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Teacher competences with gender perspective

Teacher competences with gender perspective. Quality Educators for All Project aims to assist public authorities. Objectives of Quality Ed. for all: Quality, Training, Sustainability.

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Teacher competences with gender perspective

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  1. Teacher competences with gender perspective Quality Educators for All Project aims to assist public authorities

  2. Objectives of Quality Ed. for all:Quality, Training, Sustainability • QUALITY: develop/enhance gender-just teachers’ competency profile with national consensus – and life-skill curriculum • TRAINING: expand provision of high-quality in-service and initial education for un(der) qualified teachers • SUSTAINABILITY: advocate that national and international institutions incorporate successful approaches

  3. Research on Competence-based Teacher Education • Nearly completed desk and field research by Paloma Bourgonje & Rosanne Tromp • Desk study: conceptual history, and experience in South Africa, NZ, Alberta (Canada) and Pestalozzi Program – Council of Europe • Case Studies: Chile, Brazil, India, Malaysia, Slovenia, Netherlands. • Pilot Countries: Uganda, Mali

  4. Summary of results of research • Conceptual tension between narrow behavioral definition and holistic definition: skills, knowledge, attitudes and values • Development of CP needs to involveall stakeholders = teachers/pupils/ parents • CP can help teaching quality if combined with empowerment & professional growth • CP is part of school-wide quality context

  5. No Gender- and Life Skill teacher competences? • Research didn’t cover non-formal education initiatives – do they have CP’s? • Gender- and Life Skill competences did not emerge anywhere in the research • Broad interest in a holistic CP (pilot Uganda/Mali: Head, Heart, Hands, Feet) • Interest in international guidelines for development of national CP’s, rather than development of one International CP.

  6. Questions for this EI World Women’s Conference • What is your own experience with competence-based teacher education? • What role can/should EI play, in the conceptual and practical development of CP’s at national and/or international level? • How important are Gender- and Life Skill competences for teachers? • Can/should this conference take CP’s forward? Which? How? When? By whom?

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