EuSTD-web – Level III

Helsinki 2008

Eva Trnova, Josef Trna, Luis Marques, Lúcia Pombo

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Objective 3: Opening education and training to the world

• The project produced a set of materials for science teacher professional development, with interconnected levels, namely Level III.

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The overall aim

• To enhance wider cooperation between European science teachers and trainers utilising electronic communication for enhancing science teaching, science education trainers/facilitators and classroom action research related to the web-based modules.

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The contributions of each partner will be the following:

• Each institutional partner will be responsible for:

extending at least one module to an e-module format at level II (and its corresponding gateway material) and level III.

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Envisaged outputs: • At level III, the teacher project is expected to involve

teachers, on average, for 60 hrs, with the collaboration of teachers from other participant country (-ies) and may extend over a period of months where classroom data collection is involved.

• The responsibility for guiding this lies with the partner institutions interacting with each teacher.

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• Level III, investigative projects,• conducted by teacher in their own classrooms, using

an action-research methodology and working in a pan-European field in conjunction with other teachers.

• The proposed project would greatly facilitate skilled teachers from different participant countries working together on action-research projects (level III programmes).

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Work plan:• E-system is tested as an entity, including level

III. Evaluation instruments developed.• April 2007 – March 2009

Minutes of the Third Meeting (Wroclaw)

Task 9• Plan for the implementation of a Module at Level III.• The need to decide on Action Research project. To

present a plan of work to the group. To create a small (trans-national) group. (Each other country may need to nominate one teacher to be involved in this). To be responsible for making a proposal - and to present.

• Responsible: University of Brno + University of Aveiro (Eva + Luis+ Joseph+ Arminda)

The framework of Level III

Insights and innovations from research provide valid new strategies for improvement to consider …

… but seldom make a general and sustainable impact on the field.

This is in part because researchers often focus on issues not central to the concerns of practitioners

The framework of Level III

There is insufficient educational research that is focused on the classroom and that supplies practical knowledge which can be used to improve the quality of teaching

There is insufficient educational research that is focused on the classroom and that supplies practical knowledge which can be used to improve the quality of teaching

The effectiveness of teaching in schools would be substantially improved if it was a research-based professionThe effectiveness of teaching in schools would be substantially improved if it was a research-based profession

Radical changes are required in teacher professional development. Practitioners must take an active role combining research sugestions and practical experiences

Radical changes are required in teacher professional development. Practitioners must take an active role combining research sugestions and practical experiences

Teachers professional development in the context of EU policy

• Teachers should be equipped to respond to the • evolving challenges of the knowledge society,

participate actively in it and prepare learners to be autonomous lifelong learners.

• They should, therefore, be able to reflect on the processes of learning and teaching through an ongoing engageement with subject knowledge, curriculum content, pedagogy, innovation, research, and the social and cultural dimensions

(Europ. Commission – Common European Principles for Teacher Competences and Qualification, 2006)

What is being developed

• Team of experts: Arminda+ Lúcia +Luis; Eva+Josef• Piloting of Level III: Brno-module (co-operation: Brno+Aveiro)

• Action Research e-module: insert the study of Tartu-module Level II (action research) into each e-module

What is being developed• Research project in the context of a master thesis in

supervision• Methodology: action-research• Participants: biology teachers from Czech Republic and

Portugal • Students from: a Portuguese secondary school of Viseu –

10th level of Biology - and the secondary school of Gymnazium Boskovice - Czech Republic

• Supervision of school practices in Science Teaching in an

European context: an online partnership study

A theoretical framework of Supervision

Supervision and reflexive trainning of teachers: reflection in, about and for the action (Schön 1995; Alarcão 2005; Sá-Chaves 2007)

Supervision and reflexive trainning of teachers: reflection in, about and for the action (Schön 1995; Alarcão 2005; Sá-Chaves 2007)

The motivation promotes new pedagogical and methodological attitudes in different types of interaction between teachers, students and contents

(Tapia & Fita 2004;Balancho & Coelho 2005)

The motivation promotes new pedagogical and methodological attitudes in different types of interaction between teachers, students and contents

(Tapia & Fita 2004;Balancho & Coelho 2005)

Special contributions provide by ICT in the science teaching (Eurydice 2006)

Special contributions provide by ICT in the science teaching (Eurydice 2006)

Research Question

What are the advantages of the process of self-supervision and peer-supervision for the teachers involved in the project?

What are the advantages of the process of self-supervision and peer-supervision for the teachers involved in the project?

What are the advantages – positive outcomes - at the classroom level, for the students?What are the advantages – positive outcomes - at the classroom level, for the students?

Main aims

To analise the influence of sharing knowledge and experiences in the process of personal and professional development of

teachers involved in the project

To encourage the development of a partnership among peers with diverse experiences, both national and transnational

To recognize the importance of ICT in the process of shared experiences of teaching and learning

Planning each activity

Action – implementation of the plan in a particular

way

Observation of the effects of the action, gathering data using

different tools

Reflection – reflexive debate about the effects

of the action

Practice/theory – reconstruction of the

significance of the study situation

New ideas for the action → new cycle

Gathering information

observation

interaction and dialogue between the teachers

administration of a questionnaire to collect students’ opinions

development of a portfolio

What has been done

Producing materials for implementation in the teachers’ interactionProducing materials for implementation in the teachers’ interaction

Meeting at the University of Aveiro on the 1st and 2nd September 2008 between the teachers involved in the project

Meeting at the University of Aveiro on the 1st and 2nd September 2008 between the teachers involved in the project

Writing a diary as a tool for collecting dataWriting a diary as a tool for collecting data

Main aims of the partial meeting at the UA

Provide a face to face relationship for a better knowledge of each one of the teachers involved in the project

Provide the sharing of experience and materials developed by teachers in their educational systems

Timing and definition of activities to be undertaken by involved teachers

Examples of shared materials

Program Overview for Biology - level 10 (Biology and Geology)

Selected experiments about photosynthesis

Diagnostic test

Example of the diagnostic test

SentenceTrue / False

Explanation

Plants are our friends, so we can live with them every day and sleep with them in our room.

F

In the photosynthesis plants release some substances they do not need, such as the oxygen. This gas is essential for breathing. But plants also breath, producing carbon dioxide, a toxic gas to humans.

Water is essential for food production for the plant.

T

Water is a good solvent, therefore, it carries and dissolves many substances. So when plants absorb water from the soil, it isn't pure because plants transport minerals from the soil.This water with dissolved minerals, absorbed by the root, is called gross sap. This mixture is the basis for manufacturing the plant’s food.

Discussion about the methodology to be adopted by both teachers

the type of activities/materials to prepare for implementation in the classroom context

timetable for the application of those materials

selection of laboratory activities to be implemented in the classroom

examples of instruments to be used for the student’s assessment: observation, questionnaires, report of an activity,

conceptual maps; etc

suggestions for the implementation of a pre test (diagnostic activity) and a post test (pilot test)

strategies to be used in order to promote interactions among students (email, blogs, videoconference, ...)

Emails of students - interactions

urbik@hrisnik.cz     Emily.Secret@seznam.czkari.h1@seznam.cz     h_katka@centrum.czApril012@seznam.cz    Kristyna@samsula.netalexajda@seznam.cz    nikca.ke@seznam.cz kterushka@seznam.cz werunn.ka@seznam.cz

Multicultural dimension

• Peer teaching

• Peer learning

Writing a diary to be included in the portfolio

“With the conscience that “two visions about something are better than just one” (Sá-Chaves, 2007), Eva’s vision will act as a powerful tool for a start of a reflection process about my specific knowledge of the content that I teach”.

“With the conscience that “two visions about something are better than just one” (Sá-Chaves, 2007), Eva’s vision will act as a powerful tool for a start of a reflection process about my specific knowledge of the content that I teach”.

“Supervision is a process that allows a deep look into our own practice, transforming it into self-supervision”.

“Supervision is a process that allows a deep look into our own practice, transforming it into self-supervision”.

Schedule

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug

2008 2009

Review of literature

Preparation of materials and their implementation

Administration of the students’ questionnaire

Data collection and treatment

Preparation of the dissertation