Theme: Blurring the boundaries between universities and schools ITELab – Innovating ITE curricula Key Action 2 - Knowledge Alliance project ITE FORUM Theme: Blurring the boundaries between universities and schools 18th October 2018 http://itelab.eun.org #ITELab_eu

Covering today Sharing highlights from the latest monitoring research and case studies. Discussion. Staying involved.

Ite monitoring research and case studies Roger blamire, European schoolnet

The ITELAB Monitoring Report no. 2 An annual report on developments in Initial Teacher Education, with particular reference to technology Four sections: European policy developments affecting ITE Recent studies and reports on ITE Case study interviews Analysis of the 2018 survey of stakeholders

European Policy Developments “The quality of teacher education requires more attention. Initial Teacher Education is most effective when pedagogical theory is combined with both subject knowledge and sufficient classroom practice. Student teachers need to be prepared for collaborative work and career-long professional development, for dealing with diversity in the classrooms and for using digital technologies with confidence.“ Source: School development and excellent teaching for a great start in life Four recent key EU communications on education: Digital Education Action Plan Key Competences for Lifelong Learning Building a stronger Europe: the role of youth, education and culture policies School development and excellent teaching for a great start in life Pedagogical digital competence frameworks DIGCOMPEDU and TET-SAT Eight related academic papers summarised

Studies and Reports “If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills. 11 recent studies identified by project partners, covering: Teacher agency, teacher roles The Association for Teacher Education in Europe annual conference proceedings Teacher educators’ professional development, effective teacher education Communities of practice, MOOCs Young people in a digital world Innovative learning environments, teachers as designers of learning environments School-based initial teacher education

Interviews Interviews with case study authors about wider national developments: UK: the student teacher on placement in schools faces more constraints on what and how they teach Portugal: freedom to change pedagogical practices Ireland: medium-term plan to realise the potential of digital technologies to enhance teaching, learning and assessment Norway: a new Framework for Teachers’ Digital Competence; closer collaboration with schools Italy: ITE curriculum is prescribed by law with special reference to enabling inclusion Priority is their ability to manage behaviour, maintain discipline and use management information systems to track student progress (UK) Digital pedagogy and collaborative teaching in the classroom being integral to this change (PT) Realise the potential of digital technologies to enhance teaching, learning and assessment (IE) Focus on in-depth learning, make subjects more relevant for the future (NO) Every school to have a teacher nominated as a ‘Digital Animator’, with a strategic role to promote digital skills across the school (IT)

2018 Stakeholder Survey Highlights: University respondents: Most frequently cited challenges are a lack of suitable teaching placements to practise digital pedagogy skills and the wide variety of school environments. Pressure on time within the ITE curriculum to experiment and develop digital pedagogical skills . For the majority (62%), it is up to the individual teacher trainer to develop their digital competence. Industry: Joint content production and delivery of blended learning training . Policy: Lack of top-down pressure to change; lack of suitable teaching placements to practise digital skills; teacher trainers’ own digital skills; student teachers being more concerned with managing learners that with digital pedagogy skills. “Regarding ICT skills development there should be a continuum in terms of national policy from primary to secondary and then higher education“ Survey respondent

Comments and Questions? An increasing focus on initial teacher education in education policy and practice and on the importance of developing student teachers’ digital pedagogy skills.” Monitoring report conclusion Do you agree with the report’s conclusion? What other developments have taken place? What are the future key areas for research?

University : school collaboration Dorothy Cassells, european Schoolnet itelab project manager

Case studies 2018 Annual case studies sharing innovative ideas and approaches in Initial Teacher Education, with particular reference to technology. Theme 2018: university-school collaboration Five case studies: University of Agder, Norway University College Dublin, Ireland Newcastle University, UK University of Perugia, Italy Polytechnic Inst. Of Santarém, Portugal Further information: ITELab Case Studies 2018

Case study highlights Further information: ITELab Case Studies 2018 “It’s a real challenge. But we are getting there. I think the best thing we can do for our students is encourage them to think about what’s doable in their own school settings – because it’s all so different – and to have a go at things.” Dr Rachel Farrell, PME Co-director, UCD Case study highlights School and university personnel co-designing study programmes featuring innovative methods and supporting the development of digital pedagogical skills (IE, UK, NO) Future classrooms: jointly designing active learning spaces (NO, PT, IT) student teachers 'taking over' schools (NO) Development of digital competences of teacher educators (NO, IT) University- school – industry collaboration (IE, UK) Further information: ITELab Case Studies 2018

Comments and Questions? “a blurring of the boundaries between universities and schools, between university staff and teachers, and between student teachers and in- service teachers, for the benefit of all. Imaginative new learning spaces and joint projects help cement these new relationships and ensure that tomorrow's teachers are well prepared for tomorrow's schools..” Case studies 2018 conclusion Do you agree with the case studies conclusion? What developments are happening in your country?

itelab.eun.org #ITELab_eu ITELab (Initial Teachers Education Lab) is a Knowledge Alliance project between higher education institutions and industry to foster innovation and knowledge exchange in initial teacher education (ITE). Project number: 575828-EPP-1-2016-1-BE- EPPKA2-KA. It is co-funded under the European Commission’s Erasmus+ Programme from January 2017 to December 2019. This publication was created with the financial support of the Erasmus+ Programme of the European Union. This publication reflects the views only of the authors and the European Commission cannot be held responsible for any use that may be made of the information contained herein. itelab.eun.org #ITELab_eu