INITIAL AND PRACTICAL CLASSROOM TRAINING ACCORDING STUDENTS POINT OF VIEW European exchange experien

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INITIAL AND PRACTICAL CLASSROOM TRAINING
ACCORDING STUDENTS POINT OF VIEW European
exchange experience

• Daiva Penkauskiene
• Modern Didactics Center

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MOST Mobility framework and Standard for
Teacher trainees ES Comenius 2.1 project 2004
2007 m.

• Project partners
• Artevelde High school (Belgium)
• Ramon Llull university (Spain)
• Modern Didactics center (Lithuania)
• University of Malta (Malta)
• Stavanger university (Norway)
• Gävle university (Sweden)

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Aims of the project

• To contribute to the quality of initial teacher
  training in Europe
• To encourage student-teachers exchange in Europe
• To share experience of practical classroom
  training

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Objectives of the project

• To arrange effective system of students exchange
  and organize practical classroom training in
  partner countries
• To do action reseach based on student tewachers
  expereince
• To develop beggining teachers standarts ( based
  on European dimmension and with respect to
  national peculiarities) and contribute to the
  evaluation of students practices
• To develop flexible evaluation system of
  begiining teachers, in line with changing society
  and teachers role in it

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Project base lineBeginning teacher has to have
main competencies necessary to begin his/her
professional career and be ready to improve them
in the whole run of professional work. During
project time, no standards for beginning have
been developed (neither on EU, nor on national
level). It was obstacle for student teachers
exchange in EuropeBasic documentsEU Lisbon
strategy (2000)EC ir EU Education and training
work programme (till 2010)
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Project target groups

• Future teachers, going to teach 10-18 age pupils
• University teachers
• Initial training institutions
• Mentors
• Administrators of education institutions

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Project structure

• Comparative analysis of initial teacher training
  and practical classroom training in partner
  countries and institutions
• Development of practical classroom training
  structure
• Practical classroom training (5-6 weeks)
• Action research (based on classroom observations
  and analysis)
• Development of students porfolio
• Development of beginning teachers standard
• Development of scientific articles and publication

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Project official results

• Developed standard for beginning teachers
• Developed system of beginning teachers exchange
• Developed Guidebook on organization of practical
  classroom training

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Project results according its implementers

• Inter- cultural, inter- institutional partnership
• Professional partnership
• Personal development
• DIFFERENT perception of standards

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Project results according students

• Acquaintance with other cultures, other
  educational systems
• Better and deeper understanding of national
  education systems
• Self improvement
• Self management in front of every day challenges
• Change of the world outlook
• DIFFERENT perception of teachers profession and
  mission

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Students thoughts about teachers and teaching

• Teacher has to have many skills. But first
  of all he has to be motivated Nothing can be
  worst as not motivated teacher ltgt he has not to
  play any role, but be oneself and believe in what
  he is doing.
• Bjorn, Belgium
• Teacher has to love his work and believe in
  his work
• Jokke, Belgium

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Teacher has to be more interested in children,
than in facts or other subject knowledge ltgt, he
has to be equal for all, respect each child,ltgt
has to have sense of humor. I think, I have some
sense of humor

Kristian, NorweyTeacher has to
reflect his work ltgt, he has to be critical about
himself. Nobody is perfect,but teacher works with
young people and educates them as future
citizens. Practice made me to look to the
teaching from another angle and pay attention to
the things I never cared before

Anke, Belgium
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I decided to be teacher because I want to assist
children in their journey to the Adults world. I
want them motivate, help to seek for something in
their lives, help to reach the main point in
their journey. ltgt My perception of what is
education, suddenly moved in another direction
from the process of teaching towards readiness
for the futureltgt I have noticed before, that is
very little said about education as a tool to
become an intelligent person and how pleasant is
this feeling. ltgt here I understood that children
need more understanding and guidance than
teaching.ltgt here I understood that I myself know
nothing well.ltgt Real Teacher has to be able to
form fair expectations towards each child, taking
into account strong and week sides, differences
and similarities.ltgt I learned a lot about myself
and what teacher I want to become during my
practice.
Charlotte,
Belgium
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I understood teachers main task during five
practice weeks in Sweden. It is to help pupil to
learn. And then I felt relief as a child who
disclosed big secret. Coming back to my own
university routine, I heard your, as a teachers
task is to teach pupil. I was not able to
follow anymore. I had only one question- why? And
one more thought I dont want to be a
teacher...
Kristina,
LithuaniaPedagogical practice in Belgium was
the best time that I experienced during four
years in University
Kestas,
Lithuania
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ATEE (Association of Teacher Educators in
Europe) Amsterdam assembly (2005)

• About teachers, trainers and standards
• There is something more important behind
  standards and check listsas it is something more
  between earth and sky, more than one can imagine

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Standarts have to exist, but

• In line with goals and values
• Clear and understandable
• Challenging but realistic
• Flexible, with respect to the professional
  autonomy
• Supported by evidence(clear guidelines for
  evaluation and assessment)
• Supported by schools and teachers
• Based on competencies

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Main characteristics of a teacher( to be
improved further)

• Adequacy
• Respect
• Empathy
• Assistance and help
• Flexibility
• Communication
• Friendliness
• Sense of humor
• Enthusiasm
• Acceptance of challenges
• Energy
• Expert of subject
• Personal attention
• Being authentic

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Teachers professionalism is measured by

• Capacity to work using problem solving and
  investigation strategies
• Responsibility for personal professional
  development in life long learning process

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CONCLUSIONS I

• Teachers professionalism has to be assessed in
  authentic environment what he or she does in the
  classroom and what are individual achievements of
  each child
• Teachers professional development has to be
  understood as life long process which starts in
  initial teacher training institutions

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CONCLUSIONS II

• Teachers professional improvement has to be
  mobile to study, exchange, share, work in
  other countries and institutions
• The beginning of teaching practice is of the
  great importance if it is not successful, the
  willingness and motivation to be teacher is
  killed
• Cooperation between different stakeholders is
  necessary. Agreement on what Teacher we want to
  have and how to educate is a key issue.
• It is important to share good practice.

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• Our thirty years experience in researching
  hundreds of organizations allows us to come to
  conclusion, that organizations and nations didnt
  change only individuals change. As long as we
  have enough individuals who believe in creativity
  and are leaded by it, organizations and nations
  will flourish
• Land and Jarmann. Break Point and Beyond, 1992