Professional Standards for Teachers from HEI in Romania
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Transcript of Professional Standards for Teachers from HEI in Romania
Professional Standards for Teachers from HEI in ROMANIA
March, 2-4, 2011 - Balti
Presentation by Carmen HolotescuTimsoft, Politehnica University of Timisoara,
Romania
agenda
1. Framework for professional standards in Romania
2. Arguments for change3. Case Study4. Conclusions
agenda
1. Framework for professional standards in Romania
2. Arguments for change3. Case Study4. Conclusions
• Universities have autonomy: financial, human resources, educational programs, quality – stated by Education Law
• HE teachers are appointed on a competitive basis from among graduates who have demonstrated outstanding teaching and research qualities - open procedure
Framework for professional standards in Romania
Framework for professional standards in Romania
National Agency for Quality Assurance in HE
• Responsibility of the HEI
• Internal quality assurance mechanisms
• Protection and improvement of the quality of the educational offer
• Fair information
• Quality culture
• Students are partners in quality assurance
• Responsibility of ARACIS
• National quality framework
• Quality as a co-production
• through the interactions of a plurality of legitimate actors
Framework for professional standards in Romania
Improving professional and teaching competencies and skills:
• compulsory attendance of pedagogical courses - 60 credits
• trainings, courses, workshops, conferences, projects
• personal development:
• participate in communities of practice
• create and manage Personal Learning Environment
• continuous learner
agenda
1. Framework for professional standards in Romania
2. Arguments for change3. Case Study4. Conclusions
Arguments for change
EC recommendation on media literacy in the digital environment for an inclusive knowledge society, 20.08 2009 [+]: “open a public debate on the inclusion of media literacy in the compulsory education curriculum, and as part of the provision of key competences for LLL”
EC, DG Education and Training, Improving the Quality of Teacher Education, 2007 [+]: “teachers are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers rather than excathedra trainers.”
“they are required to use the opportunities offered by new technologies and to respond to the demand for individualised learning”
EC, Common European Principles for Teacher Competences and Qualifications, 2005 [+]EUN Insight: Assessment Schemes for Teachers’ ICT competence, 2005 [+]
Arguments for change
UNESCO's ICT Competency Standards for Teachers, 2008 [+]: “There is a lack of coordination between the adoption of technology in the classroom and the embracing of flexible and innovative teaching-learning strategies. ”
EC IPTS, ICT for Learning, Innovation and Creativity, 2008 [+]: “New technologies, and especially social computing, provide new opportunities for education and training, as they enhance learning and teaching, and facilitate collaboration, innovation and creativity for individuals and organizations. ”
Arguments for change
e-competencies.org
agenda
1. Framework for professional standards in Romania
2. Arguments for change3. Case Study4. Conclusions
Case Study
Training of academic staff at the University Politehnica of Timisoara, Department for Academic Development:•Psychology of education
•Pedagogy: Curriculum, teaching / learning, evaluation theory and methodology
•Domain didactics
•Design and management of educational programmes
•Technology enhanced learning (*)
Case Study
Modules:
On eLearning2.0,
VLEs, Learning styles, Learning communities facilitation, e-Pedagogy, OER, RSS, Blogs, Microblogging, Wikis, Social Networks, Collaborative documents, OS/CC, Social Search Engines, etc.
Blended course for using new technologies in education
Case Study
Course elements:
announcements
modules - LOM/SCORM objects
collaborative exercises
learning from the stream
multimedia messages
livestreaming
polls/quiz/ comments via SMS (f2f)
validations - interactions with practitioners/
experts/groups
Case study
from Handbook of Emerging Technologies in Education: George Siemens, Peter Tittenberg (pg.34) ltc.umanitoba.ca/wikis/etl
Case Study
Teachers create (mobile) PLEs, discuss/improve scenarios for learning; peer mentoring, communities of practice
agenda
1. Framework for professional standards in Romania
2. Arguments for change3. Case Study4. Conclusions
Conclusions
A better education requires teachers who are better and continuously trained, who assume the responsibility of improving continuously their own knowledge and skills, who are motivated, enthusiastic, e-mature, who collaborate, sharing their experiences and learning from the others, from their students too, who innovate, improving support for learners through ICT. Teachers should be the most adaptable to the changes of society and should become drivers of changes.
Thank you for your attention!
Carmen Holotescu [email protected]
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