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Conclusions PLA on quality of Teacher Educators

This research explores the qualifications, identity, commitment, competences, and stakeholders involved in the role of teacher educators (TEors) in maintaining the education system and fostering innovation. It also addresses the lack of research information in this area and suggests the need for professional development, qualifications, and lifelong learning opportunities for TEors. Stakeholders such as the ministry, employers, professional associations, and external quality agencies have responsibilities in setting criteria, assessing TEors, and ensuring quality in initial and continuous professional development.

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Conclusions PLA on quality of Teacher Educators

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  1. ConclusionsPLA on quality of Teacher Educators Iceland, 21-24June 2010

  2. qualifications why? LLL who? stakeholders and responsibilities identity and commitment competences

  3. 1. Why? • role of teachers role of TEor • maintaining the education system • cornerstone of innovation (development of the education system) • role model to (student) teachers • current lack of reserach information

  4. 2. Who are the TEors? • those who are involved in the learning of (student) teachers they are second order teachers

  5. 2. Who are the TEors? • heterogenous group: • different working groups • different educational background • difference in commitment • different types ofcompentences • effect of the educational landscape

  6. 3. Identity/commitment • both teachers and researchers • can have multiple identities • we have to strengthen the committeemen to the profession • quality criteria (standards, registration) • being part of a group • prof. development schemes( initial induction cpd) • involvement in policy making and decisions • connections with schools • involvement in curriculum development, projects, ..

  7. 4. Competences • frame of reference for professional development and assessment • national list ( possibly with international peer review) • existing lists as starting points • key competences • HE qualification framework • country examples

  8. 4. Competences • team perspective with individual difference • knowledge areas (JT) • being and expert + contributing to the knowledge development • connect to other areas • teacher competences • research competences • system competences • second order competences • transversal competences • leadership competences

  9. 5. Qualifications • consideration: TEor qualification exceeds student-teacher qualification • adequate offer for suitable courses • suggestion: investigate the possibilities for a Prof/educ. doctorate

  10. 6. LLL • induction • cpd • course based or collective

  11. 7. Stakeholders & responsabilities • ministry • safeguarding coherence • providing quality framework • creating conditions • employers of TEors • setting criteria for selection • assessing TEors • providing CPD / induction opportunities

  12. 7. Stakeholders & responsibilities • (employers of )teachers • setting quality criteria for initial and cpd TE • professional associations of TEors • developing competence requirements • external quality agency • unions

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