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The outlooks for P4C Curriculum

Brief history of primary education. in

Roberta
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The outlooks for P4C Curriculum

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    Slide 1:The outlooks for P4C Curriculum in Czech Primary Schools

    A Teacher-Training Perspective NAACI 2006: Democracy and Ethics in Philosophical dialogue Québec, 27-29 June 2006

    Slide 2:Basic facts about the Czech Rep.

    Population: approx. 10,000,000 growth only thanks to immigration Inflation rate: approx. 2 % Unemployment: approx. 9 % GDP per capita: approx. USD 17,400 (45% of U.S. purchasing power parity) GDP growth: 6 % Basic schools (primary+lower secondary, age 6-15) Total: 3,870 Pupils per school: 247 Pupils per class: 21 Pupils per teacher: 15

    Slide 3:Brief history of primary education in “Czech lands“

    1774: compulsory school attendance (CSA) 6-12 1866: both German and Czech languages declared equal 1868: the influence of the Church limited to RE 1869: CSA 6-14 1918: foundation of the Czechoslovak Republic 1920: Minor School Act, looking for ways of „new schooling“ 1946: School Act on Unified Education, CSA 6-15 1960: more school unification 1989: velvet revolution (the fall of communist regime) 1993: foundation of the Czech Republic 1995: more teaching plans approved (incl. alternative pedagogies) 2001: The White Book (National Program of Education Development) 2004: New School Act – Legislative foundations of the education reform 2007: 1 Sept. = deadline for new SEPs to be implemented

    Slide 4:Education system of the CR – I.

    http://www.nvf.cz/publikace/pdf_publikace/ euroguidance/eng/leaflet.pdf Source: Czech Institute for Information on Education Primary schools according to their teaching program:

    Slide 5:The outcomes... (PISA 2003)

    source: OECD

    Slide 6:But... the attitudes... (PISA 2003) source: OECD

    Results based on students' self-reports

    Slide 7:The education reform – I.

    What should we change in our schools? ...Why? According to: The Research Institute of Education in Prague attitudes towards pupils‘ needs and capabilities the ways of motivating pupils discrepancy between schools and the outside world teaching efficiency based on the development of the pupils‘ individual dispositions in the natural group of pupils selection of appropriate teaching methods and ways of classroom management selection of curriculum; its relevance to practical needs healthy social environment evaluation of pupils relationship with pupils as partners and active participants in the education process

    Slide 8:The education reform – II.

    How? (Education reform = Curricular reform) Shift from acquiring knowledge to developing key competences: learning competences problem-solving competences communicative competences More time spent at school: grades 1 to 5 in total: 118 hours per week instead of 114 grades 6 to 9 in total: 122 hours per week instead of 115 Framework Educational Programs instead of pre-defined Teaching Programs Areas and fields of study instead of individual subjects Thematic links, cross-cutting themes More flexible time allocation: grades 1 to 5: 7 „free“ teaching periods instead of 0 grades 6 to 9: 12 „free“ teaching periods instead of 6 social competences civic competences work competences

    Slide 9:The education reform – III.

    The present situation... State level School level ZŠ Approved teaching programs OŠ NŠ other... Schools chose one of the teaching programs...

    Slide 10:The education reform – IV.

    The future... (from 1 September 2007) State level School level FEP P-S The National Educational Program Framework Educational Programs FEP PS FEP SS FEPx School Educational Programs SEP1 SEP2 SEP3 SEP4 SEPx

    Slide 11:The education reform – V. Teaching Plans: “Old & New“

    Slide 12:The education reform – VI.

    The mission... According to: The Research Institute of Education in Prague The curricular reform gives schools the chance to solve their educational situation in a creative way; it is up to school whether they will take it or miss it. FEP PE and SEPs are important documents representing the program fundamentals; yet, they are not the main purpose of the curricular reform: the purpose lies in introducing changes in schools – changes in relationships with pupils, relationships among teachers, motivation, methods of work, ways of evaluating pupils and schools, etc.

    Slide 13:Who is going to carry out the reform?

    The „statistical in-service teacher“: a lady in her forties (teaching experience > 20 years) feeling rather underpaid... Only approx. 1/3 of FE graduates end up teaching…

    Slide 14:P4C in Czech Schools?

    How to motivate teachers to take up P4C courses AND start doing / do philosophy with their children?

    Slide 15:The Curricular Reform & P4C – I.

    The same aims “Cross-cutting themes“ within the P4C curriculum Community of Inquiry pedagogy = connection between the curriculum and the aims ? P4C should not be considered an „alternative pedagogy“: it may be presented as a „mainstream approach“ helping achieve the declared aims

    Slide 17:The Curricular Reform & P4C – II.

    A sample teaching plan (time allocation allowing P4C practice as well as extended teaching of foreign languages)

    Slide 18:The Curricular Reform & P4C – III. Incorporating P4C curriculum into specific areas of study (ISCED1+2)

    Slide 19:The Curricular Reform & P4C – IV.

    P4C & the Cross-cutting Themes

    Slide 20:A few practical considerations...

    How to evaluate the outcomes? Who should carry out the reform/innovations? In-service teachers: motivation? background in philosophy? („communist graduates“) Student teachers: efficiency? Should in-service teachers pay for taking courses in P4C or should they be paid for it? The deadline for School Educational Plans: 1 September 2007 (will the schools be willing to re-design SEPs ?)

    Slide 21:Thank you for your attention...

    PaedDr. Petr Bauman Dept. of Education Faculty of Theology University of South Bohemia Knežská 8 370 01 Ceské Budejovice CZECH REPUBLIC e-mail: bauman@tf.jcu.cz phone: +420 387 773 527 : +420 775 619 337

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