andrea kubalikova, adrian kacian slovakia, faculty of humanities university of zilina
TRANSCRIPT
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PaCTT Theme A and Theme B Grids
Dissemination event, Sofia, June 18-19, 2013
Andrea Kubalikova, Adrian KacianSlovakia,
Faculty of HumanitiesUniversity of Zilina
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to summarize initial ideas about ITT and
CPD in the partner countries
to analyze principal models in ITT and CPD
in the partner countries
to provide background for the e-survey and
final framework of PaCTT
CONTENT of PRESENTATION
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Bachelor or postgraduate certificate
Bachelor or Master degree
Primary teachers- Bachelor degreeSecondary teachers– Master
degree
ITT – level of training
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Master degree
Master degree
Bachelor or Master degree
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Universities and schools/colleges
Primarily pedagogical university faculties
Teacher training institutions within
universities
ITT – training institutions
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University based education schools
University
Education faculties
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TDA - becoming teaching agency
National Evaluation and Accreditation Agency
Conseil Régionaux and Généraux,
Ministry of Education
ITT – national authority
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National Agency, Ministry of Education
Accreditation Committee, Ministry of Education
Ministry of Education
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Subject disciplines, Education disciplines, practical placement
Subject disciplines, Education disciplines, practical placement
Subject disciplines, Education disciplines, practical placement
ITT – content of education
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Subject disciplines, Education disciplines, practical placement
Subject disciplines, Education disciplines, practical placement
Subject disciplines, Education disciplines, practical placement
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Local authorities, governing bodies
School directors
Private schools – school directors, Public schools – Ministry of
Education
Teacher employers
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State
Schools
Private schools – school directors, Public schools – Ministry of
Education
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CPD, INSET
in-service training
CPD, lifelong learning
Name of post-ITT
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CPD
CPD, lifelong learning
lifelong learning
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local/regional/national training, school based INSET days, teaching
learning communities
internal CPD activities, peer observation, informal discussions,
on-line resources
combined models of CPD
Dominant models of CPD
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combined models of CPD
Professional Development (PD) of competencies and skills in
subjects/specialized competencies/attestations
in–service training events, computer-based training activities
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Highly variable linked to „performance management
processes“ in school environment
Individual - a report to the school management team once a
year/PQC
Individual - credit system, certificates and attestations
Recording of CPD
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Ministry of Education - Credit
system
Ministry of Education - Credit
system
Individual and ministry of education
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school budgets, various national and regional
funds
State and individual
State and regional
Funding arrangements of CPD
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state
individual
state and individual
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School management encourages teachers to take responsibility for CPD, content of training events
could meet school priorities
It is predominantly teacher’s responsibility
CPD is compulsory by national legislation, career advancement,
higher salary
Teacher’s responsibility for CPD
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CPD is compulsory by national legislation, career
advancement, higher salary
CPD is compulsory by national legislation, career
advancement, higher salary
Predominantly teacher’s responsibility
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school-to-school support, coaching and mentoring/tensions, reduced
budget
availability of national programs and funding/no strategic planning
of CPD, conflict with work schedule
availability of various courses, progress in career/too much
workload, family responsibilities
What are the potential enablers and inhibitors to CPD?
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availability of various courses, progress in career/too much workload, bureaucracy effort
availability of various courses, progress in career/self-funded
programs, lack of employer´s support
availability of various courses, progress in career/too much
workload, family responsibilities
©
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Thank you for your attention!