System of training lower secondary school teachers in Flanders and the case of GROUP T Leuven Educat

1
System of training lower secondary school
teachers in Flanders and the case ofGROUP T
Leuven Education College
Stijn Dhert Liesbeth Hens 06/10/2009
2
Flanders educational system
http//www.ond.vlaanderen.be/publicaties/eDocs/pdf
/107.pdf
3
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 credits
• University colleges
• Three-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 credits
• One-year training programme
• 30 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

4
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 reform
• Life long learning process
• Increase of the practical experiences of future
  teachers
• Every 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.

5
Pre-service training

• Practical training in a school or an organisation
• Coaching by
• A 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 education
• The school of organisation the training takes
  place in
• The student teacher (trainee)
• Agreement concerning
• Responsabilities of each of the three parties
• Evaluation of the training
• Period of training
• Assignment of the student teacher

6
GROUP TLeuven Education College
Within that framework
7
GROUP T LEUVEN EDUCATION COLLEGE
NURSERY EDUCATION
PRIMARY EDUCATION
LOWER SECONDARY EDUCATION
PROFESSIONAL BACHELOR IN EDUCATION
8
Subjects
9
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

10
Mission statement Three Es as guiding principles

• EDUCATING
• aims at developing, coaching and counselling.
• implies that the teacher is competent in his
  field of study,
• both concerning content and pedagogically-methodol
  ogically,
• and this in accordance with UNESCOs four Pillars
  of Education
• ENTERPRISING
• about doing things for and with people, taking
  risks, organising.
• implies developing a vision of ones profession
  and of oneself as a professional,
• formulating a mission and creating commitment to
  this mission.
• ENGINEERING
• relates to making things,
• designing and creating powerful learning
  environments,
• in the etymological sense of the word ingenious,
  resourceful, creative.

11
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

12
Mission statementFour pillars of education as
inspiration

• Learning to know
• Learning to do
• Learning to live together
• Learning to be

UNESCO, 1996
13
3E/4P-curriculum building blocks

• Competence based learning, aimed at teacher
  standards
• Professional practice shows the way
• Learning by doing
• Teamwork 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

14
Curriculum framework

• 10 basic competencies and the attitudes
• Integration of Es and Pillars into all course
  units
• Three distinct lines
• Sources of knowledge and skills
• Practice
• Projects
• Internship
• Reflection

15
Curriculum framework
1st YEAR
2nd YEAR
3rd YEAR
10 internship 25 projects
25 internship 25 projects
40 internship 25 projects
50 internship 25 projects
16
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 Moment
• Application for leaving the Education College

17
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_at_groupt.be

18
Practice - Projects
3rd YEAR
2d YEAR
1st YEAR
TEACHER AS A COACH
TEACHER AS A TEAM MEMBER
TEACHER AND SOCIETY
19
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
20
In detail
21
First year
22
Second year
23
Third year
24
Semester of internship goal

• Students take responsability for own program
• Based 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 boundaries
• Experiences outside the schools
• Expertiences outside Flanders

25
Semester of internship assignment

• Students set up their own internship program
• They can choose between 5 internship packages

26
Internship package 1

• 5 weeks active internship
• 1 week theworld_at_groupt.be
• 4 weeks internship of choice
• 4 weeks preparation

Special education Alternative education
Educational projects Education related or
subject related company or organisation
27
Internship package 2

• 6 weeks independent internship
• 1 week theworld_at_groupt.be
• 3 weeks internship of choice
• 4 weeks preparation

Special education Alternative education
Educational projects Education related or
subject related company or organisation
28
Internship package 3

• 7 weeks independent internship
• 1 week theworld_at_groupt.be
• 2 weeks internship of choice
• 4 weeks preparation

Special education Alternative education
Educational projects Education related or
subject related company or organisation
29
Internship package 4

• 8 weeks independent internship
• 1 week theworld_at_groupt.be
• 1 weeks internship of choice
• 4 weeks preparation

Special education Alternative education
Educational projects Education related or
subject related company or organisation
30
Internship package 2

• 9 weeks independent internship (or more)
• 1 week theworld_at_groupt.be
• 4 weeks preparation (or less)

31
Students Out (2008-2009)

• Internship abroad (6 weeks 9 weeks)
• Comenius Assistantship (1 semester)
• Erasmus project (1 semester)
• Asian project (2 weeks)
• theworld_at_groupt.be (min. 1 week)

32
Students Out in Europe
BESTEMMINGEN EUROPA
Frankrijk Zweden Ierland Portugal Italië Verenigd
Koninkrijk Spanje Griekenland Hongarije Roemenië T
urkije Nederland Wallonië Noorwegen Duitsland Slov
enië Zwitserland
33
Students Out in The World
Jamaica Curaçao VS Los AngelesTennessee,
Oklahoma Zuid-Afrika Guatemala Thailand Gambia Ve
nezuela Paraguay Peru Zambia Bolivië Martinique Su
riname Bahrein Vietnam Togo Mexico Australië India
Marokko Tunesië Brazilië China
34
Students - In

• Goal
• To get in touch with the world on campus
• Internationalisation_at_home
• Erasmus exchange program
• France
• Louvain-la-Neuve (B)
• Visits
• s Hertogenbosch (NL)
• Leiden (NL)
• Postgraduate International Educating Class