Learning Event Part 4

Teachers' profession in 2020

Dr. Riina Vuorikari
CSS - European Schoolnet
Nov 16 2012
Who am I?
Riina from Finland
First training: teacher in Finland,
studying abroad (exchange
and postgraduate studies)
e.g. hypermedia,
web, research, Doctoral (09)
2000-2011 in European Schoolnet as Senior Research Analyst and Project
Manager
2012 -> part time in-house expert in European Schoolnet
- plus other clients
About this presentation
1. Setting the context: Why future scenarios?
Scenario building as a method
Focus of the activity: tool for reflection
2. Trends for our scenarios in 2025
Teacher training
Initial Teacher Training
Continuous Professional Development
Teacher networks
Role of schools: multi-stakeholder approach
Data protection, data privacy and trust
The book is out!
Foresight approach
for future studies
http://en.wikipedia.org/wiki/Foresight_(futures_studies)
Why future scenarios?
Unless we plan strategically for the future of teacher
education, we will be unable to deal with teachers' future
needs (Newby, 2005 in the Journal of Education for
Teaching)
While 2025 might seem like a long way ahead in the
future . children starting schools in 2011, will be
finishing their obligatory schooling or entering higher
education in 2020-2025 (Newby, 2005).
The future landscape is "only one childhood away"
(Newby, 2005, p. 254).
Future Scenarios
Future-oriented activity
but, it does not make predictions!
Rather to discuss and elaborate different plausible futures.
Assumes that the future is not pre-determined, but can evolve in
different directions
Multidisciplinary, values the multiplicity of perspectives and
views held across actors from different fields
Involves different stakeholders
Future Scenarios: tool for reflection
Stories of possible futures,
imagining how
the teaching profession could look
after 2025,
in order to challenge assumptions
and
stimulate thinking about
the present
Future Scenarios:
main four stages
1. Understanding current situation
2. Exploring what could happen
3. Debating what stakeholders or participants would
like to happen
4. Deciding what should happen
(Cagnin & Keenan, 2008)
Questions?
Do you have any comments or questions regarding
Why future scenarios?
or about scenario building as a method?
1. What do we know about the
current situation?
more than half of the teachers surveyed
reported having wanted
more professional development
than they had received.
Teaching and Learning International Survey (Talis)
OECD, 2009
Context 1.
Context 1.
TALlS, OECD, 2009
TALlS, OECD, 2009
Teachers co-operation
The TALIS (OECD, 2009) studied various
forms of teachers working together
Frequency to undertake activities on 6-point
scale ranging from never to weekly
Possible to group activities:
Exchange and co-ordination for teaching
Professional collaboration
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Teachers co-operation
EXCHANGE AND
CO-ORDINATION for teaching
Discuss and decide on the
selection of instructional
media (e.g. textbooks,
exercise books).
Exchange teaching materials
with colleagues.
Attend team conferences for
the age group I teach.
PROFESSIONAL
COLLABORATION
Observe other teachers
classes and provide feedback.
Teach jointly as a team in the
same class.
Engage in joint activities
across different classes and
age groups (e.g. projects).
eTwinning
projects!
De-privatisation of teaching practice
means teachers observe each other,
give feedback, and act as mentor,
advisor or specialist
OECD, 2012: Teaching Practices and Pedagogical Innovations
teachers who report being involved in
such activities regularly also have
higher self-efficacy
Benefits of teachers
co-operation
Co-operation among staff creates opportunities for
social and emotional support,
exchange of ideas and
practical advice.
It can enhance
professionalism,
feelings of self-efficacy and
prevent stress and burnout
Different kinds of collaboration may not have the same effects!
Why are teacher networks?
Learning networks, i.e. technology-supported
communities
learners share knowledge with one another
jointly develop new knowledge
Can exist on many levels
within a school
across schools at regional, national and
international level
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Includes various forms of teachers
co-operation, i.e. teaches working together in
groups or teams to improve educational processes
and outcomes (OECD, 2009)
Contribute to the quality of
the teaching profession and
the learning experience of students
by encouraging collaboration and knowledge
exchange at both teacher and student level
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Why are teacher networks?
Blended networks
More and more often, networks become blended
=> digital world is mixed with the physical one
eTwinning platform is online...but
training events (e.g. PDW, contact seminars)
are often in a physical environment
Online collaboration in projects has a clear
physical classroom aspect
eTwinning friends are equally found
through online and offline means
Like our
lives too!
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Spreading a positive
virus called pedagogical
innovation..
...who will not
get the virus?
Who will
not get
the virus?
The ones who are not
connected, e.g. who are
not co-operating with
others.
Social capital: ability of actors to derive benets
from their membership in social networks
Value of networks defined through
social capital
the sense of belonging to the community
the provided and received support
the social network structure
Value of informal learning networks
for individuals
Image of Europe emerges from eTwinning!
Multi-stakeholder approach to
education
Teachers in a key role in transforming
education, provided that they are well
supported!
What is the role of...?
policy-making;
school culture and innovation history;
school management;
parents
community around
Learning
beyond school
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Data protection, privacy and trust
Data protection regulates control over how
personal data as a commodity is exploited
by third parties, e.g. Facebook
Privacy is the right of the individual to be
undisturbed and unobserved
One of the main challenge for the future of
education;
commercialisation: who provides services?
who can be trusted on the Web?
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5
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2. Exploring what could happen.
-
with experts and teachers in Europe
3. Debating what stakeholders or
participants would like to happen.
Teaching profession in 2025
Scenarios in 2025
Scenario 1: eNet: European Education Network
Scenario 2: MyNetwork
Scenario 3: Intelligent Agents
Scenario 4: Diversified Teaching Careers
Scenario 5: Offline Networking
Scenario 1: eNet: European
Education Network
Scenario 2: MyNetwork
!Social networks
Scenario 3: Intelligent Agents
!Technology heavy
Scenario 4: Diversified Teaching
Careers
!New roles as a teacher
Scenario 5: Offline Networking
!Low-technology
Scenario 5 (in the book): Informal
learning camps
Note that Scenario 5 has been changed
in the book! It reflects on the aspects of
teachers informal teacher professional
development opportunities!
Check it out too :)
4. Deciding what should happen.
Now over to you!