives
on European cultures CA5.3. Intercultural
communication CA5.4. Intercultural education
CA6- Thesis/project work/field work (0-18)

CA1-Subject Studies and Subject Didactics
(24-42) at least 4 modules CA1.1. Subject
didactics CA1.2. Theoretical perspectives on
subject studies for teaching CA1.3. Advanced
subject studies for teaching CA1.4. Subject
teaching in foreign language (CA1.1/2/3 can be
iterated, also for 1 subject only)
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Curriculum
CA3-Educational Sciences (18-30) at least 3
modules CA3.1.Psychological aspects of education
and training CA3.2.Sociological aspects in
education CA3.3.Educational research methodology
CA3.4.Inclusive education CA3.5.Pedagogical
issues in education and training CA3.6. Social
psychology in education
CA2-Reflective practice (18-24) at least 3
modules CA2.1.Practice and practice analysis
CA2.2. Training competences for practice
analysis CA2.3. Research based project on
educational practices (case study, experimental
study etc.) (CA2.1 can be iterated, also for 1
subject only)
CA4-Multilinguistic Mastery (12-18) at least 2
modules CA4.1.Main FL proficiency(B2/C1 other
FL if EN ok) CA4.2.Foreign Language in host
country(courses for 2 linguistic competence
levels available) CA4.3. Multilingualism/FLs EU
policies
CA5-Intercultural Studies(12-18) at least 2
modules CA5.1. Comparative perspectives on
European Education CA5.2. Aesthetic perspectives
on European cultures CA5.3. Intercultural
communication CA5.4. Intercultural education
CA6- Thesis/project work/field work (0-18)
CA1-Subject Studies and Subject Didactics
(24-42) at least 4 modules CA1.1. Subject
didactics CA1.2. Theoretical perspectives on
subject studies for teaching CA1.3. Advanced
subject studies for teaching CA1.4. Subject
teaching in foreign language (CA1.1/2/3 can be
iterated, also for 1 subject only)

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Curriculum
CA4-Multilinguistic Mastery (12-18) at least 2
modules CA4.1.Main FL proficiency(B2/C1 other
FL if EN ok) CA4.2.Foreign Language in host
country(courses for 2 linguistic competence
levels available) CA4.3. Multilingualism/FLs EU
policies
CA3-Educational Sciences (18-30) at least 3
modules CA3.1.Psychological aspects of education
and training CA3.2.Sociological aspects in
education CA3.3.Educational research methodology
CA3.4.Inclusive education CA3.5.Pedagogical
issues in education and training CA3.6. Social
psychology in education
CA2-Reflective practice (18-24) at least 3
modules CA2.1.Practice and practice analysis
CA2.2. Training competences for practice
analysis CA2.3. Research based project on
educational practices (case study, experimental
study etc.) (CA2.1 can be iterated, also for 1
subject only)
CA6- Thesis/project work/field work (0-18)
CA1-Subject Studies and Subject Didactics
(24-42) at least 4 modules CA1.1. Subject
didactics CA1.2. Theoretical perspectives on
subject studies for teaching CA1.3. Advanced
subject studies for teaching CA1.4. Subject
teaching in foreign language (CA1.1/2/3 can be
iterated, also for 1 subject only)
CA5-Intercultural Studies(12-18) at least 2
modules CA5.1. Comparative perspectives on
European Education CA5.2. Aesthetic perspectives
on European cultures CA5.3. Intercultural
communication CA5.4. Intercultural education

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Curriculum
CA3-Educational Sciences (18-30) at least 3
modules CA3.1.Psychological aspects of education
and training CA3.2.Sociological aspects in
education CA3.3.Educational research methodology
CA3.4.Inclusive education CA3.5.Pedagogical
issues in education and training CA3.6. Social
psychology in education
CA4-Multilinguistic Mastery (12-18) at least 2
modules CA4.1.Main FL proficiency(B2/C1 other
FL if EN ok) CA4.2.Foreign Language in host
country(courses for 2 linguistic competence
levels available) CA4.3. Multilingualism/FLs EU
policies
CA2-Reflective practice (18-24) at least 3
modules CA2.1.Practice and practice analysis
CA2.2. Training competences for practice
analysis CA2.3. Research based project on
educational practices (case study, experimental
study etc.) (CA2.1 can be iterated, also for 1
subject only)
CA5-Intercultural Studies(12-18) at least 2
modules CA5.1. Comparative perspectives on
European Education CA5.2. Aesthetic perspectives
on European cultures CA5.3. Intercultural
communication CA5.4. Intercultural education
CA6- Thesis/project work/field work (0-18)
CA1-Subject Studies and Subject Didactics
(24-42) at least 4 modules CA1.1. Subject
didactics CA1.2. Theoretical perspectives on
subject studies for teaching CA1.3. Advanced
subject studies for teaching CA1.4. Subject
teaching in foreign language (CA1.1/2/3 can be
iterated, also for 1 subject only)
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Curriculum
CA3-Educational Sciences (18-30) at least 3
modules CA3.1.Psychological aspects of education
and training CA3.2.Sociological aspects in
education CA3.3.Educational research methodology
CA3.4.Inclusive education CA3.5.Pedagogical
issues in education and training CA3.6. Social
psychology in education
CA2-Reflective practice (18-24) at least 3
modules CA2.1.Practice and practice analysis
CA2.2. Training competences for practice
analysis CA2.3. Research based project on
educational practices (case study, experimental
study etc.) (CA2.1 can be iterated, also for 1
subject only)
CA4-Multilinguistic Mastery (12-18) at least 2
modules CA4.1.Main FL proficiency(B2/C1 other
FL if EN ok) CA4.2.Foreign Language in host
country(courses for 2 linguistic competence
levels available) CA4.3. Multilingualism/FLs EU
policies
CA6- Thesis/project work/field work (0-18)
CA5-Intercultural Studies(12-18) at least 2
modules CA5.1. Comparative perspectives on
European Education CA5.2. Aesthetic perspectives
on European cultures CA5.3. Intercultural
communication CA5.4. Intercultural education
CA1-Subject Studies and Subject Didactics
(24-42) at least 4 modules CA1.1. Subject
didactics CA1.2. Theoretical perspectives on
subject studies for teaching CA1.3. Advanced
subject studies for teaching CA1.4. Subject
teaching in foreign language (CA1.1/2/3 can be
iterated, also for 1 subject only)

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Strengths and Benefits for the Students of the
EMETT Program
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Why is EMETT different?

• Mobility semester
• We apply the best elements of the partners
  teacher training practice
• Emett-specific contents multilinguistic
  studiesCLIL intercultural and multicultural
  studies

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Minimum one semester abroad

• Multicultural and intercultural experiences
  abroad. Direct life-experiences within a
  different culture, to get to know different
  habits and attitudes
• Study of another educational system
• to develop flexibility and openness for
  different solutions
• Real experiences on a minority situation
• Experiences on language difficulties, and how to
  solve it language studies in the host
  country
• Study with students coming from different
  European countries.

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Best elements of the partner universities

• Reflective practice systematic analysis of the
  teaching experience parallel with the school
  practice
• Connect theory and practice
• Analyse in group of students and with different
  experts pedagogue, didactic instructor,
  psychologist, sociologist, etc.
• Develop reflective abilities of the future
  teachers

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Integrate subject studies with subject didactics

• Subject studies have specific content according
  to the teaching material in the secondary school
• Learning subject knowledge and subject didactics
  in an integrated way
• Use of modern didactical methods in the training,
  and learn didactics through the training

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Research based studies

• Integrate the up-to-date results of the
  educational research in the studies of
  Educational Science Pedagogic, Psychology and
  Sociology
• Use field studies observations, comparative
  research, etc. as part of the studies
• Thesis as a project work or field work, based on
  scientific principles

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Instruction and training focusing on competences

• In-practice tasks integrated in the modules
• Competences are required learning outcomes
• The used teaching methods are interactive and
  based on student activities
• Fulfil the European requirements of life long
  learning competences

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Training on MA level

• Choice of teacher training only after BA
  studies opportunity for a conscious carrier
  choice
• Training on MA level- Higher qualification
  ascending professional prestige
• Opportunity for PhD. studies

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Modular curriculum

• Flexible adaptation to national requirements
• Fits students individual needs, level of
  competences and interests
• Language studies on a needed level according to
  the language skills of the student

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Didactical competences

• Building up future teachers key abilities to
  manage and optimalise classroom activities
• To use various teaching methods
• To manage the teaching and learning environment
  of the classroom for the pupil with different
  needs and cultural backgrounds
• To become a competent communicator with
  multicultural awareness

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Chances of getting employment in different
European countries

• Because of
• Multilingual skills
• Intercultural awareness
• Multicultural experiences
• A joint MA qualification of teacher training

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