Search and reSearch:
Teacher educaTion
for conTemporary conTexTS
franciSco joSÉ garcía peñalvo,FRANCISCO JOSÉ GARCÍA-PEÑALVO,
MARTA MARTÍN DEL POZO (EDS.)
SEARCH AND RESEARCH:
TEACHER EDUCATION
©
Ediciones Universidad de Salamanca y los autores
1ª edición: julio, 2017 ISBN: 978-84-9012-769-8 Depósito legal: S 231-2017 Ediciones Universidad de Salamanca
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SEARCH and research : teacher education for contemporary contexts / Juanjo Mena, Ana García-Valcárcel, Francisco José García Peñalvo, Marta Martín del Pozo (eds.).
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Contiene los preprints del “18th Biennial Conference on Teachers and Teaching, 3-7 july 2017 University of Salamanca, Spain”
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1. Docentes-Formación continuada. I. Mena Marcos, Juan José, editor. II. García-Valcárcel Muñoz-Repiso, Ana, editor. III. García Peñalvo, Francisco José, editor.
IV. Martín del Pozo, Marta, editor. 371.13
Foreword ... i
Preface ... iii
Acknowledgements ...v
Introduction ...………
... 1
PART I. The development of knowledge and understanding
of teaching practices ... 5
The universe of supervision: an inclusive approach within the teacher training domain (Elsa Morgado, Mário Cardoso, João Rodrigues, and Levi Silva) 7 Learning to be Practitioner Inquirers and Researchers: Lessons from a Teacher Education Program (Meher Rizvi) ... 17
The added value of encouraging morally courageous behavior via initial teacher education- Insights from the Stories of Israeli Educators (Roni Reingold, and Lea Baratz) ... 27
“Who can support me?”: Studying teacher leadership in a Hong Kong primary school (Yuen-Shan Tse, Sally Wai-Yan Wan, Thomas Wing-Ki Lee, Wing-Ki Tsang, Vincent Kin-Chung Cheung, Ylena Yan Wong, Kelvin Shing-Pan Chong, Zachary Hon-Fung Ng, and Ada Wing-Tung Wan) ... 37
Partnerships and relationships to support student teacher’s self-regulated learning (Lyn McDonald) ... 55
Manifestation the levels of teachers professional agency: toward a conceptual framework (Khalil Gholami) ... 63
Perceived preparedness and teaching beliefs of differentiated instruction: From prospective teachers’ perspective (Sally Wai-Yan Wan) ... 73
Undergraduate degrees and basic education early years: a necessary interlocution in teacher education (Joana Paulin Romanowski, Pura Lucia Oliver Martins, and Simone Regina Manosso Cartaxo) ... 101
Teacher Education Needs an Epistemology of Practice (Tom Russell, and Andrea K. Martin) ... 111
Evaluation of the tutoring process with teachers in elementary schools in Mexico (Juan Manuel Manzano-Torres, Leonardo David Glasserman-Morales, and
Juanjo Mena) ... 119
Perspectives of teachers on the reputation of their profession in society
(Barbara Šteh, Jana Kalin, and Renata Čepić) ... 129
Rethinking modeling in pre-service teacher education: implications for teacher educators (Manuel Goizueta, Helena Montenegro Maggio, Francisco Rojas
Sateler, and María Paz González Vallejos) ... 139
Pedagogical confrontations as a lens for reflective practice in teacher education (Wendy Moran, Robyn Brandenburg, and Sharon McDonough) ... 149 What Counts as Expert Practice? A Discursive Analysis of Experienced Teachers’ Perceptions (Marc Turu) ... 159 A Narrative Inquiry Into Taiwanese Grade School Teachers’ Practice of Chinese as a Foreign Language in the Philippines (Chih-Pu Dai)... 169 Studentship: Beyond normative conceptions of civic education in Québec’s ERC program (Ilham Reda, and Erin Reid) ... 179 Acknowledging complexity: teaching practices at the core (Kathleen
Feremans, Jan Elen, Ele Holvoet and Tim Christiaens) ... 189
U.S.-educated and Taiwan-educated Taiwanese Teachers of English: Capital and Agency (Pei-Chia Liao) ... 199 Continuous teacher education - a study based on the phases and cycles elaborated by Huberman (Alboni Marisa Dudeque Pianovski Vieira) ... 209 Modeling Changes in Teacher Efficacy during In-Service Professional Development in Trinidad and Tobago (Sharon J. Jaggernauth) ... 217 The reflexive diaries of mentors in an induction program (Carmen
Gallego-Domínguez, Paulino Murillo Estepa, and Carlos Marcelo García) ... 227
Building teacher professional identity strategies: discourse analysis of Teacher Training Course student’s textual narratives (São Paulo/Brazil)
(Luciana Maria Viviani, Verónica Marcela Guridi, and Elen Faht) ... 237
Student Teachers’ Journey in Professionalism (Birsen Tütüniş, and Duygu
Yalman) ... 247
Teaching as a discursive practice: new perspectives for teacher education
(Helena Montenegro) ... 259
Teachers' professional development in the context of a nation-wide project on reading literacy (Bara Olga Marentič Požarnik, and Fani Nolimal) ... 269
Teacher Learning with Assessment in Singapore: Classroom Assessment as Searching and Researching into Teaching (Heng Jiang) ... 279 Mediation Learning in Classroom: A study with teachers and trainees (Tatiane Lebre Dias, Sônia Regina Fiorim Enumo, and Kelly Ambrozio Silveira) ... 289 The mediation of Philosophy subject matter. A comparative case study
(Laura Sara Agrati) ... 299
Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum (Chiou-hui Chou) ... 309 Utility of the professional diary to perfect teaching practice (Paula Martín
Gómez, and Mª Luisa García Rodríguez) ... 319
Confronting the problem of embodiment in education (Luiz Sanches Neto,
and Alan Ovens) ... 329
Influence of learning attitudes and task-based interactive approach on ESL-student satisfaction and perceived learning outcomes in a research methodology course (Leah Li Echiverri, and Keith Lane) ... 337 Peer enhancement of learning and teaching for teacher educators (Jenene
Burke, Margaret Plunkett, and Boli Li) ... 347
Responsive teachers in inclusive practices (Hafdís Guðjónsdóttir, Edda
Óskarsdóttir, and Jóhanna Karlsdóttir) ... 357
An attempt to study different forms of supportive roles in school based professional development. Significant elements and similarities (George
Bagakis) ... 367
Thai Rural Science Teachers’ Self-Perceptions about Efficacy, Confidence and Attitude toward STEM Education (Siroj Srisarakorn, and Chatree
Faikhamta) ... 375
Knowing the pre-service teachers’ beliefs in order to promote equity, inclusion and quality. Validation of a scale on teachers’ motivations (MTS)
(Andrea Ciani, and Ira Vannini) ... 385
Emancipatory teaching practices in the understandings of Social Sciences teachers on a Diploma of Education programme Stephen Geofroy, Benignus
Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James, and Antoinette Valentine Lewis) ... 397
History curriculum and national identity: a search on teaching practices in Southern Italian School (Loredana Perla, and Viviana Vinci) ... 409
Narrative of experience from school physical education: the case of a Brazilian woman (Luciana Venâncio) ... 419 Teacher’ personal theories of knowledge development (Riaz Hussain, and
Meher Rizvi) ... 429
From fetishism to narcissism – The ideological appeal of the policies for higher education in Brazil (Rosimê da Conceição Meguins). ... 437 Secondary school teachers and their academic training: The opinion of its protagonists (Iria Calleja- Barcia, and Margarita Pino-Juste) ... 445 Primary school teachers’ professional agency in the course of an in-service training programme (Merja Kauppinen, Johanna Kainulainen, Päivi Hökkä, and
Katja Vähäsantanen) ... 455
Teacher collaboration and professional development: findings from a case study (Maria Manuela Unas, Sandra Raquel Gonçalves Fernandes, Eusébio André
Machado, and Maria Assunção Flores) ... 465
School leadership: results from a case study at a teacher training school in Benguela province (Marta Abelha, Justino Kayumbuka, Ana Sílvia Albuquerque,
and Eusébio André Machado)... 475
Plotlines in preservice teachers’ relationships with second language learners (Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados, and Sarah
Witt) ... 485
Instructional collaborative practices: a Brazilian case study (Ana Paula
Bossler and Pedro Z. Caldeira) ... 495
“It is important to look into own practice” Developing teacher education pedagogy in drama (Ása Helga Ragnarsdóttir, and Hafdís Guðjónsdóttir). ... 505 Am I a teacher educator? Search of self identity (Manpreet Kaur) ... 515 Integrating Theory and Practice in Initial Teacher Education (Maria Inês
Marcondes, Vânia Finholdt Angelo Leite, and Rosane Karl Ramos) ... 525
The practicum model in Teacher Education studies of the University of Girona: connecting theory and practice (Mariona Masgrau-Juanola, Víctor
PART II. Teacher Education and competencies: social
competencies,
problem-solving
competences,
and
pedagogical competencies
... 545Initial training of future teachers of Secondary Education: an assessment of the pedagogical competences acquired (Marcos Cabezas, and Sonia
Casillas)... 547
Strengthening social competencies and problem solving competencies in the children: early interventions (Anjali Shokeen) ... 557 Complex theorical construction about the evaluation indicators of the permanent training plan of the teacher of the IUTPC (Katty Ramirez de
Velásquez.)... 567
Development of professional skills on teaching practice: student teachers’ and mentor teachers’ views (Hana Horká, and Jana Kratochvílová) ... 579 The importance of resilience in beginning teachers (Gloria Gratacós, Santiago
Sastre, Inmaculada Rodriguez, and Monika Ciesielkiewicz) ... 591
Function of teaching practices in the acquisition of professional knowledge (Raquel Gómez Sánchez, María Luisa García Rodríguez, and Juanjo
Mena Marcos) ... 605
Are researching skills taught in the practicum for the degree of early childhood education at Salamanca University? (Marisa García, and Marta
Franco) ... 615
Pre-service teachers’ perspectives on their experience in a school-based Practicum. A mixed methods approach (Ana Mª Pinto-Llorente, Marcos
Cabezas-González, and Sonia Casillas-Martín) ... 625
Integrated strategy to investigate competence-based training and teacher development in Secondary and University education (María Concepción
Domínguez, Fuensanta Hernández-Pina, Antonio Medina, Ernesto López-Gómez, Vito José de Jesús Carioca, and Fernando Ribeiro Gonçalves) ... 637
Providing the Competencies for the Future in University. A Case Study
(Andron Daniela Roxana) ... 647
Pedagogic training disciplines of the Program for Teaching improvement in the post-graduation of the USP campus of Ribeirão Preto: challenges and possibilities (Noeli Prestes Padilha Rivas, and Glaucia Maria da Silva) .... 659
PART III. Engaging learning environments for sustainability
of learning and teaching practices
... 667Inclusive classroom: Teacher–student relationships (Outi Kyrö-Ämmälä,
Suvi Lakkala, and Tuija Turunen) ... 669
Advantages of extracurricular activities for rural environment students
(Margarita Pino Juste, and Lucía Pumares Lavandeira) ... 679
Respondents to, or agents of, change? Teaching ‘soft skills’ in a school-university partnership project (Michelle Ludecke) ... 689 Playing with LEGO-bricks as an innovative pedagogical tool at pre-university and pre-university levels for teaching urbanism (Inmaculada Mohino,
Eloy Solís, and José María Coronado) ... 701
Project-Based Learning: Three College Collaborative Learning Experiences (Alicia de la Peña, Nuria Mendoza, and Teresa Lamas) ... 729 Designing and Implementing Engaging Learning Environments: Kindergarten Teachers’ Perceptions in three Chinese Societies (Peng Xu,
Haidan Liu, Jing Li, and Beibei Shi) ... 737
Transforming Schooling Through Student Advocacy (Bernie Neville) ... 747 Rube Goldberg machines and STEM education: a Brazilian case study
(Pedro Z. Caldeira, and Ana Paula Bossler) ... 755
If two-thirds of classroom talk is still by the teacher: the kind of science teacher’s talk and use of language during teaching for all learners in any science classroom (Samuel Ouma Oyoo) ... 765 When attention to proficiency in, context of use and precision in use, and polysemy [nature of the science language] counts best during science teaching (Samuel Ouma Oyoo) ... 773 Innovative field experiences in teacher education: An evaluation of sequential and parallel teaching by student teachers, mentors and pupils
(Mathea Simons, and Marlies Baeten) ... 781
An Excel® application for calculus in Geomatics Engineering (Carlos
Enríquez, María Isabel Ramos, and Manuel López). ... 791
Worlds of Curriculum Making (Eliza Pinnegar) ... 805 “Shared vision? It’s not my business!” Hong Kong prospective teachers’ perceptions of professional learning communities (PLC) (Sally Wai-Yan
Kwan Lau, Ylena Yan Wong, Archie Chong-Kwai Yeung, and Heidi Hoi-Ki Chan)
... 813 Prospective teachers’ teaching beliefs about differentiated instruction in Hong Kong and Turkey (Sally Wai-Yan Wan, and Ruhan Karadag) ... 823 Jottings for the modernization of professional practices in the first stages of the training of mathematics teachers. A screening by nodes of praxeological configuration (Juan Albadan) ... 837 Theory becomes practice in community: Applying community of practice theory to doctoral education (Özge Hacifazlioglu, Kate Olson, David Lee
Carlson, and Christopher Michael Clark) ... 847
Professional insertion as a reflexive process (Helena Amaral da Fontoura, and
Filomena de Arruda Monteiro) ... 855
Students’ Perceptions of Online Cultural Exchanges (Hsiao-fang Cheng) . 863 Coaching in education: what are we talking about? (M. Carmen
González-Valderas)... 871
Storytelling and living praxis in the pre-service teacher classroom (Brian
Mundy) ... 881
The Attention-Deficit Hyperactivity Disorder (ADHD) in the school context (Luís Martins Oliveira, Marcelino Arménio Pereira, Teresa Pires Medeiros,
and Ana Maria Serrano) ... 893
Building a Professional Community of Teacher Educators through a Self-Study Network in Chile (Rodrigo Fuentealba, Tom Russell, and Carolina Hirmas) ... 903 Could self-determined learning be a useful method to increase self-efficacy in mathematics and to reduce math anxiety? (Marcut Ioana Gabriela) ... 911 The DidaSco Project: a training program for the teachers’ professional development (Loredana Perla, Viviana Vinci, and Laura Sara Agrati) ... 921 How and why classroom discourse can enhance students learning and achievement (Pedro Z. Caldeira ,and Ana Paula Bossler) ... 931 What evaluates teachers in training and teacher in exercise of primary education about human nutrition? (Juan Carlos Rivadulla-López, María-Jesús
Fuentes-Silveira, and Cristina Martínez Losada) ... 941
The Development of Beginning Chemistry Teachers’ Understandings of and Ability to Translate the Nature of Science Within a PCK-Based NOS Program (Surayot Supprakob, Chatree Faikhamta, and Potjanart Suwanruji) ... 951
Developing STEM Teachers through both Informal and Formal Learning Experiences (Donna Stokes, Paige Evans, and Cheryl Craig) ... 961 Language and literacy development for English language learners: Exploring the potential of literacy events (Jason Jay, Mike Richardson,
Alessandro Rosborough, and Brad Wilcox) ... 973
Building teacher professional identities: required knowledge according to Teacher Training Course student narratives (São Paulo/Brazil) (Celi
Rodrigues Chaves Dominguez, Valéria Cazetta, Luciana Maria Viviani , Josely Cubero , and Fabiana Curtopassi Pioker-Hara) ... 983
Changing teacher education scenario in india: issues and challenges
(Balwant Singh, and Manpreet Kaur) ... 993
PART IV. Innovatives practices and ICT
. ... 1003Teachers’ Digital Skills training by using the Educational Innovation based on Evidence methodology (EIBE) (Celia Paola Sarango-Lapo, Juanjo Mena,
and María-Soledad Ramírez-Montoya) ... 1005
Education, Cinema and Science Teacher Education Program: the right to gaze at the gaze of the camera (Valéria Cazetta, Celi Rodrigues Chaves
Dominguez, Fabiana Curtopassi Pioker-Hara, and Josely Cubero) ... 1015
Use of Virtual Labs in Health Sciences Degrees (Juan José Serrano-Pérez,
Isabel García-Arnandis, Nicla Flacco, Lorena González, Ana Pellín-Carcelén, Carlos Romá-Mateo, Gonzalo Pérez-López, and Alida Taberner-Cortés) ... 1025
Can mobile devices help students improve their academic results? (Laura
Cabeza García, Daniel Alonso Martínez, Nuria González Álvarez, and José Luis de Godos Díez) ... 1037
A proposal of indicators for assessing the digital competence of 12 year olds: a model adapted from DIGCOM 2.0 (Sonia Casillas Martín, Ana
García-Valcárcel Muñoz-Repiso, Ana Mª Pinto Llorente, Luís González Rodero, and Verónica Basilotta Gómez-Pablos) ... 1051
Diagnostic assessment of the conceptual knowledge of technology in future teachers of Early Childhood Education (Sonia Casillas, Marcos
Study on the personal indicators that influence the development of digital competence in primary education students (Marta Martín del Pozo, and
Marcos Cabezas González) ... 1071
Video games and higher education students from the Degree in Pedagogy: Attitude towards collaborative learning with video games and other related variables (Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos, and Ana
García-Valcárcel Muñoz-Repiso). ... 1081
Parallel Stories: Teachers and Facilitators in a Transformative Online Teacher Learning Community (Jing Li, Xiaohong Yang, and Cheryl J. Craig ) ... 1093 How to improve understanding using 3D objects in eBooks and augmented reality (Rocio Ruiz Rodarte) ... 1101 The reflective professor's training and the use of technology in education
(Tiago Bacciotti-Moreira) ... 1111
What skills do I need to teach online? Researching experienced teacher views of essential knowledge and skills in online pedagogy as a foundation for designing professional development for novice teachers (Catherine
McLoughlin, and Maria Northcote) ... 1119
Collaborative work with Android Applications: research and practice
(María Teresa González, Yuliet Coello, María José Cáceres, José Chamoso, and Myriam Codes) ... 1131
The use of video during professional experience for initial teacher education (Michael Cavanagh) ... 1141 Knowledge pills skills as a resource of Learning in Blended Learning
(David Caballero Franco, Margarita Hernández Sánchez, Judith Martín Lucas, and Sara Serrate González) ... 1151
Free Flowing Content: Unlocking the full potential for transitioning to e-learning at the institution scale (Andrew Knox Cass, and Mariia Kravchenko) ... 1161
The DidaSco Project: a training program for the teachers’
professional development
Loredana Perla1, Viviana Vinci2, and Laura Sara Agrati3
1University of Bari, Italy loredana.perla@uniba.it 2 University of Bari, Italy viviana.vinci@uniba.it 3 University of Bari, Italy laurasara.agrati@gmail.com
ABSTRACT
Continuing professional development is the perspective from which policy makers promote the quality of teaching today. The development of teachers’ professional identity requires different approaches and models of teacher’ training: self-awareness, reflection on/in action, devices for improvement of different kinds of professional skills (disciplinary skills; pedagogical and transversal skills; soft skills; organizational and management skills etc.).
In the last few years the Italian National Plan of Teachers Training (PNF) had to deal with continuing professional development providing a univocal governance model and standards of teachers’ training quality.
The paper describes the pedagogical model, methodologies (of organization) and specific devices of DidaSco Project, a Continuing professional development teachers’ training program developed at the University of Bari.
DidaSco Project is based on a collaborative approach that arises from the importance of a partnership between researchers and teachers and it is carried out with regard to PNF: the course catalogue is linked to the PNF teacher’s training priorities; the structure of each course holds together theoretical knowledge, documentation and action research; the ‘prototype’ device is tested into/inside teaching practice at school.
As an example of ‘multi-level’ training program, the rationale of DidaSco Project could be a specific object of continuing professional development studies.
KEYWORDS: continuing professional development, teachers training, collaborative approach, prototype.
1. THE ROUGH ROAD OF CPD
Continuing professional development is the perspective from which policy makers promote the quality of teaching today. (Eurydice, 2015; Morgan, Neil 2003; OECD-TALIS, 2009; Cochran-Smith & Lytle, 2001; Walling e Lewis, 2000). It is considered to be a necessary condition to enhance the quality of
school education (TALIS, 2009; European Commission, 2012) and guarantee the national development (v. ‘Europa 2020’ Strategy; Caena, 2017).
More generally, continuing professional development, as a term, refers to learning activities that professionals engage in to develop and enhance their abilities (GTCE, 2005; Snow-Renner & Lauer, 2005): it combines different methodologies to learning, such as training workshops, conferences and events, e-learning programs, best practice techniques and ideas sharing, all focused for an individual to improve and have effective professional development.
From the teacher education specific point of view, the CPD is even more complex. Morgan and Neil (2003) examined the complex set of options and requirements facing teachers, from qualifying as a teacher to developing skills through middle and senior roles, and continually improving teaching skills. The authors found out also that the most effective CPD learning activities are the ones that ‘gradually extend the reaches of teachers’ intellect, focus their energies more efficiently and, for the most part, become more caring, wise, sanguine’ (Hayes, 2011, p. 120). This kind of activities allows ‘teachers not only persevere to improve their competence through self-evaluation at the end of a lesson or series of lessons (reflection on action) but also are constantly evaluating their practice during their teaching (reflecting in action)’ (Hayes, 2011, p. 120). In this activities the well-known definition of professional development can be recognized: ‘a process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purpose of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues throughout each phase of their teaching lives’ (Day, 1999, p.4).
Although the literature is quite clear about components and processes of teacher professional development (Robinson & Sebba, 2004; Kennedy, 2005), even today the concept of CPD in education is often ill-defined, with the separate notions of formal training and on-the job learning serving to confuse the issue further (Rose & Reynolds, p. 219).
Beyond separation between formal training and on-the job learning, consideration must be given to the lack of a common policy in Europe about teacher continuing professional development, at least until a few years ago. The complexities of the teaching profession require a lifelong learning perspective to adapt to fast changes and evolving constraints or needs, international studies on teachers and their professional development have shown (European Commission, 2007; OECD, 2005; Eurydice, 2009) that so far, in-service training is considered nevertheless as a professional duty in about a half of all European states, but it is in practice optional in many of them. Incentives to
TEACHERS’ PROFESSIONAL DEVELOPMENT
encourage participation in CPD appear few, and penalties for no participation are rare (Caena, 2011).
Form, content and context conditions of teachers’ professional development were extensively described and analyzed (Vescio, Ross & Adams, 2008; Geijsel et al., 2009): it is generally focused on fostering educational performance and effectiveness, outlining key variables for effectiveness in teachers. The OECD’s TALIS survey however (Scheerens, 2010) pointed out that CPD activities appear to be relatively loosely linked with school practices in the areas of instruction, evaluation and feedback, and school leadership; this seems to recommend policies aimed at a stronger integration of different functional domains of schooling.
For this reason, in recent times many European states are taking a number of measures aimed at the solution of CDP questions through national planning and a common policy (Eurydice, 2015).
2. THE ITALIAN NATIONAL PLAN OF CDP TEACHERS TRAINING
Teacher professional development requires a complex set of competences Beijaard, Meijer, Morine-Dershimer, Harm 2005; Guibert, Troger, 2012): self-awareness, reflection in/on action, disciplinary skills (languages, epistemologies and core-curriculum of knowledge), pedagogical skills (promotion and mediation of the learning process), soft-skills (interpersonal, social and communicational abilities), methodological skills (design, evaluation, training documentation etc.), organizational and management skills (classroom management, support to the school management etc.). For this reasons teacher professional development requires different approaches and a complex model to teacher training.
The continuing professional development teacher’s training program requires different levels of intervention. According to Clarke & Hollingsworth (2002), it is expired at a conceptual framework that can be described as an ‘onion-rings’ model, going from the micro-level to the macro-level perspective – with individual teachers’ personal characteristics (competences, beliefs and attitudes) at the core, a second layer concerning teaching effectiveness in the classroom (instructional repertoires), a further layer about teachers’ cooperation in school contexts, and finally considering national policies and organizational features (including issues of autonomy, accountability, evaluation in education systems) as the outer layer.
In the last few years, the Italian National Plan of Teachers Training (Piano Nazionale di Formazione del docente - PNF) had to deal with continuing professional development providing a univocal governance model and standards of teachers training quality (v. law 107/2015).
First of all, PNF defines teachers CDP a ‘mandatory, permanent and structural’ action (art. 1, comma 124): not only a cultural update (art. 282, D.Lgs. n.297/1994) but a developmental ‘strategic lever’ for teacher him/her-self, school environment and whole national system. For this, PNF establishes a
governance process that combines different actors and needs: Minister of
Education, that draws up the three-years National Plan and states quality standards of teachers training; local educational offices, that collects and manages professional development needs of teachers; schools, that detect professional development needs of teachers in accordance with their own three-years planning (PTOF) and the annual plan of improvement (PdM); educational institutions (as University), that offers professional development programs in accordance with the national quality standards.
Subsequently, PNF establishes (DM 796/2016) the priorities about teachers CPD in terms of competences: a) systemic competences (teaching improvement, competence assessment, planning and evaluation, methodology
innovation); b) 21st century competences (foreign languages, digital teaching
and e-learning environment); c) inclusion competences (global citizen, inclusion and disability, disadvantage preventive measures).
In order to assure the training courses quality, PNF recommends to articulate each CPD course in Units of 25 hours that provides several activities as virtual/presence training, experimental teaching/action research, networking, self and group study, documentation aimed at school effectiveness checking, project-work.
At least, PNF enhance the role of research on teacher’s professional development and promotes action research programs that involve together teachers and researchers.
3. METHODOLOGY. THE DIDASCO PROJECT AT UNIVERSITY OF BARI
University of Bari has devised in 2016/17 DidaSco Project ‘School teaching services and teacher professional development’, a continuing professional development teachers’ training program.
DidaSco Project is carried out with regard to PNF: the course catalogue is linked to the PNF teacher’s training priorities; the structure of each course holds together theoretical knowledge, documentation and action research. But it is mainly based on an original organizing framework, inspired by collaborative approach that assumes the importance of a partnership between researchers and teachers (Biémar, Dejan & Donnay, 2008; Desgagné, 1997; Desgagné, Badnarz, Couture, Poirier, Lebuis, 2001; Perla, 2015)
DidaSco Project is based on a continued learning organizational model that considers school professional communities the most favorable environment for teachers’ professional learning and takes as reference the spiral process
TEACHERS’ PROFESSIONAL DEVELOPMENT
model (Hammond, 2010) in which peer supports (school or course colleague, tutors), external supports (supervisors, school and teaching experts) and collaboration between them (Rose & Reynolds, 2007; McNeill, Butt, Armstrong, 2016) are connected in a cycle of spiral reflection (Darling-Hamond et al. 2009) – fig. 1.
Figure 1: Cycle of spiral reflection (Hammond, 2010)
Such perspective takes stock of past failures of CPD programs informed by a deficit-mastery model, consisting in ‘one-shot’ professional development approaches, adopting instead a ‘change as professional learning’ perspective, inspired by adult learning, situated cognition theories and cognitive continuum theory (Hammond et al., 1986), according to the paradigm of the teacher as reflective practitioner, taking responsibility for learning to improve the quality of professional performance (Sleegers, Bolhuis & Gejsel, 2005; Dam & Blom, 2006).
More specifically, DidaSco Project sets the ‘spiral’ pedagogical model in a multi-level (national, regional and local) governance system. DidaSco Project offers more than 100 courses in accordance (compliant) to PNF competences priorities. Each school evaluates the adequacy of one or more courses according to school improvement plan (systems evaluation, teaching methodology innovation - flipped classroom, CLIL, inquiry based learning, digital teaching etc. -, strategies for inclusions). DidaSco Project carries on fulfillment of course in respect of PNF teacher training courses quality. Trainee teachers make a continuous return path from theoretical models to practical situation, through action research procedures, supported by colleagues and under the guidance of school and university experts.
Each course is divided into two units of 25 hours: 8 hours of lectures, 8 hours of networking/teamwork, 9 hours of research/documentation and 25 hours of individual study.
Figure 2: The ‘DidaSco Porject’ model 4. FUTURE RESULTS. THE ANALYSIS OF ‘PROTOTYPES’
At this stage, it is only possible to describe the pedagogical and organizational model of CPD programs behind the DidaSco Project.
A useful way to better understand the connection between theory and practical components of CPD programs would be to study in-deep the ‘connection points’, the ‘nerve centers’ of this connection. In DidaSco Project, it would be the analysis of ‘prototypes’ (v. fig. 2). Considering the whole process of the project and specifically the connection between theoretical learning and practical experiences, the ‘prototype’ is the distinguishing feature of DidaSco Project.
Prototype is the operational device (as project-work, lesson plan, program of intervention etc.) that each trainee teacher - alone or in group - has to design during the theoretical course and implement into real school context.
I.e., in a course on teaching digital competences the issue of ‘Technological Pedagogical Content Knowledge’ (TPCK - Harris, Mishra, & Koehler, 2009) has been tackled. The trainee teacher had to design a lesson plan in reference to the TPACK model and to try to use this lesson plan (‘prototype’) in a school context.
TEACHERS’ PROFESSIONAL DEVELOPMENT
‘Prototype’ can be considered, at the same time, as a result of theoretical and methodological learning and an 'in progress' proof of abilities and skills that teacher is building.
On a further layer of system, through the analysis of ‘prototype’ it is possible both:
a) to achieve the trainee teacher's skills, because the device allows skills to be stressed in a practical school environment;
b) to verify the ‘prototype’ itself effectiveness, since school could check the use of device and decide to adopt it according to improvement actions.
In other words, the ‘prototype’ can be considered, whether from a representational or a material point of views (Eiliam, 2014), the joining and recursive link between university and school, between theoretical and methodological knowledge and experienced understandings.
The analysis of ‘prototype’ could be included in specific teachers education inquiry and, within the collaborative perspective (Day, 2011; Perla, 2015), allows the explication of teaching knowledge (Shulman, 1986; Damiano, 2007; Perla, 2011).
5. CONCLUSIONS
Continuing professional development (CPD), as in-service training, has been identified by the European Commission as a key strategy to improve the performance of education and training systems in all countries (Eurydice, 2015).
As the rest of Europe, political decisions seemed to be going in the direction of:
- unification of processes, with providing a univocal governance model; - identification of quality standards, not only about teaching itself but
also teacher continuing professional development training courses. Italian National Plan of Teachers Training (Piano Nazionale di Formazione del docente – PNF, law 107/2015) brought a new vision about teacher continuing professional development (CPD).
DidaSco Project model provides an initial response to this new vision and it could be a possible solution to the CPD questions. The organizational framework, pedagogical model of it, moreover, the representational and operational device (as ‘prototype’), will be examined within a three-years research program - A.A. 2017/20, just started at University of Bari.
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