Inter national cooperation in a MA Teacher Training Education The Modell of Eszterházy Károly College

1. International cooperation in a MA Teacher Training Education The Modell of Eszterházy Károly College Maria David – Magdolna Varga Estefan: ATEE 2010 Conference, Budapest

2. Main aims of JoMiTE idea The partners in this project want to establish a Joint Master in Teacher Education (JoMiTE) for secondary education in September 2010. Students who participate in the Joint Master will follow courses atleast three different universities throughout Europe and will visit schools and work in-service at schools in at least three different countries. It is not our intention to create a uniform European Teacher. Europe is not only rich in culture, but also in pedagogical approaches. Educational systems, teaching methods and pedagogical thinking differs between countries and cultures. Teachers should learn from these differences. 2

3. What is JoMiTE - “Added Value”? JoMiTE-students: Personal and professional enrichment Learning in multiple contexts: cultural and pedagogical Better prepared for mobility University: Transnational cooperations in Europe and beyond Cooperation of universities and schools Exchange of knowledge Attractivness of teacher education 10.06.2014 3

4. Project partners University of Groningen Netherland Universitat Autonoma de Barcelona, Spain University of Tartu, Estonia University of Edinburgh, UK University of Helsinki Finland University of Joensuu, Finland University of Regensburg, Germany Charles University in Prague, Czech Republic Eszterházy Károly College, Hungary 4

5. JoMiTE principles The JoMiTE curriculum is 60 ECTS 30 ECTS in home country (theory and practice) 15 ECTS in country A (theory and practice) 15 ECTS in country B (theory and practice) Focusing on secondary (subject) education for teacher education students (with knowledge about their subject/s at Master level) who attend university and school practice in three different countries (30 ECTS at the home, 30 abroad) respecting the diversity of Europe’s educational cultures.

6. The development process of JoMiTE JoMiTE Project activities Find out what is possible Joint Master Jan 2007 Sep 2010 6

7. JoCiTE Project: Joint Curriculum in Teacher Education To develop a curriculum for the joint master Focused on diversity by compatibility, instead of homogeneity Project funded by EU (Erasmus) Project duration: 2007-2010 During the preparatory meeting for this project the most important issues of the curriculum design were already discussed. The result of this project is a curriculum design where the objectives of the curriculum, and the structure of the curriculum are clear.

9. Joint Curriculum: Principles Divide the full year (60 ECTS) in four blocks of 15 ECTS each Each block has Teacher’s Role-related Teacher as instructor Teacher as coach Teacher as developer Teacher as researcher The (course) contents are based upon the teacher roles/competences

10. Four-Block-Curriculum

11. Role definitions (1) Teacher as instructor (introduction course): The teacher as instructor leads a group of learners, communicates with those learners about his subject on their level and activates their learning. Basic skills of teaching. Teacher as coach: The teacher as coach organizes and facilitates a safe and motivating learning environment and promotes learning taking account of personal and cultural differences of learners based on psychological insights.

12. Role definitions (2) Teacher as developer: The teacher as developer develops and evaluates learning environment in the broadest sense with regard to (cultural) differences between learners. Teacher as researcher: Theteacher is the bridge between the scientific field of his subject and the learner and is able to introduce learners into research approaches. He identifies critical situation in his class or school, analyzes the core of this situation, with reference to research literature, and presents the results and evidence based recommendations to colleagues and other stakeholders. He is a critical consumer of relevant research literature.

13. Learning outcomes For each block we defined learning outcomes, like: knowledge of effective classroom management theories ability to write and conduct a lesson plan ability to manage a class ability to observe and analyze, critically lessons based on relevant research Ability to learn from practice and to discover the own strengths and weaknesses Also specific outcomes for subject didactics 10.06.2014 13

14. The curriculum design • This curriculum will be the basis of the future joint master in teacher education that the partners want to establish. • An important part of the curriculum will focus on cultural and pedagogical differences. • Each block of curriculum consists ofsix elements: • Intercultural courses, • teaching practice, • reflection between theory and practice • general courses (like psychology, pedagogy), • pedagogical content knowledge and students’ • research.

15. Contents of a block

16. Curriculum Overview

17. Diversity • Each university can offer one or more of the blocks • A student can chose one of the universities that offer such a block • A university is free to design a block with its’ own cultural/pedagogial “flavor”, but with regard to: • The overall structure • Learning outcomes • Partners trust each others’ capacity to fullfill the learning outcomes • Flexibility in integration of JoMiTE in each university’s system of teacher education

18. The JoMiTe modell of Eszterházy Károly Collge

20. The Faculty of Teacher Education

21. The EKF Eger JoMiTe structure for incoming students Offer the 2. and 3. blocks of JOMITE program for exchange students Teacher as a coa From 15. Oktober - till 20 December Teacher as a developer From 15 Jan – till 31 March Developped the courses of this 2 blocks, and these courses are aviable for each student’s in English language, in each semester The teachers, the practice school preparedand the administrative system prepared for this task.

22. The name of the JOMITE block DEVELOPER

23. Host students of Pilote course From Gröningen University 2 teacher student • Anneke Feenstra (englist teacher st. MA) • Nelian Kramer teacher trainee (geography teacheer st. MSC ) • Dates: from 5 th.Jan. till end of March 2010 • Block name: „Developer” • Continuation of JoMiTe • Joensuu - „Researcher” • From begining of April till middle of June

24. The EKF Eger JoMiTe structure for outgoing students • The students from Eger can joint to JMITE program the second year of their studies • Entrance requirement according the JoMiTe rules + Intercultural course 1 part

25. Entrance requirementsStudents who want to subscribe for the JoMiTE program should have: English language skills on B2 level. Each university will take care of the assessment of their own student teachers before sending them abroad and we trust each other’s choice. Students will be encouraged to take a crash course in the hosting country language. The subject should, as entrance requirement, be on bachelor level. However, for the final grading, the JoMiTE student teachers should also reach master level for their subject. Be aware that we are speaking of level (in the sense of the Dublin descriptors), not about the amount of ECTS in a certain field. The student teacher proves that he is motivated for the JoMiTE program

26. Course aceptation • We fixed that in our teacher training program subjects lists, wich kind of subjects are accepted, when our students learns in partners Universities

27. Accepted courses if JoMiTe students learn developer block in foreign country • MNP_NV010K2 Iskolaszervezet, iskolafejlesztés • 2 Kr. • MNP_PS027G2 Önszabályozó tanulás pszichológiája • 2 Kr • MNP_NV014G2 Multikulturális nevelés • 2 Kr. • Subject didactics • 3 kr. • Összefüggő egyéni gyakorlatból • Felkészülés a tanításra és az óra elemzése (egyik szak • 2 Kr. • Tanítás (egyik szak) • 4 Kr.

28. Further Information: www.jomite.eu davidm@ektf.hu Thanks for your attentions