Universidad 2012

1. Universidad 2012 Exploring Teacher Education in Cuba: Meeting the Challenges of 21st Century. Dr.C. IsoraJ.EnríquezO´Farrill Dr.C. Sonia FernándezGonzález

2. Education: A Revolution within the Revolution 1961: Literacy Campaign Basic goal culture 70´s: Teacher training project 2000´s: Enhancing culture and the use of ICT

3. Teacher education The process conducive to the comprehensive formation of the teacher as a professional, that involves the sum of experiences, opportunities and activities through which individuals learn to be teachers by teaching itself and by reflecting on it.

4. PEDAGOGICAL UNIVERSITIES GRADUATE STUDIES AND DIFFERENT FORMS OF CONTINUING EDUCATION FOR IN SERVICE TEACHERS TEACHER TRAINING COURSES FUNCTIONS PEDAGOGICAL RESEARCH ACADEMIC EXCHANGE UNIVERSITY EXTENSION FOR CULTURAL ENRICHMENT

5. Teacher Training principle trained in the school, for the school and by the school

6. Theoretical framework Dra. C. Alicia Toledo Costa Marxist -Leninist philosophy Sociology Psychology Pedagogy

7. Philosophycal reference • Society- man-education are key concepts for curriculum design. • Knowledge, evaluation and praxis are stages of the whole human activity, mutually conditioned and interrelated. • Education is the transmission of the cultural heritage of mankind from generation to generation. • The comprehensive formation of the student´s personality is in the center of the process Miranda, Lena. T. (2009)

8. Sociological reference • The formation and self acknowledgment of national identity, ideological, cultural and socio-historic values, which are revealed in this process. • The revolutionary sense that has characterized the historic development of the Cuban society, which synthesizes the ideals of José Martí and the Marxist Leninist ideas, marked by a humanistic sense. • Human activity and communication are central concepts in the educative process. Miranda, Lena. T. (2009)

9. Psychological reference • Learning and development are interrelated from the child’s very first day of life. • Education leads to development • The learning process is seen as a process of "meaning-making" in socially, culturally, historically, and politically situated contexts. Vygotsky ,   (1962) , Miranda, Lena. T. (2009)

10. Pedagogical reference • The school as the cultural center and the place for socialization in the community. • The interdisciplinary approach to teaching and learning. • The interrelation between theory and practice. • The learner´s responsibility for his own learning. • The relationships school- family and community. • The role of ICT. Miranda, Lena. T. (2009)

11. Characteristics of teacher education curriculum It lasts five years. 1st and 2nd years: intensive training on the main campus from 3rd year on the students are inserted in micro-universities under the mentorship of school teachers.

12. Characteristics of teacher educaction curriculum Teaching practicum is very important Mentoring is paramount

13. Components of the curriculum Academic:helping the trainees learn the contents of the core and optional subject matters of the curriculum Practical:helping the students develop pedagogical professional skills Research:helping the students develop research skills University extension: facilitating students involvement in different cultural, community and sports activities

14. Debate • Mention what is similar to the way teacher training is developed in your country. • Talk about what is different from the way this is designed in your country. • What is it that you cannot compare because it was not clearly explained? • What called your attention and needs more clarification?

15. UNIVERSALIZATION OF HIGHER EDUCATION It fosters commitment to the community where people live and work It offers ways to care for diversity within unity It allows most people to benefit from education. MUNICIPAL PEDAGOGICAL CAMPUSES

16. MICROUNIVERSITY Lab to train teachers

17. Present challenges • The education of student teachers to develop the skills to enhance their culture as well as their learners’; • The fragmentation of curriculum content; • Connecting theory and practice; • How to support trainees and teachers in the initial years of teaching; • Educating teachers to be reflective practitioners; • Strengthening teachers´ professional development

18. Culture reflects the whole of human behavior • Beliefs, customs, traditions, values, • Ways of relating to each other, • Manners of speaking, communicating • Ideas and attitudes towards philosophy, politics and environment, • The material products of physical effort, ingenuity, and imagination and services provided

19. Content in teacher education • Must contribute to enhance student teachers´ sense of responsibility as citizens • Enhance the education of moral values

20. General cultural content General pedagogic content Theories of teaching & learning Subject matter content Strategic or process content Content areas

21. Enhancing comprehensive formation Cultural Pedagogical Professional Guidance Curricular strategies Health & Sexual Education Mother tongue ICT

22. Teaching practicum & mentoring Teaching practice is to bridge the gap between theory and practice. Mentoring is a strategy of individual and institutional support, realized in a learning-partnership of two persons and aiming at professional development (of school teachers).

23. Mentoring is a joint work Mentoring is a dialogue Mentors not tormentors

24. Mentoring scenarios common features • Mentoring should take place in a personal one-to-one relationship. • Mentoring should be a confidential, inspiring, and trusting relationship as a basic prerequisite for learning. • The benefit is not only on the mentee's side but also on the mentor's and the institution as well.

25. Critical Reflection What are you doing? Why are you doing it? How effective is it? How are the students responding? How can you do it better? Professional and learning portfolios and journals

26. ICT in teacher education Effective teacher preparation requires adequate training in two areas: Information technology literacy. Integration of ICT in the teaching learning process to enhance learning experiences in schools.

27. Basic principles for an effective inclusion of ICT in teacher education Technology should be integrated into the entire teacher education program. Professors and mentor teachers should model innovative uses of technology. Students should experience innovative technology-supported learning environments in their teacher education program.

28. To teach language Act as intercultural communicators and culture promoters Language Teacher training Teacher trainees develop professional skills

29. ENHANCES LEARNING STRATEGIES AND INTELLECTUAL SKILLS DEVELOPS INTERCULTURAL COMMUNICATION SKILLS FOSTERS VALUES AS CUBAN AND WORLD CITIZEN Intercultural communicator CULTURE PROMOTER English teacher

30. Culture LanguageEffective Intercultural Communication

31. Rules to find out what is going on in a culture • Rule 1: Do not assume • Rule 2: Be quiet • Rule 3: Look • Rule 4: Listen • Rule 5: Feel • Rule 6: Ask questions

32. c d b a Curriculum content Linguistic Cultural Pedagogical Interdisciplinary

33. Listening • Video • Communicative & professionally-oriented tasks • Response papers • Reading texts Speaking Reading Writing Enhancing Language Teaching & Learning Communication

34. Resources Local Textbooks Labs and specialized classrooms

35. Trainees & tutors organize language festivals and cultural activities with learners

36. Professional development The sum of activities in which teachers participate to contribute to their growth as professionals, as they enhance their communication, teaching and research skills, through the experience of teaching, reflecting on this experience and participating in seminars, conferences and other academic and professional projects.

37. Professional Development Methodological preparation: Ongoing process to helpschool teachers reflecton: • teaching content • lesson planning • procedures for assessing learners´ knowledge and skills • procedures to integrate interdisciplinary content

38. Professional development is enhanced through • ELT Seminars and conferences • Academic exchange • Workshops by international professors from Canada, UK, and others. • Master’s & PhD programs in UK and Cuba • TKT

39. Professional development is enhanced by … • Participating in national & international projects of great impact -Literacy programs Greenlight, New Zealand Arrowmight, Canada Grenada, West Indies

40. “Yes, I can.”: A Cuban contribution for the English speaking world DrC. Sonia Fernández MSc. Yolanda Cabrer Lic. Piedad Torres

44. Professional development is enhanced by … • Participating in national & international projects of great impact -Literacy programs Greenlight, New Zealand Arrowmight, Canada Grenada, West Indies

45. Holiday English

46. University for All

48. Understanding people across cultures The proverb, “When in Rome, do as the Romans do”, applies to every field and to any professional, particularly in countries where 1000-year old traditions can dictate the rules of proper behavior.

49. NON-VERBAL COMMUNICATION Automatized body movements with social and cultural meaning produced between human interlocutors in face to face interaction. Padrón Casañas, 2007

50. What do these gestures mean in your country?