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Typology of initial, formal in-service teacher training in Greece. The PEK experience.

Typology of initial, formal in-service teacher training in Greece. The PEK experience. Eisagogiki epimorforsi. Induction teacher training. LIST OF ACRONYMS AND ABBREVIATIONS AND KEYWORDS. GR EE C E. IEP: Institute of Educational Policy. PEKs: Regional In-Service Training Centers.

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Typology of initial, formal in-service teacher training in Greece. The PEK experience.

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  1. Typology of initial, formal in-service teacher training in Greece. The PEK experience. Eisagogiki epimorforsi Induction teacher training

  2. LIST OF ACRONYMS AND ABBREVIATIONS AND KEYWORDS GREECE IEP: Institute of Educational Policy PEKs: Regional In-Service Training Centers PI: Pedagogic Institute OEPEK: Organization of the In-Service Training of Teachers NATs: Newly appointed teachers ITT: initial teacher training INSET: In-Service Training induction

  3. Teachers' Professional Development Why is teacher professional development important? The shift towards new active and learner-centered methods, the rapid developments in the application of new technologies in education, the changing skills needs in the labor market, and the demand for an increasingly diverse and properly trained workforce, require highly qualified teachers with manifold qualifications. It has been acknowledged that: • teachers are the school variable that influences the most student achievement (OECD, 2005). • education reforms that do not take into account teacher education are condemned to failure (OECD, 1998). • teacher professional development not only ensures that teachers are – and remain competent, but it also allows to assure that they stay motivated through time (Eurydice, 2004). • the cognitive level achieved by students is related to the competence of their teachers (Jarvis and Pell). Continuing professional development for teachers progressively becomes a priority area in many European countries (European Commission and OECD, 2010). A huge variety of measures and forms – state programmes, training networks, new institutions, projects under European Social Fund (ESF), placements abroad, etc. support continuing professional development (Cedefop, 2011).

  4. Europe is in a process of change with decisive influences on the way educational systems and policies are being shaped. The teaching profession cannot stay intact to this new reality of ageing workers, global competition, new demands in the labor market and effects of the international financial crisis. In their response to the European Commission’s Communication “Improving the Quality of Teacher Education” (European Commission, 2007), Ministers of Education agreed that: “High quality teaching is a prerequisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals …” (European Council, 2007). Ministers in 2009 recognized that: “The knowledge, skills and commitment of teachers, as well as the quality of school leadership, are the most important factors in achieving high quality educational outcomes. Good teaching and the ability to inspire all pupils to achieve their very best can have a lasting positive impact on young people's futures. For this reason, it is essential not only to ensure that those recruited to teaching and school leadership posts are of the highest calibre and well-suited to the tasks they have to fulfill, but also to provide the highest standard of initial education and continuing professional development for teaching staff at all levels. This in turn will contribute to enhancing both the status and attractiveness of the profession” (European Council, 2009).

  5. Organizations & legal entities responsible for ITT in Greece PEKs

  6. OΕΠΕΚ Comprehensive teacher training organization. This organization has under its supervision all the regional teacher training centers (PEKs) throughout Greece. It coordinates, designs the curricula for teacher training and sets the standards for certification, for teaching and pedagogy.

  7. PEKsRegional in-service Training Centers There are 16 PEKs all around Greece – 3 in Athens, 1 in Piraeus, 2 in Thessaloniki and one in every capital of the prefectures They operate since 1992when a decentralization policy applied to the Greek school administrative system. Apart from Eisagogikiepimorforsi , short-term programmes (40 hours) of various thematic units are realized there concerning: Recent developments in scientific, pedagogical, technological, politico economic domains Methodologies/ teaching strategies School life topics, such as: classroom management, multicultural issues, learning difficulties, etc. Computers and multimedia, Web 2.0 tools European programmes Counseling services/mechanisms in the school unit Project work Environmental education, health education, cultural activities, etc.

  8. The Institute of Educational Policy (IEP) The Institute of Educational Policy (IEP) was established in 2011 with Public Law 3966 (Government Gazette Α΄ 118/24-05-2011). It is a Private Legal Entity supervised by the Minister of Education, Lifelong Learning and Religious Affairs. IEP operates for the benefit of public interest as an executive scientific body which supports the Ministry of Education, Lifelong Learning and Religious Affairs, with main aim the scientific research and study of the issues related to primary and secondary education, the transition from secondary to tertiary education, as well as the on-going scientific and technical support for the design and implementation of educational policy issues.

  9. The structure of inductive teacher education in Greece Inductive teacher education in Greece is one of the most important types of in-service training. In the present state of things teachers, after their placement they start teaching and after 2 years they gain the status of permanent (in-service) teacher. During the first year of this period, teachers follow the initial period of inductive training, consisting of three stages lasting a total of 100 hours. Substitute teachers also have 30 hours of in-service training during the first days of September each year.

  10. Initial in-service teacher training in Greece Training authority: The Ministry of Education in cooperation with the Pedagogical Institute (PI) and PEKS (Regional In-Service Training Centers) generally define the conceptual framework. The Institute of Educational Policy (IEP) has lately replaced the PI. Place of training: Regional education centers (PEKs) and other trainingcenters throughout the country. Time of training: Annual/ in the first 10 days of September and throughout the school year (Friday afternoons and weekends) while teachers continue to work full time in schools. Duration: A year long/ 100 hours in total/ consisting of three phases- two weeks at the training centers and one week in schools 1st phase lasts for 45 hours during the first 10 days of September/2nd phase lasts for 35 hours/ 3rd phase lasts for 20 hours Trainers: Mostly school advisors and teachers with extra qualifications and/or long school experience/ university teachers also Trainees: Newly appointed teachers during their probation period in schools or substitute teachers Years of experience and qualifications of teachers are not taken into consideration Optimum number of participants per class: 10-20

  11. Type of training: • Mostly traditional, lecture type, face-to-face training sessions & within schools • Centralized, homogeneous, at national level • Obligatory • Lifelong learning • No distance education opportunités via satellite communication and internet technologies • not systematic Training subject: • Update, develop and broaden initial Subject Matter Knowledge (SMK) • Provision of new skills and professional understanding/Link Pedagogical Knowledge (PK) with practicalproblems • Acquisition of competencies in the use of ICTs • Know how to self reflect and use alternative assessment and evaluation methods for lessons and students • Understanding the in- depth context of public schools (students, colleagues, administrators, laws, etc) • Dealing with discipline problems in classes, etc

  12. Financial parameters: Subsidized by the funds of Community Support Framework (80%) /European Union Structural Funds (NSRF 2007- 2013) Free of charge for the trainees Accommodation expenses and travel fees are paid back to the teachers /no lodging facilities at the PEKs Cost efficient, since training is short, and mostly school-based Certification/promotion/salary increase Trainees are given an official certificate of attendance /no exams There’s no link btw PEK training and evaluation, promotion, salary increase, which are as it stands automatic and based on teaching service years plus additional qualifications for leadership posts. Evaluation parameters: INSET is evaluated during the 3rd stage of the programme Teachers complete informal evaluation questionnaires by the end of their training

  13. ITT phases The 1st phase of ITT lasts for 40 hours and takes place at the beginning of the school year. During this phase the newly appointed teachers have either lectures or workshops about: Organizational and Administrative aspects of Education ( the structure of the Greek educational system, learning how to manage school units, code of ethics for civil servants, laws, role of principal, running of school/student /parent councils, etc./8 hrs Pedagogical issues (basic principles of class administration, learning contract, multicultural classes, school discipline, learning difficulties, counseling services/mechanisms in the school unit etc) The Methodology of teaching per subject (information about the curriculum/analytical programs and books, lesson planning, aims & objectives, resources, how to get organised, up to date teaching methods & strategies, project work, pair & group work etc./ WORKSHOP Assessment & evaluation methods, research work concerning students and teaching, portfolios, etc/ WORKSHOP ICTs & pedagogy of technology (mechanical skills and pedagogical applications of ICTs/ WORKSHOP ) The second phase of ITT lasts for 35 hours and takes place during November . Its subject is the methodology of teaching in the classroom (show cases, methods by experienced teachers,observation of classes) and the solution of problems in the practice of teaching. It is implemented by advisors, head masters of schools and experienced teachers/WORKSHOP S The 3rd phase of ITTlasts for 20 hours and takes place at the end of June. The trainees present problems, experiences or good practices they implemented throughout the school year and evaluate the initial training programme they attended. Issues are grouped as follows: Pedagogical issues (5 hours) Teaching methods (5 hours) School cooperation with parents and the community/school staff cooperation (4 hours) Student assessment and evaluation of teaching (4 hours) Evaluation of the initial training programme (2 hours)

  14. MODEL OF ITT IN GREECE

  15. Conclusions Recommendations for the introduction of an effective school-based induction programme. Since ITT is an essential channel for communicating national education policies, the Ministry of Education generally defines its conceptual framework. The induction programmes experienced in Greece cannot fully address the needs of NATs or equip them with all the skills they need during the first years of teaching. This is also the international picture, suggested in the literature (OFSTED, 1992; American Federation of Teachers, 2000; Delannoy, 2000; and Duncombeand Armour, 2004). ITT falls short of NATs expectations and there are significant gaps between expectations and outcomes. NATs consider that in-service training activities are general rather than specific; focus on listening rather than doing; / too much theoretical input are a fixed training program transferred to trainees by lecturers generally have little provision for feedback/ follow-up communication and guidance is inadequate to foster the integration of the new ideas and methods into daily instruction (Sapp, 1996); should favor more collaborative, interactive techniques and workshops Teachers may go home with a new idea, but it is unlikely that their teaching will change in any significant way and there is no long-term improvement in the quality of their lessons (Feiman-Nemser (2001). Up skilling in new pedagogy and didactics is crucial to the professional development of teachers from their initial education to their lifelong training. NATs however, argue that a chasm exists between theory covered during ITT and practice in the classroom.

  16. In this respect, Vukelich & Wrenn (1999) suggest that in-service training should: (a) focus on a single subject; (b) be flexible and negotiated on the basis of school and individual needs and goals rather than standardized content; (c) be ongoing and sustained; (d) engage teachers in generating answers to actual, ‘real-life’ problems and cognitive dissonance they experience; (e) provide for participants’ meaningful engagement; (f) help participants to develop collaborative relationships and (g) encourage participants to reflect on their teaching. As a matter of fact, teachers should have a greater role in • setting the agenda, • being actively engaged in an experiential process and • treated as adult learners

  17. Applying the “teacher as adult learner” paradigm, activities like • case studies, • role playing, • simulations, and • self evaluations are more helpful than giving lectures to teachers. A further main element that should be addressed in ITT is the “Socio-cultural” paradigm. The majority of teachers remain relatively autonomous in their classrooms and collaboration with peers of a certain subject is very rare. On the other hand, communication among teachers is a major vehicle for fostering teacher Professional development and teachers learn more from each other than from an authorized person such as a content expert or an education specialist (Park et al., 2007). Meanwhile, a more effective technology infrastructure to be used for in-service training activities and feedback after these activities could be an extremely useful tool for teachers to share ideas about their classroom practices or new knowledge that they have learned through in-service training activities. ICTs and distance learning technologies could also be used for on line classes, e-conferences, videoconferences and interschool communication and mentoring support. Concerning ICTs ITT sessions • The development of appropriate pedagogical practices is seen by NATs as more important that technical mastery of ICTs. • NATs require extensive, on-going exposure to be able to evaluate and select the most appropriate resources.

  18. Teachers are confronted with increasing demands and multiple roles which have profound implications on their working conditions (Cedefop, 2010b; Psifidou, 2008). Changes in their work activities involving • team work, • guiding and counselling, • co-designing curricula, • assessing learning outcomes, • linking school with local community, • getting familiar with technological progress and new work processes have established a profound need for their continuous professional development. While the continuous professional development of teachers attracts attention in national policy agendas, important barriers remain to be lifted for teachers to participate and benefit from it. These impediments are often associated with lack of funds and incentives, as well as non-adequate training opportunities .

  19. NATs expectations from an effective induction programme Offer guidance and support a) in classroom organisationand management and b) in order to overcome problems and difficulties relating to classroom discipline Offer guidance and support (from a mentor or/and experienced teachers or/and the head teacher) Explain legal obligations and duties - Explain school policies and rules Guide and support me in planning of lessons. Help me in using/implementing effectively different teaching methods/strategies Familiarize me with the National Curriculum. Inform me about available curriculum materials and teaching resources Offer opportunities to observe other experienced teachers’ lessons and of being observed by other colleagues followed by feedback Help me overcome problems that I face (e.g. problems relating with parents) Inform me about teachers’ rights Guide me in evaluating and assessing pupils’ work Guide and support in issues relating to time management – Offer increased release-spare time, reduced teaching load Help me cope with pupils facing learning difficulties Offer psychological support (offer encouragement, develop of self-esteem and self-confidence, managing stress)

  20. Personal and professional needs of NATs Guidance and support (from a mentor or/and experienced teachers or/and the head teacher) Guidance and support for effective classroom organization and management and for overcoming problems relating to classroom discipline Help with the use of different teaching methods/strategies effectively and guidance and support in lesson planning Information on legal obligations and duties - Information about school rules and policies Guidance and support in managing time - More release time Psychological support and guidance - Development of self confidence (handling stress, motives for better results, encouragement, recognition of my efforts) Guidance in overcoming problems relating to inadequate school equipment and materials Information relating to teachers’ rights Guidance and support with the national curriculum - Knowledge of subject matter in order to teach it Coping with pupils facing learning difficulties and increasing pupils’ interest Help in understanding school culture - Initiation into the culture of the school

  21. The European labour market is coping with skill shortages for highly qualified professions. As a recent study on forecasting skill needs shows (Cedefop, 2010a), from the 80 million job opportunities that will be created by 2020, more than one third of them will be for highly-qualified people and one in two jobs for medium-level qualified, meaning for higher education and vocational education and training graduates.

  22. Past and projected qualification trends for those in employment, EU-27+ Source: Cedefop, 2010a, p.62

  23. Content of ITT COURSES IN Knowledge of the national curriculum - Knowledge of subject matter/content knowledgein order to teach it use of different teaching methods/strategies practical school experience assessment students and evaluation of the teaching practice ICTs child development psychology - cultural diversity Information on legal obligations and duties - information about school rules and policies

  24. http://libserver.cedefop.europa.eu/vetelib/2011/76586.pdf http://1pek.thess.sch.gr/images/documents/yliko/Odhgos_Epimorfoumenou_Eisag_2011_2012.pdf

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