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GENERAL LYCEUM OF MELESES

EUROPEAN EDUCATIONAL CONFERENCE

FUTURE TEACHERS ACCORDING TO LISBON STRATEGYIn the frame of the Long Life Learning Program Teachers Training Kit According to the Lisbon Strategy-Future European Teachers

PROCEEDINGS

Peza of Heraklion Crete, Greece 25 & 26 OCTOBER 2010

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Publishing GENERAL LYCEUM OF MELESES Meleses, Heraklion, Crete, Greece 70300 mail@lyk-meles.ira.sch.gr

February of 2010 Editing KALATHAKI MARIA Krioneri, Ano Archanes, Heraklion, Crete, Greece 70100 Kalath04mar@yahoo.gr

ISBN 978-960-93-3780-9

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CONTENTSCONFERENCE ANNOUNCEMENT.1 NOTICES FOR THE AUTHORS ..2 COMMITTEES OF THE CONFERENCE ....6 PARTICIPATIONS OF THE CONFERENCE ..8 TITLES OF THE PRESENTATIONS OF THE CONFERENCE.10 WELCOME TO OUR CONFERENCE by Antigoni Plataki, Director of the Guest Institution Meleses Lyceum ..12 WELCOME TO THE EUROPEAN EDUCATIONAL CONFERENCE by Kalathaki M., Coordinator of the Conference & Papastefanaki A., President of the Organizational Committee 13 BIODIVERSITY: ECOLOGICAL EVOLUTIONAL ASPECTS, HUMAN EFFECTED ENVIRONMENTAL CHANGES, ENVIRONMENTAL ETHIC AND PROTECTION, by Joseph Lykakis, Peer Professor of Patras University, Department of Biology...14 UNIVERSITIES: A GATE TO INTRODUCE SCHOOL CHILDREN TO THE MAGIC OF RESEARCH, by M.A. Efstratiou, Ass. Professor of Marine Microbiology, Department of Marine Sciences, University of the Aegean ..17 SUPPORT OF THE ENVIRONMENTAL EDUCATIONAL OFFICE TO THE TEACHERS by Sfakianaki Maria and Apostolakis Dimitrios ..19 IMPROVING THE QUALITY OF TEACHER EDUCATION ACCORDING TO THE LISBON STRATEGY, by Rosella Mastodonti ...21 INTERCULTURAL EDUCATION, by Anca Niculae .27 TEACHER EDUCATION AS A COMPONENT OF THE REFORM PROCESS, by Gabriela Iancic ...29 CRITICAL THINKING IN ELT CLASSES, by Laura Nadaban .31 EUROPEAN TEACHER IN POLISH SCHOOL, by Agnieszka Bobrowska ......35 THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT, by Maria Kircheva .41 THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHER, by Mariyana Angelova..42 INITIAL TEACHER EDUCATION IN PORTUGAL, by Liseth Ferreira ...53

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TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR, by Vaida Aleknaviciene .60 ENVIRONMENTAL EDUCATION AND TEACHER TRAINING IN CYPRUS by Savva koula ....67 TEACHERS NEED GOOD EDUCATION TOO!, by Beyza Tipi ...71 QUALIFICATIONS OF THE FUTURE EUROPEAN TEACHERS, by Beyza Tipi, Cengiz Erser, Lale Ozbal ...74 BRIDGING THE GAP BETWEEN THE WORLD OF EDUCATION, TRAINING AND WORK: CHALLENGES FOR THE FUTURE VOCATIONAL EDUCATION AND ENTREPRENEURSHIP AS A TEACHING METHOD, by Marianne Nygard...78 YOUNG ENTERPRISE IN MOSJOEN UPPER SECONDARY SCHOOL, by Massi Oksendal ...80 PRE-DIAGNOSYS OF SPECIAL NEEDS IN SECONDARY EDUCATION, by Amalio Verd ..82 INTEGRATION OF IMMIGRATE PEOPLE ON THE EDUCATIONAL SYSTEM, by Beatriz Tourn ..85 HOW THE PROFESSION OF THE TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER, by Braulio Avila ..87 IDEAL TEACHER: A SECONDARY SCHOOLS JOINTED SURVEY, by Tipi B., Angelova M., Tzurbakis S., Kalathaki M. .90 TEACHERS EDUCATION: FROM THE LISBON STRATEGY TO EUROPE 2020, by Kalathaki Maria 93 EMERGING EDUCATIONAL ORIENTATIONS N NIKOS KAZANTZAKIS WORKS, by 1Kalathaki M., 1Skivalaki C., 2Varitaki M. ...103 RIGID BODYS MECHANICS OF SOLID BODY: CIRCULAR MOTION, by Rodolphos Karaiskakis .109 JOINTED EXEMPLARY TEACHING OF TEACHERS OF SECONDARY EDUCATION WITH APPLICATION OF THE DIDACTIC METHOD OF SOCRATES (OBSTETRICAL METHOD), WITH THEATRICAL ACTIVITIES, by Kalathaki M, Karageorgiou N, Papastefanaki A ...110 SYNOPSIS OF THE RESULTS OF THE CONFERENCE AFTER THE LISBON STRATEGY, by Maria Kalathaki, President of the Scientific Committee .........115

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GENERAL LYCEUM OF MELESES

EUROPEAN EDUCATIONAL CONFERENCE FUTURE TEACHERS ACCORDING TO LISBON STRATEGY In the frame of the Long Life Learning Program Teachers Training Kit According to the Lisbon Strategy-Future European Teachers Peza of Heraklion Crete, Greece 25 & 26 OCTOBER 2010 CONFERENCE ANNOUNCEMENT This Conference takes place in the frame of our Long Life Learning Comenius Program that has as subject the Lisbon Strategy of the Future European Teachers, focusing on the Secondary Education. By organizing and carrying on this Conference, we wish to promote and disseminate the basic principles and directions of Lisbon Strategy for the Future European Teachers preparation and establish partnerships and experience exchanges on training issues and other education topics of schools from all over the Europe. THEME FIELDS OF THE CONFERENCE A. Educational European Police for the Future Teachers B. Skills and abilities of the Future European Teachers C. Studies and Training of the Future European Teachers D. Qualifications of the Future European Teachers The Official Language of the Conference is English. Registration is out of fee. The Local Municipality of N Kazantzakis covers all expenses of the Conference. The Conference Venue is the Municipality N Kazantzakis Hall Congress at Peza of Heraklion Crete, Greece. Contact Person: Kalathaki Maria, PhD. Phones: 00302810751469, Fax: 00302810741356, Mobile: 00306946500408 E-mail: kalath04mar@yahoo.gr

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IMPORTANT INFORMATION The works must be sent by email to the Conference Coordinator 1. The title of the speech and the names of the participants - by the 10th of June. 2. Abstract submission by the end of June. 3. Full paper submission until 15th of September (Word article, Word presentation, Power Point Presentation) Your experience is very important to us! We shall be very honoured with your participation! With Our Best Regards Rosella Mastodonti, President of the Conference Antigoni Plataki, Director of the Guest InstitutionNOTICES FOR THE AUTHORS This Conference takes place in the frame of our Long Life Learning Comenius Program that has as subject the Lisbon Strategy of the Future European Teachers, focusing on the Secondary Education. So, the bibliography for our conference works should be based on the documents of the European Commission. Additionally, it would be very interesting, to have the results of our content analysis of the European documents discussed and compared to results of similar surveys that have been reported. THEME FIELDS OF THE CONFERENCE: A. Educational European Policy for the Future Teachers B. Skills and abilities of the Future European Teachers C. Studies and Training of the Future European Teachers D. Qualifications of the Future European Teachers SUGGESTED SUBJECTS ON THEME/ FIELD A. Educational European Policy for the Future Teachers 1 POLICY-MAKING PROCESSES AT EUROPEAN AND NATIONAL LEVELS BY DEVELOPING A SOLID BASE FOR THE FUTURE TEACHERS EDUCATION AND TRAINING 2 THE CONTRIBUTION OF THE TEACHERS IN THE LONG-TERM VIABILITY OF EUROPEAN SOCIAL MODEL 3 THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT 4 EDUCATION FOR SUSTAINABLE DEVELOPMENT: DEMANDS AND CHALLENGES IN THE PREPARATION OF THE FUTURE TEACHERS

7 5 TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR 6 THE LIFELONG LEARNING PROGRAMME: ONE UMBRELLA FOR EDUCATION AND TRAINING PROGRAMS FOR EUROPEAN TEACHERS 7 SOCIAL ACTION AND SOCIAL INTERVENTIONS RELATED THE CULTURE OF THE ACTIVE CITIZEN-TEACHER 8 TEACHERS IN ENHANCING ENTREPRENEURSHIP AT ALL LEVELS OF EDUCATION AND TRAINING

B. Skills and abilities of the Future European Teachers 1 CO-OPERATION AND PARTNERSHIP IN THE DEVELOPMENT AND IMPLEMENTATION OF LIFELONG LEARNING STRATEGIES TO THE FUTURE TEACHERS 2 THE PROMOTION OF THE CROSS-CULTURAL SKILLS, THE DEMOCRATIC VALUES, THE RESPECT FOR FUNDAMENTAL RIGHTS AND THE FIGHTING AGAINST DISCRIMINATIONS 3 THE DEVELOPMENT INNOVATION OF THE TEACHERS CREATIVITY AND

4 THE DEVELOPMENT OF THE SKILLS OF THE CRITICAL THINKING AND THE PROBLEM SOLVING TO THE FUTURE TEACHERS 5 THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHERS 6 THE CULTIVATION OF THE SKILL OF USING ICTs TECHNOLOGIES 7 THE DEVELOPMENT OF THE SKILL OF COLLABORATION OF THE TEACHERS IN THE EDUCATIONAL PROJECTS 8 TEACHERS AS PROMOTERS OF GOOD PRACTICES 9 SKILLS DEFICITS OF THE TEACHING WORK C. Studies and Training of the Future European Teachers 1 BEST GRADUATES, HIGH QUALITY INITIAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT OF THE TEACHERS FOR A HOPEFUL FUTURE 2 THE EDUCATION AND TRAINING OF THE TEACHERS IN A WELLFUNCTIONING KNOWLEDGE TRIANGLE EDUCATION RESEARCH INNOVATION

8 3 TRAINING OF THE FUTURE TEACHERS ON EDUCATIONAL STRATEGIES, METHODS, TECHNIQUES AND ACTIVITIES 4 EQUITY AND SOCIAL COHESION AS THEMATIC AXES OF THE EDUCATION AND TRAINING POLICY OF THE FUTURE TEACHERS 5 THE TRANSNATIONAL MOBILITY OF TEACHERS AS ESSENTIAL ELEMENT OF THE LONG LIFE LEARNING PROCESS 6 THE TEACHERS AS EVALUATORS IN THEIR PROFESSIONAL WORK 7 THE EVALUATION IN THE STUDIES AND TRAINING OF THE TEACHERS 8 OUTDOOR TRAINING OF THE COMMUNITIES AND IN THE NATURE FUTURE TEACHERS, IN THE

9 PRACTICAL ACTIVITIES IN THE TRAINING OF THE FUTURE TEACHERS 10 IMPROVING THE QUALITY AND EFFICIENCY OF EDUCATION AND TRAINING OF THE FUTURE TEACHERS D. Qualifications of the Future European Teachers 1 THE PERSONAL AND PROFESSIONAL DEVELOPMENT TEACHERS THROUGH THE MATERIALIZATION OF EDUCATIONAL PROJECTS 2 THE EVALUATION OF THE EDUCATIONAL WORK 3 NATIONAL QUALIFICATIONS FRAMEWORKS THAT CONCERN THE TEACHERS, LINKED TO THE ESTABLISHMENTS OF THE NEW EUROPEAN QUALIFICATIONS FRAMEWORK (In Portugal,in 2000 there was created a national network of centres for the recognition, ratification and certification of qualifications, RVCC) 4 HOW THE PROFESSION OF TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER THEMES FOR INVITED PERSONS OF THE CONFERENCE 1 THE CHALLENGES IN THE FIELD OF EDUCATION AND TRAINING OF TEACHERS THAT POSSESS DISTINGUISHED PLACE IN THE NATIONAL PROGRAMS OF REFORMS OF THE MOST STATES MEMBERS, ACCORDING TO THE LISBON STRATEGY. 2 THE EVALUATION OF THE POLICIES, AS A DRIVER OF IMPROVING PROGRESS TO THE FULL USE OF RESEARCH RESULTS AND OF CREATION OF A CULTURE OF EVALUATION 3 THE EDUCATION OF THE ENVIRONMENTAL CITIZEN: FROM THE TEACHERS TO STUDENTS

OF THE VARIOUS

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The papers must have the following features: format A4, 20mm equal sides in Times New Roman 12 justify, Word files. The file name must be the name of the author and the letter of the Theme Field (for example C Kalathaki M). The name of the author is written in the follow way: Surname and the first letter of her/his name. The title of the paper must be in Times New Roman 11 Bold Central. The name of the author and the names of the school and the Country must be written bold, one row below, central, and one row below the work paper must begin. Inside the text, the references must be written in parenthesis (for example Papaste A., 1998). The paper can include maximum 2 pictures. The first page of the paper must contain the title, the name of the author, the name of the school, the name of the Region and the Country, the email address of the author, the abstract and the key words. The work paper must begin on the second page. The final structure of each paper must be according to the academic manuscripts format: introduction, methodology of research, results, discussion, conclusions and references. The paper must end with Bibliography/References in the following order: the authors name, the title of the work, publishing journal and house, year of publication. If the reference is from Internet we write it by the following way: Chou, L., McClintock, R., Moretti, F., Nix, D. H. (1993). Technology and education: New wine in new bottles: Choosing pasts and imagining educational futures. Pulled out at 24 2000, from Columbia University, Institute for Learning Technologies Web site: http://www.ilt.columbia.edu/publications/papers/newwine1.html Each final presentation must consist of I. A Word document of the full paper not more than 12 pages. The structure of this is suggesting the type of academic manuscripts: introduction, methodology of research, results, discussion, references II. A Word document of a 10 minute presentation III. A Power Point file with the slides of the presentation All your works will appear in the Conference Timetable and the CD of the Conference. You will also receive a certificate of participation to this Conference. All the papers must be submitted in the email address: kalath04mar@yahoo.gr and then will be delivered to the 4 persons responsible for each theme field. All the teachers, members of the Comenius meeting at Crete, can choose and prepare one subject of the suggested fields or a new one of their own wish. We can choose one from the above titles, to change it or to make a new one by ourselves. After this, we have to prepare our presentations. Contact Person: Kalathaki Maria, PhD, Coordinator of the Conference Phone: 00302810751469, Fax: 00302810741356, Mobile: 00306946500408 E-mail: kalath04mar@yahoo.gr

With Honour Maria Kalathaki, Coordinator of the Conference

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EUROPEAN EDUCATIONAL CONFERENCE Future Teachers According to Lisbon Strategy President of the Conference: Rosella Mastodonti, Istituto Magistrale Statale "F. Angeloni", Terni, Italy Vice-President/ Conference-holder: Antigoni Plataki, Director of the Guest Institution Coordinator of the Conference: Maria Kalathaki

EUROPEAN EDUCATIONAL CONFERENCE Future Teachers According to Lisbon Strategy ORGANIZATIONAL COMMITTEE SITE NAME SCHOOL/COUNTRY PRESIDENT ANNA PAPASTEFANAKI ANTIGONI PLATAKI ALBERTO DIAZ AMALIO VERD GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE INSTITUTO DE EDUCACIN SECUNDARIA A SANGRIA, A GUARDA, SPAIN ISTITUTO MAGISTRALE STATALE "F. ANGELONI", TERNI, ITALY GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE

VICE-PRESIDENT

SECRETARIAT

MEMBERS

ROSELLA MASTODONTI CHRYSOVALANTI SKIVALAKI IRENE PAHAKI

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EUROPEAN EDUCATIONAL CONFERENCE Future Teachers According to Lisbon Strategy SCIENTIFIC COMMITTEE SITE NAME SCHOOL/COUNTRY MARIA KALATHAKI, GENERAL LYCEUM OF MELESES, PRESIDENT ph.D School Teacher of HERAKLION, CRETE, GREECE Biology MARIYANA 105 SREDNO OBSHTOOBRAZOVATELNO VICEANGELOVA, ph.D, UCHILISHTE ATANAS, DALCHEV, PRESIDENT University and School SOFIA, BULGARIA Philosophy Teacher LICEUL PEDAGOGIC DIMITRIE A MEMBER ON LAURA NADABAN, English Teacher TICHINDEAL, ARAD, ROMANIA THEME FIELD A.Educational European Policy for the Future Teachers MARIA VARITAKI, GYMNASIUM OF MELESES, HERAKLION, B MEMBER ON English Teacher CRETE, GREECE THEME FIELD B. Skills and abilities of the Future European Teachers MARIA KIRCHEVA 105 SREDNO OBSHTOOBRAZOVATELNO C MEMBER ON Msc English Teacher UCHILISHTE ATANAS, DALCHEV, THEME FIELD SOFIA, BULGARIA C. Studies and Training of the Future European Teachers BEATRIZ TOURON, INSTITUTO DE EDUCACIN D MEMBER ON Ph.D on Spanish SECUNDARIA A SANGRIA, A GUARDA, THEME FIELD Language SPAIN D. Qualifications of the Future European Teachers DRAKAKIS GENERAL LYCEUM OF MELESES, OF GENERAL NIKOLAOS, ph.D HERAKLION, CRETE, GREECE DUTIES Sociology School Teacher OF e-DUTIES TZURBAKIS STAVROS Msc in ICTs GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE

12 PARTICIPATIONS OF THE CONFERENCE FUTURE TEACHERS ACCORDING TO LISBON STRATEGY In the frame of the Lifelong Learning Comenius Programme FUTURE EUROPEAN TEACHERS:TRAINING KIT ACCORDING TO THE LISBON STRATEGY-ESkillsKit 2009-2011 Multilateral Partnership 25 & 26 of October 2010, Peza of Heraklion, Crete, Greece UNIVERSITY OF PATRAS, DEPARTMENT OF BIOLOGY Peer professor Joseph Lykakis AEGEAN UNIVERSITY, DEPARTMENT OF MARINE BIOLOGY Professor Diamanti Eustratiou ISTITUTO MAGISTRALE STATALE "F. ANGELONI", TERNI, ITALY (Coordinator) 1. Rosella Mastodonti 2. Albano Scalise MOSJEN VIDEREGENDE SKOLE DEPT. KIPPERMOEN, MOSJEN, NORWAY 1. Massi Oksendal (f) 2. Marianne Nygard (f) INSTITUTO DE EDUCACIN SECUNDARIA A SANGRIA, A GUARDA, SPAIN 1. Beatriz Tourn (F) 2. Amalio Verd (M) 3. Alberto Daz (M) ZEL DOU LISESI, ISTANBUL, TURKEY 1. Beyza Tippi (F) 2. Cengiz Erser (Headmaster) (M) 3. Lale Ozbal (F) LICEUL PEDAGOGIC DIMITRIE TICHINDEAL, ARAD, ROMANIA 1. Laura Nadaban (F) English 2. Anca Niculae (F) Chemist 3. Gabriela Iancik (F) Primary School .Mirela Aldescu Computer Science School Inspector JONISKIO ZEMES UKIO MOKYKLA, JONISKIS-LIETUVA, LITHUANIA 1. Irena Grigenciene (F) History 2. Grazina Kalnaite (F) Projects Manager

13 105 SREDNO OBSHTOOBRAZOVATELNO UCHILISHTE ATANAS, DALCHEV, SOFIA, BULGARIA 1. Mariyana Angelova (F), PhD -University and school Philosophy teacher 2. Maria Kircheva (F) - English teacher ESCOLA BASICA E SECUNDARIA PADRE MANUEL ALVARES, RIBEIRA BRAVA-MADEIRA, PORTUGAL 1. Alda Almeida (f) 2. Liseth Ferreira (f) 3. Gil Carvalho (m) IX LICEUM OGLNOKSZTACCE CENTRUM EDUKACJI W ZABRZU, ZABRZE, POLAND 1. Agnieszka Bobrowska English teacher 2. Joanna Hajduga English teacher 3. Marian Kitel Headmaster, history teacher LICEUL TEORETIC GEORGE CALINESCU, CONSTANZA, ROMANIA 1. Alexandrina Vlad 2. Andrea Artagea LYCEUM OF POLEMIDION, LEMESSOS, CYPRUS 1. Rodolphos Karaiskakis 2. Anna Zografou 3. Koulla Savva 4. Nandia Karagiorgi GENERAL LYCEUM OF MELESES, MELESES HRAKLION CRETE, GREECE 1. Antigoni Plataki, director 2. Maria Kalathaki 3. Anna Papastefanaki 4. Stavros Tzurbakis 5. Valia Skivalaki 6. Irene Pahaki 7. Eleftheria Pantelaki

14 TITLES OF THE PRESENTATIONS OF THE CONFERENCE INVITED DISCUSSANTS Joseph Lykalis University of Patras, Department of Biology BIODIVERSITY: EDUCATIONAL NEED OF STUDENTS AND TEACHERS Diamanti Efstratiou Aegean University, Departments of Sciences of the Sea CHILDREN TO THE MAGIC OF RESEARCH ROMANIA Anca Niculae Dimitrie Tichindeal Pedagogical Highschool, Arad, Romania INTERCULTURAL EDUCATION Gabriela Iancic Dimitrie Tichindeal Pedagogical Highschool, Arad, Romania TEACHER EDUCATION AS A COMPONENT OF THE REFORM PROCESS Laura Nadaban Dimitrie Tichindeal Pedagogical Highschool, Arad, Romania CRITICAL THINKING IN ELT CLASSES POLAND Agnieszka Bobrowska Centrum Edukacji in Zabrze, Poland EUROPEAN TEACHER IN POLISH SCHOOL BULGARIA Mariyana Angelova THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHER Maria Kircheva 105 Sou Atanas Dalchev, Sofia, Bulgaria THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT PORTUGAL Liseth Ferreira, Escola Bsica e Secundria Padre Manuel lvares, Portugal INITIAL TEACHER EDUCATION IN PORTUGAL LITHUANIA Vaida Aleknaviciene Joniskis Agricultural School, Lithuania TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR

15 NORWAY Marianne Nygard Mosjen videregende skole Dept. Kippermoen, Mosjen, Norway BRIDGING THE GAP BETWEEN THE WORLD OF EDUCATION, TRAINING AND WORK: Challenges for the future vocational education and entrepreneurship as a teaching method Massi Oksendal Mosjen videregende skole Dept. Kippermoen, Mosjen, Norway Mosjen Upper Secondary School, Norway CYPRUS Savva koula, Polemidhia Lyceum, Limassol, Cyprus ENVIRONMENTAL EDUCATION AND TEACHER TRAINING IN CYPRUS SPAIN Braulio Avila Instituto de Educacin Secundaria A Sangria, A Guarda, Spain HOW THE PROFESSION OF THE TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER Beatriz Tourn Instituto de Educacin Secundaria A Sangria, A Guarda, Spain INTEGRATION OF INMIGRATE PEOPLE ON THE EDUCATIONAL SYSTEM Amalio Verd Instituto de Educacin Secundaria A Sangria, A Guarda, Spain PRE-DIAGNOSYS OF SPECIAL NEEDS IN SECONDARY EDUCATION TURKEY Beyza Tipi, zel Dou Lisesi, Istanbul, Turkey TEACHERS NEED GOOD EDUCATION TOO! Beyza Tipi, Cengiz Erser, Lale Ozbal, zel Dou Lisesi, Istanbul, Turkey D. QUALIFICATIONS OF THE FUTURE EUROPEAN TEACHERS ITALY Rosella Mastodonti, Coordinator of the LLP Comenius, Istituto Magistrale Statale "F. Angeloni", Terni, Italy THE TRAINING OF TEACHERS OF SECONDARY EDUCATION ACCORDING TO THE LISBON STRATEGY (Key tone Lecture) GREECE Maria Kalathaki, General Lyceum of Meleses, Heraklion, Crete, Greece TEACHERS EDUCATION: FROM THE LISBON STRATEGY TO EUROPE 2020

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WELCOME TO OUR CONFERENCE By Antigoni Plataki, Director of the Guest Institution Meleses Lyceum

The teachers of Meleses Lyceum and I personally welcome you in our place, in N Kazantzakis and Socrates birthplace and wish you a pleasant and creative stay. We hope that their perspectives on Education will enlighten and guide you to productive educational roads. We have them as Mentors in our professional development. I wish to address a great Thank You to all the members of the Scientific and Organizational Committees who worked hardly in order this Conference to become a reality today. Special thanks to Professor Joseph Lykakis and to the responsible of the Environmental Education Mrs Maria Sfakianaki. Especially, we thank the Mayor of N Kazantzakis Municipality Mr Rousos Kypriotakis who sustained our effort. Its a great honor of us the presence of 4 teachers from Polemidion Lyceum, of Cyprus who contributed a lot to the preparation of this Conference. I also, thank you all for your participation to this Conference and welcome you to our European Educational Conference.

17 WE WELCOME YOU TO THE EUROPEAN EDUCATIONAL CONFERENCE by Kalathaki M.1 & Papastefanaki A2. 1Coordinator of the Conference 2President of the Organizational Committee Maria and I welcome you in our European Educational Conference which takes place in the frame of our Comenius program. We have 39 participations from 12 schools and 2 Universities. This Conference has been a reality today because many people worked hardly, such as our colleagues, our families, our friends. I wish to address a great Thank You to all the members of the Scientific and Organizational Committees who worked hardly during the last months and specially Rosella for her contribution in this. I am thanking also the Local Municipality of N Kazantzakis, and specially the Mayor Roussos Kypriotakis and the Vice-Mayor Manthos Politakis for their exceptional collaboration, support and sustain that offered to us. Professor Lykakis, thank you for your honored participation!! I also, thank all of you, for your participation to this Conference and welcome all of you to our European Educational Conference with the prediction that your aspects will immerse a new, improved type of the Future Teacher who can guide the young Europeans to the success and the happiness in a Europe without boundaries and social exclusions, with a sustainable prospect.

18 BIODIVERSITY: ECOLOGICAL EVOLUTIONAL ASPECTS, HUMAN EFFECTED ENVIRONMENTAL CHANGES, ENVIRONMENTAL ETHIC AND PROTECTION By Joseph Lykakis, Peer Professor of Patras University, Department of Biology

1. THE CONSTRUCTIVE EVOLUTION OF THE CONTINENTS: The rind of the Earth was created before 4.6 billion years. The continents were connected in a huge land called Pangea. Last 100 million years, Pangea split into continents as we know them today. 2. FOOD WEBS OF A MARINE ECOSYSTEM: The illustration of a food mesh of a marine ecosystem of the tidal area of the benthic zone expresses characteristically the site of the human specie in the biodiversity of the ecosystem. Human, as the unbreakable link of all the ecosystems, possesses the top of many food chains, so in the future, human is going to affect the constructional and functional balance of the global ecosystems. 3. ECOLOGICAL BALANCE OF THE POPULATION SIZE: The size of a natural population is effected to a small or large extent of 4 functions: The birth rate and the migrations contribute in the enlargement of the population, while mortality and immigration reduce this size. Of course the human population is not subject to this automatic increases and decreases because it has the possibility of making choices. 4. CONJUGATED DEMOGRAPHIC FLUCTUATIONS OF NATURAL POPULATIONS: Here is a characteristic example of conjugated demographic fluctuations of two species which have the relation of predatorprey: the lynx (Lynx Canadensis) and of its prey, the hare (Lepus americanus). These demographic fluctuations are more intensive at ecosystems of polar and under-polar areas. 5. FOOD PYRAMIDS OF ENERGY: The Food Pyramids of Energy illustrate the total amount of energy of the biomass of all the organizations, per food level, usually per year. The energy that is enclosed in the biomass of one food level of an Energy Pyramid is consumed for the functions of the organizations and it converts into heat which can not be utilized by the organizations again. The rest amount of the original is about 10% and it is available to the organizations of above level of the Pyramid. The total number of the levels of the Energy Pyramids do not exceed the 5 because of the extremely small of the remaining energy for transportation in upper levels. 6. STROMATILITHI: They are alive fossils of Cyanophicus. When hydrological conditions encourage the presence of Nimatoedes Cyanophicus give birth to stromatolithi, trapping sediments at the same time. Cyanophicus are the primary types of life on the Planet, which were appeared before 3.5 billion years. Interesting presence of stromatolithi is at Shark Bay of Australia. 7. PHYLOGENETIC TREE OF HOMINIDAE (PRIMARIES MAMMALS): The phylogenetic tree of the African origin of apes comes is the result of DNA analysis of the content species. The family of Hominidae which has now 23 pairs of chromosome

19 and Africans apes, who have 24 pairs of chromosome seem to had common ancestor and divorced before 7-5 million years. After this divorce, the human specie followed an evolutional route according to anagenisis model. 8. ASTEROIDES AND KRATIRAS SINGRUSIS: The crater which was shaped 50.000 years ago from the collision of a 300.000-tone asteroid in Arizona), is 250 m deep and 1 mile wide and caused dramatic environmental changes in that period. 9. GREAT INTERCHANGES OF HOT AND COLD PERIODS IN PLISTOKENOS: From the measurements of Oxygene isotope 16 and 18 and of differenced proportions of their percentages in the shells of trimatophores, reveal the existence temperatures during hot and cold periods of the Earth. 10. GREENHOUSE PHENOMENON (GLOBAL WARMING): A percentage of the he solar radiation which reaches on the Earth surface returns back to the space and a law percentage arrives on the ground, the half of this becomes infra-red radiation. The clouds and the green-house gazes (carbonate dioxygen, methane and nitrate oxydians) absorb the greater amount of this reflected radiation from the Earth surface, and as a result, this trapped energy is re-radiated back to the earth surface and warm it more. 11. THE FULL MELTING OF THE FROZEN SUBSOIL IN THE TUNDRA is expected with global warming. This melting is going to release large quantities of methane, now trapped in these ecosystems, and cause the dissociation of the trapped turf which is going to emit carbon dioxide in the atmosphere. 12. DISORDER OF THE NATURAL GREENHOUSE PHENOMENON: large quantities of carbon dioxide emitted in the atmosphere affect its cycle. Carbon dioxide concentration is over 350 ppm nowadays. Average global temperature, for land and sea, is increasing constantly and the prognostics for the next 50 years expect 1-50 C rise in global temperature. 13. EXTINCTION OF MEGA-FAUNA: In the Plistokenos period took place extended climatic changes of iced centuries. For the extinction of Mega-Fauna, the man-hunter was the mainly responsible of big herbivore mammals and big birds extermination. In the cemetery of the Mega-Faunas superior distinguished position possesses the first victim of biodiversity, the Mammuthus Primigenius, close relation of the African elephant (Loxodonta Africana). Its extinction is the herald of the following dramating decrease of the Biodiversity of the Ecosystems, which now is on the top following the rapid increase of the human population. 14. CORAL REEFS are ecosystems of high biodiversity and in this term they are similar to rainforests. They consist of marine polypodes. The negative factors that undermine their sustainment are numerous: the rise of the sea and ocean temperatures, increasing pollution and tourism. Due to these reasons corals are left without protection from solar radiation which leads to their depression and death. The dead symbiotic algae has white colour. 15. ECOTOURISM is an important investment for a lot of countries and is an alternative means of income for local communities, for example in the case of Zaire in

20 Africa. It is more prosperous than agriculture, when organized carefully and properly, both for the flora and fauna and for the people. 16. ELEPHANT POACHING reached its peak in the 70s when 20.000 elephants were killed within just one year. In the 80s, 90% of tusk and ivory trade was a product of poaching. A measure against tusk poaching was the decision of Kenya to incinerate a large number of tusks. 17. BLUE FIN TUNA: within 20 years there was a 95% fall in the population of the blue fin tuna due to over fishing in the Atlantic Ocean and the Mediterranean Sea. apid reduction of natural fisheries reserves for preparing the famous Japanese SUSI 18. BIG MARINE ECOSYSTEMS produce 95% of global fish harvest and they are critical. Therefore, they are the centre of scientific research attention by international organizations in terms of fish population decrease, pollution and over fishing. The rise in human population, land waste, industry pollution and intensive coastal agriculture are some of the reasons for the loss of appropriate ecological (dwelling) which are used by fish and other animals as hatcheries. 19. Also BIG MARINE ECOSYSTEMS, numeric illustration 20. NATURAL SHELTER IN CORAL REEFS It has designed for retaining the fisheries resources, avoiding the intensive fishery. 21. TROPICAL FORESTS DESTROY. An example of extreme deforestation is that of Brazil, where they deforest massively in order to grow soya. 22. RUINATION OF THE TROPICAL ECOSYSTEMS: full deforestation of rain forests for timbering and other natural products of such ecosystems, for the construction of highways and new built-up areas leads to global warming and this deforestation is underestimated in all major meetings for the interception of global warming. 23. ACID RAIN: this kind of atmospheric pollution harms coniferous trees affecting their leaves and photosynthesis making them extremely vulnerable to insects and finally leads to their desiccation. Acid rain also affects monuments, marbles and statues and leads to their plastering (carbonate calsium).

21 UNIVERSITIES: A GATE TO INTRODUCE SCHOOL CHILDREN TO THE MAGIC OF RESEARCH By M.A. Efstratiou Ass. Professor of Marine Microbiology Department of Marine Sciences University of the Aegean Different levels of education (elementary, secondary, colleges and universities) have distinct target groups and distinct roles to play. The traditional and well established practice of teaching / being taught within your narrow age limit has proven successful and is time honoured. Nevertheless the last few decades we come across incidents of young pupils visiting university settings and gaining benefit from the interaction with environment, practices and knowledge far beyond their assumed level, both in science and arts. In this presentation I would like to discuss the benefits school visits to universities offer to the schoolteacher and the teaching outcomes. Having fun and learning away from the classroom and local community are excellent aids in childrens education, as they aim to broaden a young persons outlook and experience of life which can often become so insular and narrow. Getting children to visit a University surrounding seeks to nurture creativity, entrepreneurialism and lateral thinking as well as developing a young persons love and thirst for learning. A University aims to develop young people wanting to learn, in order to create independent lifelong learners. Together with a positive, optimistic and confident approach it is possible to induce young people to develop a mentality and realise that they all possess a special talent and should never miss an opportunity to use it. Invitation to visit a university attracts all sorts of teachers, volunteering to do extra work escorting their class because they enjoy it and see a purpose and incentive for learning. It provides an opportunity for them to help their pupils discover and unleash their skills and talents in ways in which they thought impossible. University provides learning experiences for young people either supporting schools in their delivery of the national curriculum or in simply introducing them to aspects of science or arts that broaden their perspectives in life. A visit in the different educational surrounding of a university and listening to a lecture by a university professor can offer a child opportunities for self determination and self direction. It can broaden contexts and opportunities for learning, allow children to experience fulfilment and empowerment which come from experiencing success in understanding notions they probably thought well beyond their abilities. Venturing beyond school and beyond the immediate neighbourhood is the first step for many children into a world previously closed to them. Universities are described as learning destinations because they can offer an emotional and mind expanding experience if they are appropriately structured to engage and challenge. In the University of the Aegean, Department of Marine Sciences, we have in the last decade offered lectures and laboratory visits to a great number of school children. We invited visits and had positive responses from teachers of all levels (primary through to 6-grade classes). The invitations were given mostly during seminars we organised to explain to teachers methods of making environmental education palatable to pupils already heavily loaded by the demands of the national curriculum.

22 The result is admittedly overwhelming success. Teachers reported delighted by the opportunity a visit offered to the children. Pupils we could hardly cope with their endless questions and interest. Laboratory visits always produced great participation and inquisitiveness from children. We find that such visits inspire young people to take an interest in science. We feel certain that visits to a college of Arts or to a Department of History would equally inspire children to take an interest in the respective fields. May I finish this presentation reminding and stressing just how strong and significant is the case for provision of learning opportunities beyond the school curriculum. Also by prompting teachers to seek opportunities to take their classes to visit university departments whenever possible.

23 SUPPORT OF THE ENVIRONMENTAL EDUCATIONAL OFFICE TO THE TEACHERS By Sfakianaki Maria and Apostolakis Dimitrios On behalf of the Environmental Education Office of the Directorate of Secondary Education of Heraklion I welcome you to our area and I wish you a pleasant stay in our island. I would like to congratulate for the initiative of this organization, the teachers of Meleses Lyceum , especially the Director Antigone Plataki and my collaborators Anna Papastefanaki and Maria Kalathaki, who support for many years actions for the environment and inspire our students. Environmental Education began in our country in the early 90, and in nowa days has been established in the mind of teachers and students. Its not a particular subject at school, but its implemented through projects, applying the basic principles of environmental education such as the interdisciplinary approach, the experiential approach, the teamwork, the opening of school in the society, the development of democratic dialogue and the cultivation of critical thinking. Environmental projects last about 5 months with a teacher as coordinator and a group about 25 students participating. During the implementation of the projects, teachers and students explore environmental issues within the curriculum subjects (physics, biology, mathematics, literature, etc). The students participate actively, take initiatives, explore the local environment, collaborate with local stakeholders, scientists, volunteers and nongovernmental environmental organizations. At the same time they visit Environmental Education Centers, organize school events, exhibitions, publish leaflets and perform various activities. Thus they are sensitized and adapt environmental behavior with values, knowledge, skills and new approaches for the protection of environment. The implementation of Environmental Projects in the curriculum of Primary Education its an optional process and these projects are integrated either through the different subjects or in the frame of flexible zone, a new innovation where teachers and pupils can choose a theme and work on it from 2 4 hours every week. They are supported by the Coordinators of Environmental Education, located in the Directorates of Education of all prefectures, as well as by the Environmental Education Centers. Last school year in Heraklion 150 projects in Primary Education and 110 in Secondary Education were implemented, with a big variety of topics for the environment. The objectives of Environmental Education Offices are: the active participation of teachers and students, the continuous training of teachers, the effective implementation of projects , the disposal of educational material, the dissemination of good practices, the emergence of local environmental problems, the collaboration with local stakeholders and the opening of school in society. Linking schools with daily life, prepares students to be active and responsible citizens in the future and of course initiatives like this connect school and local authorities (municipality and stakeholders of the region). And we have to thank them because they always support the actions of school community. Now days Environmental Education transformed into Education for Sustainable Development, which is none other than the development that meets the needs of

24 present without compromising the ability of future generations to meet their own needs. Following the Unesco decade, 2005 to 2015, each thematic year, teachers and students work on similar issues. This school year is dedicated to education and human Rights. The connection with sustainability includes the involvement, awareness and finding solutions to the problems of poverty, health, democracy, human rights and peace. I wish you every success in the conference.

25 IMPROVING THE QUALITY OF TEACHER EDUCATION ACCORDING TO THE LISBON STRATEGY by Rosella Mastodonti There are around 6.25 million teachers in Europe. Teachers play a vital role in helping people develop their talents and fulfil their potential for personal growth and wellbeing, and in helping them acquire the complex range of knowledge and skills that they will need as citizens and as workers. It is school teachers who mediate between a rapidly evolving world and the pupils who are about to enter it. The profession of teaching is becoming more and more complex. The demands placed upon teachers are increasing. The environments in which they work are more and more challenging. Many Member States are reviewing the ways in which teachers are prepared for the important tasks they perform on behalf of European society. The council of the European Union and the Representatives of the Governments of the member states, meeting within the council, in October of 2007 had regard to the improving of the quality of teachers education. The main points were: 1. The Lisbon European Council conclusions of 23-24 March 2000, which emphasised that investing in people was crucial to Europe's place in the knowledge economy, and which called upon Member States to "take steps to remove obstacles to teachers' mobility and to attract high-quality teachers". 2. The Education Council's February 2001 report to the European Council on the concrete future objectives of education and training systems, which emphasised the changing role of teachers who, while continuing to impart knowledge, "also function as tutors, guiding learners on their individual pathway to knowledge". 3. Objective 1.1 of the 'Education & Training 2010' work programme - Improving education and training for teachers and trainers, which highlights the importance of attracting and retaining well-qualified and motivated people to the teaching profession, of identifying the skills that teachers require to meet the changing needs of society, of providing conditions to support teachers through initial and in-service training, and of attracting recruits to teaching and training who have professional experience in other fields. 4. The Council Resolution of 27 June 2002 on lifelong learning, which invited the Member States to improve the education and training of teachers involved in lifelong learning so that they acquire the necessary skills for the knowledge society. 5. The joint interim report of the Council and the Commission of 26 February 2004 on progress towards the Lisbon objectives in the fields of education and training, which gave priority to the development of common European principles for the competences and qualifications needed by teachers in order to fulfil their changing role in the knowledge society. 6. The joint interim report of the Council and the Commission of 23 February 2006 on the implementation of the 'Education & Training 2010' work programme, which emphasised that "investment in the training of teachers and trainers and the strengthening of leadership for education and training institutions are crucial to improving the efficiency of education and training systems". 7. The conclusions of the Council and the Representatives of the Governments of the Member States, meeting within the Council, of 14 November 2006 on efficiency and equity in education and training, which stated that "the motivation, skills and competences of teachers, trainers, other teaching staff and guidance and welfare

26 services, as well as the quality of school leadership, are key factors in achieving high quality learning outcomes" and that "the efforts of teaching staff should be supported by continuous professional development". 8. The conclusions of the Council and the Representatives of the Governments of the Member States, meeting within the Council, of 14 November 2006 on the future priorities for enhanced European cooperation on vocational education and training, which emphasised the need for highly qualified teachers who undertake continuous professional development. 9. Decision n 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning, which includes, under the Comenius Programme, the specific objective of enhancing the quality and European dimension of teacher education. 10. The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, which sets out the minimum knowledge, skills and attitudes which all pupils should have acquired by the end of initial education and training in order to take part in the knowledge society and which, given their transversal nature, imply a greater degree of collaboration and teamwork between teachers, as well as an approach to teaching that goes beyond traditional subject boundaries In the welcome of the Commission to the Council and the European Parliament of 23 August 2007 on improving the quality of teacher education, which identifies the quality of teaching and teacher education as key factors in raising educational attainment levels and achieving the Lisbon goals, and accordingly, sets out proposals aimed at maintaining and improving these. Reaffirmed that, while responsibility for the organisation and content of education and training systems and the achievement of objective 1.1 of the 'Education and Training 2010' work programme rests with individual Member States, and while schools in many Member States enjoy a considerable degree of autonomy, European cooperation has a useful role to play in helping the Member States to meet common challenges, particularly by means of the open method of coordination, which involves the development of common principles and goals, as well as joint initiatives such as peer learning activities, the exchange of experience and good practice and mutual monitoring. They considered that 1. High quality teaching is a prerequisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals and in conjunction with other relevant policy areas such as economic policy, social policy and research. 2. Equally importantly, teaching provides a service of considerable social relevance: teachers play a vital role in enabling people to identify and develop their talents and to fulfil their potential for personal growth and well-being, as well as in helping them to acquire the complex range of knowledge, skills and key competences that they will need as citizens throughout their personal, social and professional lives. 3. The ability of teachers to meet the challenges of increasing social and cultural diversity in the classroom is crucial for the development of more equitable education systems and for progress towards providing equal opportunities for all. 4. The education and training of teachers is a crucial element in the modernisation of European education and training systems, and future increases in the overall level of educational attainment and the pace of progress towards the common objectives of the

27 'Education and Training 2010' work programme will be facilitated by the existence of effective systems of teacher education. 5. In view of the above considerations, Member States should give high priority to sustaining and improving the quality of teacher education within a career-long perspective. They agreed, within the framework of their responsibilities, to 1. Endeavour to ensure that teachers: - hold a qualification from a higher education institution which strikes a suitable balance between research-based studies and teaching practice - possess specialist knowledge of their subjects, as well as the pedagogical skills required - have access to effective early career support programmes at the start of their career - have access to adequate mentoring support throughout their careers - are encouraged and supported throughout their careers to review their learning needs and to acquire new knowledge, skills and competence through formal, informal and non-formal learning, including exchanges and placements abroad. 2. Endeavour to ensure that teachers with leadership functions, in addition to possessing teaching skills and experience, have access to high quality training in school management and leadership. 3. Aim to ensure that provision for teachers' initial education, early career support and further professional development is coordinated, coherent, adequately resourced and quality assured. 4. Consider the adoption of measures aimed at raising the level of qualifications and the degree of practical experience required for employment as a teacher. 5. Encourage closer links and partnerships between schools - which should develop as "learning communities" - and teacher education institutions, whilst ensuring that those institutions provide coherent, high quality and relevant teacher education programmes which respond effectively to the evolving needs of schools, teachers and society at large. or, in the case of those working in the field of initial vocational education, are highly qualified in their professional area and hold a suitable pedagogical qualification 6. Promote during initial teacher education, early career support and through continuous professional development the acquisition of competences which will enable teachers to: teach transversal competences such as those outlined in the Recommendation on key competences, create a safe and attractive school environment which is based on mutual respect and cooperation, teach effectively in heterogeneous classes of pupils from diverse social and cultural backgrounds and with a wide range of abilities and needs, including special education needs, work in close collaboration with colleagues, parents and the wider community, participate in the development of the school or training centre in which they are employed, develop new knowledge and be innovative through engagement in reflective practice and research, make use of ICT in their various tasks, as well as in their own continuing professional development,

28 become autonomous learners in their own career-long professional development. 7. Provide appropriate support for teacher education institutions and teacher educators, so as to enable these to develop innovative responses to the new demands on teacher education. 8. Support mobility programmes for teachers, student teachers and teacher educators which are designed to have a significant impact on their professional development, as well as to foster better understanding of cultural differences and an awareness of the European dimension of teaching. 9. Take any appropriate steps to make the teaching profession a more attractive career choice. Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning - OJ L 394, 30.12.2006. The Lisbon European Council in March 2000 stressed that people are Europes main asset and that investing in people will be crucial both to Europe's place in the knowledge economy and for ensuring that the emergence of this new economy does not compound the existing social problems." The Barcelona Council in March 2002 adopted concrete objectives for improving Member States education and training systems, including improving education and training for teachers and trainers. The Council in March 2006 noted that 'Education and training are critical factors to develop the EU's long-term potential for competitiveness as well as for social cohesion'; it added that 'Reforms must also be stepped up to ensure high quality education systems which are both efficient and equitable.' However, progress has been insufficient towards goals such as reducing the number of early school leavers, expanding the share of young people who finish upper-secondary school, or reducing the number of 15-year-olds with poor reading skills. The quality of teaching is one key factor in determining whether the European Union can increase its competitiveness in the globalised world. Research shows that teacher quality is significantly and positively correlated with pupil attainment and that it is the most important within-school aspect explaining student performance (its effects are much larger than the effects of school organisation, leadership or financial conditions). Furthermore, other studies have found positive relationships between in-service teacher training and student achievement and suggest that an in-service training program raised children's achievement (and) suggest that teacher training may provide a less costly means of increasing test scores than reducing class size or adding school hours. In 2004, the Council and Commission Joint Report on progress towards the Lisbon Objectives in the fields of Education and Training called for the development of common European principles for the competences and qualifications needed by teachers and trainers. The Council in November 2006 stated that 'the motivation, skills and competences of teachers, trainers, other teaching staff and guidance and welfare services, as well as the quality of school leadership, are key factors in achieving high quality learning outcomes' and that 'The efforts of teaching staff should be supported by continuous professional development and by good cooperation with parents, pupil welfare services and the wider community.' Improving the quality of Teacher Education is, therefore, an important goal for Europe's education systems if quicker progress is to be made towards meeting the common objectives that have been established under the Education and Training 2010 programme. Ensuring a high quality of Teacher Education is also important, of

29 course, to secure sound management of national resources and good value for money: approximately two thirds of expenditure on schools is allocated to teacher remuneration. Changes in education and in society place new demands on the teaching profession. For example, as well as imparting basic knowledge, teachers are also increasingly called upon to help young people become fully autonomous learners by acquiring key skills, rather than memorising information; they are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers rather than excathedra trainers. These new roles require education in a range of teaching approaches and styles. Furthermore, classrooms now contain a more heterogeneous mix of young people from different backgrounds and with different levels of ability and disability. They are required to use the opportunities offered by new technologies and to respond to the demand for individualised learning; and they may also have to take on additional decision-taking or managerial tasks consequent upon increased school autonomy. These changes require teachers not only to acquire new knowledge and skills but also to develop them continuously. To equip the teaching body with skills and competences for its new roles, it is necessary to have both high-quality initial teacher education and a coherent process of continuous professional development keeping teachers up to date with the skills required in the knowledge based society. As with any other modern profession, teachers also have a responsibility to extend the boundaries of professional knowledge through a commitment to reflective practice, through research, and through a systematic engagement in continuous professional development from the beginning to the end of their careers. Systems of education and training for teachers need to provide the necessary opportunities for this. However, systems for Teacher Education are not always well equipped to meet these new demands. The challenges facing the teaching profession are, in essence, common across the European Union. It is possible to arrive at a shared analysis of the issues and a shared vision of the kinds of skills that teachers require. The Common European Principles for Teacher Competences and Qualifications, referred to above, were written on the basis of the experience of teachers and teacher educators across Europe and validated by stakeholders. It describes a vision of a European teaching profession that has the following characteristics: it is well-qualified profession: all teachers are graduates from higher education institutions (and those working in the field of initial vocational education are highly qualified in their professional area and have a suitable pedagogical qualification). Every teacher has extensive subject knowledge, a good knowledge of pedagogy, the skills and competences required to guide and support learners, and an understanding of the social and cultural dimension of education. it is a profession of lifelong learners: teachers are supported to continue their professional development throughout their careers. They and their employers recognise the importance of acquiring new knowledge, and are able to innovate and use evidence to inform their work. it is a mobile profession: mobility is a central component of initial and continuing teacher education programmes. Teachers are encouraged to work or study in other European countries for professional development purposes.

30 it is a profession based on partnership: teacher education institutions organise their work collaboratively in partnership with schools, local work environments, workbased training providers and other stakeholders. Initial education cannot provide teachers with the knowledge and skills necessary for a life-time of teaching. The ideal approach would be to set up a seamless continuum of provision embracing initial teacher education, induction into the profession, and career-long continuing professional development that includes formal, informal and non-formal learning opportunities. This would mean that all teachers: - take part in an effective programme of induction during their first three years in post / in the profession; have access to structured guidance and mentoring by experienced teachers or other relevant professionals throughout their career; take part in regular discussions of their training and development needs, in the context of the wider development plan of the institution where they work. Teachers have a key role to play in preparing pupils to take their place in society and in the world of work. At every point in their career, teachers need to have, or be able to acquire, the full range of subject knowledge, attitudes and pedagogic skills to be able to help young people to reach their full potential. In particular they need the skills necessary to: identify the specific needs of each individual learner, and respond to them by deploying a wide range of teaching strategies; support the development of young people into fully autonomous lifelong learners; help young people to acquire the competences listed in the European Reference Framework of Key Competences; work in multicultural settings (including an understanding of the value of diversity, and respect for difference); and work in close collaboration with colleagues, parents and the wider community. Teachers help young people to take responsibility for mapping out their own learning pathways throughout life. Teachers should be able to take charge of their own learning pathways also. Furthermore, as with members of any other profession, teachers have a responsibility to develop new knowledge about education and training. In a context of autonomous lifelong learning, their professional development implies that teachers: continue to reflect on their practice in a systematic way; undertake classroom-based research; incorporate into their teaching the results of classroom and academic research; evaluate the effectiveness of their teaching strategies and amend them accordingly assess their own training needs. The incentives, resources and support systems necessary to achieve this would need to be put in place. REFERENCES COM(2007) Improving the Quality of Teacher Education Communication from the Commission to the Council and the European Parliament 392 final DOCUMENTO2 Brussels, 3.8. COUNCIL OF THE EUROPEAN UNION (2007) Draft conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on improving the quality of teacher education, No. prev. doc. : 13930/07 EDUC 161 SOC 371 Brussels, 26 October 2007

31 INTERCULTURAL EDUCATION By Anca Niculae Culture is the result of dynamic cohabitation between the dominant culture and various subcultures. A subculture could represent groups like: ethnical minorities, religious minorities, special needs people, people practicing a specific trade, the employees of a corporation or members of an entire generation. Intercultural communities are groups of different, ethnic or religious background, living in the same space that interact and respect the values, traditions and way of life of everyone. Contacts and exchanges between cultures are not done programmatically, but through interactions of individuals. The contemporary world is increasingly multicultural. There is an ongoing debate to establish if the methods used by educational systems from kindergarten until university , methods that deal with interculturalism are adequate. Teachers could consider intercultural preparation unnecessary as being just artificially pursuing the fashionable euro-atlantic trends. There are plenty of studies stressing the importance for the preparation of teachers in the intercultural spirit. We could identify two levels of action for achieving the intercultural preparation for the teachers. The first level implies the cooperation between different cultures and countries. The second level requires the collaboration between different cultural and ethnical segments envisaging integration of all the members of the society regardless ethnicity but with respect to the cultural individuality of the group. The intercultural schools policies should ensure the equality of chances for all students. For a better understanding of cultural diversities, those could be transformed in pedagogical resources used in curriculum. Promoting a natural process of tolerance and acceptance between peers, recognitions and respect for the cultural differences based of equality are few of the intercultural education goals. The school should encourage cherishing the multicultural values. There are not superior or inferior values, there are only specific values that should not be judged applying ethno-centrist criteria but only appreciate for enhancing and adding nuance to the culture they interact with. In school, it is necessary to preach moderation for the predominant group ethnic pride and to encourage the self esteem for minorities. It is imperative that the teachers will become the messengers of change. In this context it is important for the teachers to assimilate theories and concepts regarding stereotypes, prejudice, and ethnocentrism. The teaching strategies should be tailored to fit the cultural background for each student hence the importance of understanding the characteristics for different ethnic or social groups. The teacher should be fully aware of his or her own cultural identity and should understand the interaction with the cultures of different social or ethnical groups. If necessity arises the teacher should work as a mediator for solving social or ethnic groups clashes by using a positive attitude and strategies based on understanding and accepting the differences between groups. Intercultural education is not a compensatory education for foreigners. More often the challenges are not created by the immigrant student but especially by the educational establishments that have difficulties coping with cultural diversity. Intercultural education is not a new academic discipline, or an extension of the curriculum by "teaching the others". It is important for teachers to take advantage of the different origins of the students to highlight aspects of their culture and create awareness of cultural diversity. Intercultural education pedagogy takes a differential

32 approach for each student, approach based on previous knowledge accumulation and cultural particularities. Banks JA distinguished in his Introduction to multicultural education (1999), the following features found in multicultural schools: Teachers have high expectations from all students and a positive attitude towards each of them. Teaching styles used by teachers meet the learning styles and different motivations of students. Teachers treat with respect the first languages and dialects of their students. Educational materials used reflect events, situations and concepts from the perspective of several ethnic and cultural groups. Evaluation and assessment procedures applied in school take account of different cultural identities. The school environment and the school curriculum reflect the ethnic and cultural diversity. School counselors encourage and help each student, not considering race, ethnicity or language to aim for a career and to achieve it.

Intercultural education should have an interdisciplinary approach and not be limited exclusively to the transmission of specific content within a particular discipline. Also the intercultural education should reach beyond the school environment by involving family, social groups, institutions, communities and mass media. BIBLIOGRAPHY UNESCO Guidelines on Intercultural Education, 2006 C. Cuco - Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000

33 TEACHER EDUCATION AS A COMPONENT OF THE REFORM PROCESS By Gabriela Iancic As already known, the reform of the teacher training system is a priority. In fact, it is an urgent matter for at least two reasons: (i) the need for a consolidated consciousness, according to which teacher education is a vital factor in the success of reform. It does not matter how complex and elaborated the reform is as a project, if it is not accompanied by a change of mentalities, attitudes, and behaviours, very little will change. (ii) The system of teacher training has registered a slower development, a certain discrepancy of rhythm and efficiency, as compared with the other elements of reform, particularly curriculum and instruction, evaluation, and management. Recent research (Vlasceanu et al., 2002) shows that the large majority of teachers adhere to the spirit of the reform, but one-third of them fail to acquire the codes of reform. They are not sufficiently familiar with the concepts and methodological principles of reform. For this reason, they fail to apply them consistently. The delays in the design and implementation of a new teacher education system have certain causes. There is a gap, natural to a certain extent, between the consolidation of the principles of the strategies and goals of reform and the renewal of the teacher education system. The Universities, that were particularly concerned to acquire and to consolidate their autonomy and to realize academic and managerial changes, failed to grant much importance to teacher training. The National Council for Teacher Training began its activity later than the other reform Councils began theirs. A rather passive reaction has been observed on the part of the teachers, confronted, as they are, with changes resulting from reform and with difficulties of assimilating their new roles. The professional identity of teachers needs to be reconsidered. Currently, there are signs that the vision and structure of teacher education will pass through important changes, both at theoretical and conceptual level, and in regard to the teacher training practice. Some of these signs are presented below In February 2001, the Teacher Training Department of the Faculty of Psychology and Educational Sciences of the University of Bucharest organized a seminar on Priorities for Teacher Training Policies in Romania. The strategic directions for teacher training and career development were identified. Internal and external factors affecting teacher education were identified: global changes in society, educational reform in all sectors, achievements of scientific research in relevant fields, European and international standards of teacher education, and the recommendations of international institutions (The World Bank, the European Commission, and UNESCO). The concept of professionalism was linked to the teaching career, and the emergence of a new type of professionalism was forecasted (Paun, 2001). The participants discussed the legitimacy and importance of national standards for teacher education, and a framework for building them was presented (Potolea, 2001). A discussion on teacher education based on credit points, initiated by the work of Iucu and Pacurari (2001), had some influence on certain decisions taken by the Ministry. Curriculum projects for teacher training were also drawn up. The conclusion was that the voice of the University has to be clearer and stronger in proposing and running teacher education projects. An important part of the recommendations of this seminar

34 were integrated into official policy documents of the Ministry of Education and Research. As mentioned above, higher education plays an important role in continuing/inservice teacher training. However, as the free market in the field is under development, some other actors have become important in this regard. University pedagogical colleges and teacher training departments have the most important responsibilities regarding in-service teacher training. They provide methodological and psycho-pedagogical training. For training in specialized subjects, they co-operate with the corresponding faculties. Both the pedagogical colleges and the teacher training departments are autonomous entities in universities and function in close co-operation with faculties of educational sciences. Teachers Houses are regional documentation and training centers financed by the Ministry of Education and Research. They provide in-service training courses for teachers in their respective areas, according to the priorities of reform and local needs. Schools are involved in continuing training through their discipline-based departments. In the cases of larger schools, so-called catedre and methodological commissions serve groups of smaller schools. At county level, under the coordination of the School County Inspectorate, a pedagogical round-table (cerc pedagogic) is organized, with regular meetings of speciality teachers in all subjects. In the case of in-service training, most of the respondents replied to this question; however, only 4.01 percent were highly satisfied; 28.76 percent were highly satisfied; 46.48 percent were fairly satisfied; 16.72 percent were not very satisfied; and 4.03 percent were not satisfied at all. The conclusion was that reform is needed, and that there is a great deal of room for improvement at both levels of teacher training.

REFERENCE Dan Potolea & Lucian Ciolan, Emergence of New Policies For the Reform of Teacher Education

35

CRITICAL THINKING IN ELT CLASSES by Laura Nadaban Man is only a reed, the weakest to be found in nature, but he is a thinking reed. All our dignity consists in thought. It is upon this that we must depend, not on space or time, which would not, in any case, be able to fill. Let us labor, then , to think well. (Blaise Pascal) Where do our ideas come from and what factors shape our interpretation of the world? The question is too complex to investigate in its details, but scientists have reached an agreement which can very well serve the purpose of this paper. According to scientists, the attitudes, beliefs and customs we abosorb from our families and our social and cultural environments, the languages we speak, the emotions we feel, all these affect the way we view the world. However, no matter where our ideas come from and no matter what influences shape our ideas and views of the world, this much is clear: there is nothing , absolutely nothing we can know unless it is first sifted through and interpreted by the human mind. Any knowledge of the world outside us or any knowledge of ourselves depend upon complex mental processes. We combine ideas, we compare, contrast, analyze them, and through these mental operations new ideas are generated. Furthermore, all communication skills depend on the special powers of the human mind, and yet we are unaware of the mental activities that make all these skills possible. Generally, the human mind works spontaneously:we think without stopping to think about how we are thinking.(1) For instance, we compare and contrast people, events, places or we analyze causes and effects without consciously saying to ourselves: I am comparing and contrasting now or I am analyzing now. We simply use these patterns of thinking naturally and automatically. However when we choose to do so, we can focus on our own thinking activities and become aware of how our minds operate. Although other creatures perform many remarkable feats, only human beings have the power of self reflection. They are especially endowed not only with the power to think, but also with the power to turn the light on their thinking on themselves.In other words we can think without thinking. What is critical thinking? Why is it important? There has been much talk recently about the importance of critical thinking in the process of teaching and learning. The wordcritical in the term critical thinking is ambiguous as it has several different meanings. In everyday speech, this word suggests disapproval: a critical person is one who finds fault or point out to errors and failures (1). The word critical can also suggest a crisis situation; to complicate matters. In the phrasecritical thinking the word is related to the word criticism, another word with multiple meanings. In its narrowest sensecriticism suggests faultfinding. It also has a broader meaning, a particular critique, involving the exploration and the analysis of an issue, or idea in order to promote understanding. (2) As we begin to understand how our mind works and becomes aware of our thinking patterns and activities, our critical skills improve. And when they improve, so do our reading or writing skills that depend on them. By understanding the nature of thinking, we are better able to analyze and comprehend what we read. Similarly, when we write, if we are conscious of our mental activities, we are more likely to monitor our thinking patterns and writing strategies, thus bringing them under

36 conscious control and using them more effectively. However, in order to reach such goals we need to consider the following questions: Is it possible to understand the workings of our mind? And if it is, what thinking patterns seem more likely to be used in the process of developing critical thinking? Finally, how are we going to teach pupils to think critically? The answer to the first question can be found in the works of most contemporary researchers from every walk of life from virtually every profession or academic discipline. According to the latest research, the human mind can be read and the human intelligence can be enhanced and amplified. Moreover, intelligence is a multiple reality there are many forms of intelligence many ways by which we know, understand and learn about our world. As for the thinking patterns that seem more likely to occur in the process of developing critical thinking in ELT classes, it is difficult to establish a hierarchy based on their frequency and use since choices are subjective and they may vary according to the purpose and intent of the instructor. Nevertheless a closer look at the five major skills may help us clarify a couple of problems in this respect. The five major thinking skills are: analysis, comparison and contrast, evaluation and response, interpretation and synthesis. All of them are used in ELT classes, and their importance is invaluable. For instance, in a literature class the five major skills already mentioned constitute themselves into five headings for the rest of the skills belonging to the same category: ANALYSIS analyzing characters, stories, the writers attitudes, the writers techniques, humor, plot (cause and effect), themes and points of view. COMPARING AND CONTRASTING stories, themes, characters, techniques, seeing connections. EVALUATION AND RESPONSE evaluating titles, themes, characters, content, generalization, images, plot, setting, tone, point of view, expressing an opinion, responding to theme, to style, to tone, to figures of speech. INTERPRETATION explaining an opinion, theme, plot, point of view, identifying generalizations, loaded words, inferring an explanation, a generalization, paraphrasing a passage, relate a passage to ordinary life. SYNTHESIS conducting a debate, predicting outcomes, supporting generalizations, supporting an issue. Since we cannot know the world in any immediate way, since everything we experience is always filtered through our own minds we can never be totally certain that we have an accurate picture of the world, be it real or fictional. Although we cannot expect total certainty, this does not mean that the five major skills we have mentioned are arbitrary. The problem we face is this: how can we decide which idea to accept as more valuable, or valid, or true. As critical thinkers we can organize the complexity of the world and the uncertainty of our knowledge of it. We realize that we must look for evidence to support our interpretations while trying to avoid the dogmatism of those teachers who think that somehow only they know what is true or right, and try to force everyone else to agree with them. Accepting the complexity of life, we should allow ourselves to agree to disagree with courtesy, tolerance and compassion. Then and only then we can move ahead to celebrate the richness of life that depends upon a free flow of ideas, open discussion and the exploration of many points of view (2). The last issue to be discussed is perhaps the most difficult for teachers: how can be thinking be taught? What does teaching for thinking imply? Reasearch in the field has shown that it is necessary to build skilful thinking in the classroom on two preconditions: the teachers mastery of the content and the teachers effectiveness in

37 creating and managing positive conditions for thinking. Without a teacher who has mastered the subject, the work is a vacuum, they are not content free. They are immersed in some content. The pupilsmastery of thinking skills is imbedded in the content and a skilled teacher introduces the right skill at the right time to his/her pupils. A second important element is the teachers skill as an effective manager. The most effective thinking skills instruction will not cure a chaotic or disruptive classroom. Nor will it bring to life a classroom that is controlled only by fear. At the very least, the teacher must be conducting a classroom in which pupils know and follow basic rules and there is a strong, on-task atmosphere well-grounded in respect and responsibility. Given these preconditions, the soil is ready to plant the seed for critical and creative thinking. The thinking classroom is a classroom in which the teacher purposely gives priority to teaching pupils multiple ways to think about what they are learning. In a concrete sense, this means that the teacher will structure opportunities for guided practice of the skills and teach pupils how to transfer these skills into more difficult content. The teacher will shift the emphasis in the classroom from a content product orientation to a content thinking process approach. (3) In reality, in Romanian schools things are more complicated. We live in a time of information overload. Faster than we can grasp the information that rains down on us every day, radical new discoveries are uprooting traditionally accepted theories. While the work, home and leisure worlds have changed in the last decades more radically than we could anticipate, only one world has remained essentially the same. Almost immune to the improvement and innovation, the Romanian school seems forever trapped in the information acquisition model. Using a pre-chip mentality schools change curriculum solely by adding more and more information, more courses, more of everything. Most Romanian teachers are frustrated with the cover-up mentality, which has resulted from the more the better mentality. To prepare our pupils for the responsabilities and probabilities of the future the wisest course seems to be a curriculum that triggers their critical and creative thinking. By causing pupils to think, question, wonder, explore, analyze, hypothesize, create and use widely the avalanche of information they will encounter every day, an in-depth curriculum that focuses on thinking skills will provide more fertile ground for the intellectual growth in a high-tech world. Given such a curriculum, every teacher will have a major responsibility to promote every pupils skill for thinking. The teaching technology exists and if used wisely we will be able to change our classroom from the present pool of pasivity to an action lab of active thinking. It is possible. Engilsh language teachers have already taken major steps in this respect by implementing a new curriculum which meets the requirements of the Common European Framework of Refference for Languages, adopted by the Council of Europe(3). BIBLIOGRAPHY 1. Byram, Martin.Sociocultural Competences in Foreign Language Teaching and Learning. Clevedon: Multilingual Matters, 1997 2. Dickinson, David. The Artistry of Teaching with Multiple Intelligences, Sacramento, Intercultural Press Inc, 2006 3. Moulton, Eugene R. Thinking Critically. New York: Harcourt, Brace& World, Inc.2004

38 4. Richards, J.C.Platt, J&Platt, H.Longman Doctionary of Language Teaching and Applied Linguistics.London: Longman,2005 5. Rosemberg, Vivian. The Thinking Class. Jacksonville: The Academic Press, 2002, p 62. (2) 6. Hill,John. Creative and Critical Thinking. An Integrated Approach.New York: Noble& Noble, 2004,p41 (3). 7. Boostrom, Robert. Developing Creative and Critical Thinking. Chicaago:NTC Publishing Group,p 54 (1)

39 EUROPEAN TEACHER IN POLISH SCHOOL By Agnieszka Bobrowska 1. INTRODUCTION Contemporary civilization makes us, teachers, face a lot of new challenges. More and more attention is paid to our work, because not only are we supposed to improve our knowledge, but we are also required to become universal, European teachers. It is connected with the changes that take place in Europe and the whole world generally. The process of globalization, that we are all witnessing, urges very radical transformations both in the way we think and act. We may wonder why, but in fact the answer is very easy. Z. Bauman in his book Globalization gives a very simple answer. The process that Europe is undergoing unites and parts people at the same time, people like and dislike it. Because of many historical and political reasons Poland, for many years, had to count on itself. People were not used to appreciating different cultures, religions or philosophies of life, since they had their own, which they were used to. We were closed within our own country, what is more within our own region or area. But with the notions of European Economic Community, NATO and European Union everything has changed. People had to learn how to accept changes and submit to them. Education too. Education is no longer a matter of teaching the subject. It should express the identity of each country but at the same time it should be universal for all Europe, so that a young person who starts his/her life in Poland, for example, could be able to do that in other European countries as well. 2. EUROPEAN TEACHER In Europe the topic of education has become very important since 2000 when Lisbon Strategy was worked out. Nevertheless, it does not force teachers to any radical changes, it rather suggests the path of development of educational systems and teachers so that they would be able to prepare young people for Europe. But what does it mean in practice? Within the last 10 years a lot of conferences, publications and papers have been devoted to the issue of teacher competences and qualifications. In Common European Principles for Teacher Competences and Qualifications we read that, among others, the most important are: -a well-qualified profession: high quality education systems require that all teachers are graduates from higher education institutions and those working in the field of initial vocational education should be highly qualified in their professional area and have a suitable pedagogical qualification. Every teacher should have the opportunity to continue their studies to the highest level in order to develop their teaching competences and to increase their opportunities for progression within the profession. Teacher education is multidisciplinary. This ensures that teachers have extensive subject knowledge, a good knowledge of pedagogy, the skills and competences required to guide and support learners, and an understanding of the social and cultural dimension of education. - a profession placed within the context of lifelong learning: teachers should be supported in order to continue their professional development throughout their careers. They and their employers should recognise the importance of acquiring new knowledge, and teachers should be able to innovate and use evidence to inform their work. They need to be employed in

40 institutions which value lifelong learning in order to evolve and adapt throughout their whole career. Teachers should be encouraged to review evidence of effective practice and engage with current innovation and research in order to keep pace with the evolving knowledge society. They should be encouraged to participate actively in professional development, which can include periods of time spent outside the education sector, and this should be recognised and rewarded within their own systems. - a mobile profession: mobility should be a central component of initial and continuing teacher education programmes. Teachers should be encouraged to participate in European projects and spend time working or studying in other European countries for professional development purposes. Those who do so should have their status recognised in the host country and their participation recognised and valued in their home country. There should also the opportunity for mobility between different levels of education and towards different professions within the education sector. - a profession based on partnerships: institutions providing teacher education should organise their work collaboratively in partnership with schools, local work environments, work-based training providers and other stakeholders. Higher education institutions need to ensure that their teaching benefits from knowledge of current practice. Teacher education partnerships, which have an emphasis on practical skills and an academic and scientific basis, should provide teachers with the competence and confidence to reflect on their own and others practice. Teacher education, in itself, should be supported and be an object of study and research. Teachers should be able to: - work with others: they work in a profession which should be based on the values of social inclusion and nurturing the potential of every learner. They need to have knowledge of human growth and development and demonstrate self-confidence when engaging with others. They need to be able to work with learners as individuals and support them to develop into fully participating and active members of society. They should also be able to work in ways which increase the collective intelligence of learners and co-operate and collaborate with colleagues to enhance their own learning and teaching. - work with knowledge, technology and information: they need to be able to work with a variety of types of knowledge. Their education and professional development should equip them to access, analyse, validate, reflect on and transmit knowledge, making effective use of technology where this is appropriate. Their pedagogic skills should allow them to build and manage learning environments and retain the intellectual freedom to make choices over the delivery of education. Their confidence in the use of ICT should allow them to integrate it effectively into learning and teaching. They should be able to guide and support learners in the networks in which information can be found and built. They should have a good understanding of subject knowledge and view learning as a lifelong journey. Their practical and theoretical skills should also allow them to learn from their own experiences and match a wide range of teaching and learning strategies to the needs of learners. - work with and in society: they contribute to preparing learners to be globally responsible in their role as EU citizens. Teachers should be able to promote mobility and co-operation in Europe, and encourage intercultural respect and understanding. They should have an understanding of the balance between respecting and being aware of the diversity of learners cultures and identifying common values. They also

41 need to understand the factors that create social cohesion and exclusion in society and be aware of the ethical dimensions of the knowledge society. They should be able to work effectively with the local community, and with partners and stakeholders in education parents, teacher education institutions, and representative groups. Their experience and expertise should also enable them to contribute to systems of quality assurance. Teachers work in all these areas should be embedded in a professional continuum of lifelong learning which includes initial teacher education, induction and continuing professional development , as they cannot be expected to possess all the necessary competences on completing their initial teacher education. Yet, another important European organization UNESCO does not try to define the competences, but, on the other hand, it defines the aims of the process of education for a human being: to learn so as to be, so as to know, so as to act, and so as to live together with other people in the world. Regardless of the terminology, all those documents highlight one important thing. The role of a teacher is to prepare the new generations to life in a modern, computerized and open world, therefore as much as teaching, his/her self learning is important. But it cannot be simply a matter of learning by heart the subject, since such kind of knowledge may appear not interesting for both sides of the didactic process.