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Professional development aimed at enhancingprofessionals' intercultural competences using a
virtual learning environment
Pauline Slot & Gil Nata (WP-leader/co-leader)
FR: Jerome Mbiatong, Frederique Montandon
IT: Valentina Pagani, Alice Sophie Sarcinelli, Giulia Pastori
NL: Ryanne Francot, Bodine Romijn, Mirjam Pardijs, Pauline Slot
PT: Gil Nata, Sofia Guichard, Joana Cadima
EECERA - THESSALONIKI, 21-23 AUGUST, 2019
• Contextual PD model
• Brief description of the 4 selected settings
• Two examples of PD using the VLE
• What have we learned
Outline
WhoCharacteristics of learners and context
How PD strategiesDelivery modes
WhatContent areas
Focus domains
Knowledge, skills,
attitudes, beliefs &
expectations
Behaviour & everyday practices
ENACTMENT
REFLECTION
Policies
Organizational structures
Access & outreach
Evaluation
Resources
Buysse, Winton & Rous (2009 Teacher Professional Growth Consortium, 1994
PD process
Plan
(needs analyses -> objectives/goals)
Do
(carry out activity toreach goal)
Study
(reflect & analyse)
Act
(plan next activity)
- Continuous and co-constructiveprocess betweenparticipants & researchers
- Exploration of thecontext and initialsituation
- Ample time forreflection
- Close monitoring & evaluation duringand afterintervention
Overview of sites across countries
Organisation Age range children Area Target group Number of
profes-
sionals
Topics of PD
France Community centre School age Paris Low-SES, (North)
African, Eastern
European
9 Relations with
parents and
empowerment of
parents
Italy School 1 classroom 3-6 yrs,
3 classrooms 9-10
yrs
Milan Culturally diverse
(Maghrebian,
Filipino, Peruvian)
9 Multilingualism and
reflection
The
Netherlands
Preschool 2 classrooms 2-4 yrs Utrecht Low SES, culturally
diverse (Turkish,
Maghrebian, Indian,
Polish)
12 Cultural diversity,
multilingualism,
parent-teacher
relations and parent
involvement
Portugal 2 primary schools 7 classrooms
(teachers working
with 7-10, 12-14 yrs
in site 1 and 7-10
yrs in site 2)
Greater area
of Porto
Low SES, Roma 7 Cultural diversity,
social justice
FR:
Family (pre)school collaboration
Reflection skills
International exchange
IT:
Multilingualism/multiculturalism
Family (pre)school collaboration
International exchange
Reflection skillsICT
PT:
Multiculturalism
Social justice
International exchange
NL:
Multilingualism/multiculturalism
Family (pre)school collaboration
Reflection skills
International exchange
Topics and Aims
Activities on the VLE• Activities aimed at PD directly: Dilemmas, critical incidents,
narratives and videos that can be used for group-based (online) reflection, within and cross-country (online) exchange• Social justice dilemma (PT)• Dilemma on multilingualism in classroom from CZ (NL)• Evaluation of books and classroom materials (NL+PT cross-country
exchange)• Narrative: Ideal day with parents (NL + 2)
• Activities for in the classroom or with parents• Welcome kit for children and their parents (IT, PT, in NL as PD activity)• Skin colour activity (PT, in NL as PD activity)• Game for parents about education system (FR)
• Creating community of learners• Within country exchange (NL)• Cross-country exchange (FR, IT, PT, NL)
PD Book activity NL on the VLESome messages were positively evaluated and in line with the center’s vision:- Adventures can be fun- It’s okay to get dirty while playing
Other messages might be more prone to cultural differences- Father alone with the kids hiking in nature- Amount of physical contact between family members- Having a pet as ‘part of the family’
Other observations:- Pictures show a Caucasian family- Gender typical clothing (girl in dress and boys in shorts)
Can all children relate to this experience?- Lack of father (figure) in the home- Not all kids are allowed to get dirty - Inner-city children might lack experiences with nature
Book activity PT• PT teacher reflected on the same book with the same
questions, revealing different topics and reflections
• More focused on the narrative and the messages, rather than on the main characters or their physical appearance: • Importance of bravery, overcoming obstacles, courage, confidence,
‘life is full of obstacles’• Characters have the same skin colour and cultural background ->
cultural diversity lacking in school materials or unrelated to the topic at stake (need to combine it with multicultural content)
• Exchange via VLE:• PT response to Dutch reflection: interesting to have another
perspective. Possibly the differences in children’s age range play a role as well.
Skin colour activity PT• Classroom activity in PT inspired by the Humanae project in Brazil
and TED talk Angélica Dass: What kids should know about race
• Mixing paint to establish the right skin tone and make self-portraits
-> whole process documented on the VLE
Child: “Hello! We want to communicate that we agree with the idea of valuing the skin tone of the whole world, because we are all different and all the same and we should avoid racism."
Exchange with NL• NL professionals impressed and interested in activity,
but with 2/3 yr-olds it seemed impossible to conduct something like this• Raised questions: why not all professionals? How did team
members respond? How did parents respond? Did they have any negative experiences based on skin colour or race before this?
• Elicited general discussion on how and when to address topic of skin colour: • Only when the issue arises (in positive or negative way) ->
reactive• Address this topic pro-actively focusing on similarities and
differences
• PT professionals viewed the responses on the VLE and responded to the comments raised by the NL teachers
Direct links to interestingmaterials (e.g. videos)
Possibility to view whatother professionals do and respond to that
Receive feedback on conducted activities
Some activities don'tneed online options, butcan be conducted offline or face-to-face
How the VLE supported the implementation of these (and other) activities?
Rich resource of information, videos etc.
Possibility for exchange withinand between countries
Community of learners
Reflection and collegialexchange not neccessarilyonline
To maximize the potential of such a VLE more time and efforts are needed
Applicability in own, localcontext
Role of researchers inevitable
How the VLE supported the intervention and the activities in general ?
Lessons learned• Potential of VLE depends greatly on the intentions for
use: resource or community of practice• As resource it functioned well, although not all the content
readily applicable across all countries and contexts• Functionalities of CoP not fully explored yet
• Co-designing and developing a VLE is time-consuming and (technically) challenging
• The role of someone guiding the process is inevitable. Designing an environment with the idea of professionals working on it independently seems less feasible• Risk of overload on the platform• Structural/organizational conditions for professionals (e.g.
dedicated time)
INTERNATIONAL CONFERENCE EQUALITY & INCLUSION!
For whom: professionals, policymakers and researchersTopics: increase equity and inclusiveness through improvement of ECEC and family support systems, support for professionals working in these systems, effective models of interagency collaboration and local governanceKeynote speakers: Jim Cummins, Emilia del Bono, Edward Melhuish, Maurice Crul, Vibeke Grøver, Piet van Avermaet, Jacqueline Barnes, Yvonne Anders, Sanne Akkerman.
JOIN US AND REGISTER BEFORE THE EARLY BIRD DEADLINE SEPTEMBER 15, 2019https://equality-inclusion.com/