Professional Standards for Teachers from HEI in ROMANIA

March, 2-4, 2011 - Balti

Presentation by Carmen HolotescuTimsoft, Politehnica University of Timisoara,

Romania

agenda

1. Framework for professional standards in Romania

2. Arguments for change3. Case Study4. Conclusions

agenda

1. Framework for professional standards in Romania

2. Arguments for change3. Case Study4. Conclusions

• Universities have autonomy: financial, human resources, educational programs, quality – stated by Education Law

• HE teachers are appointed on a competitive basis from among graduates who have demonstrated outstanding teaching and research qualities - open procedure

Framework for professional standards in Romania

Framework for professional standards in Romania

National Agency for Quality Assurance in HE

• Responsibility of the HEI

• Internal quality assurance mechanisms

• Protection and improvement of the quality of the educational offer

• Fair information

• Quality culture

• Students are partners in quality assurance

• Responsibility of ARACIS

• National quality framework

• Quality as a co-production

• through the interactions of a plurality of legitimate actors

Framework for professional standards in Romania

Improving professional and teaching competencies and skills:

• compulsory attendance of pedagogical courses - 60 credits

• trainings, courses, workshops, conferences, projects

• personal development:

• participate in communities of practice

• create and manage Personal Learning Environment

• continuous learner

agenda

1. Framework for professional standards in Romania

2. Arguments for change3. Case Study4. Conclusions

Arguments for change

EC recommendation on media literacy in the digital environment for an inclusive knowledge society, 20.08 2009 [+]: “open a public debate on the inclusion of media literacy in the compulsory education curriculum, and as part of the provision of key competences for LLL”

EC, DG Education and Training, Improving the Quality of Teacher Education, 2007 [+]: “teachers are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers rather than excathedra trainers.”

“they are required to use the opportunities offered by new technologies and to respond to the demand for individualised learning”

EC, Common European Principles for Teacher Competences and Qualifications, 2005 [+]EUN Insight: Assessment Schemes for Teachers’ ICT competence, 2005 [+]

Arguments for change

UNESCO's ICT Competency Standards for Teachers, 2008 [+]: “There is a lack of coordination between the adoption of technology in the classroom and the embracing of flexible and innovative teaching-learning strategies. ”

EC IPTS, ICT for Learning, Innovation and Creativity, 2008 [+]: “New technologies, and especially social computing, provide new opportunities for education and training, as they enhance learning and teaching, and facilitate collaboration, innovation and creativity for individuals and organizations. ”

Arguments for change

e-competencies.org

agenda

1. Framework for professional standards in Romania

2. Arguments for change3. Case Study4. Conclusions

Case Study

Training of academic staff at the University Politehnica of Timisoara, Department for Academic Development:•Psychology of education

•Pedagogy: Curriculum, teaching / learning, evaluation theory and methodology

•Domain didactics

•Design and management of educational programmes

•Technology enhanced learning (*)

Case Study

Modules:

On eLearning2.0,

VLEs, Learning styles, Learning communities facilitation, e-Pedagogy, OER, RSS, Blogs, Microblogging, Wikis, Social Networks, Collaborative documents, OS/CC, Social Search Engines, etc.

Blended course for using new technologies in education

Case Study

Course elements:

announcements

modules - LOM/SCORM objects

collaborative exercises

learning from the stream

multimedia messages

livestreaming

polls/quiz/ comments via SMS (f2f)

validations - interactions with practitioners/

experts/groups

Case study

from Handbook of Emerging Technologies in Education: George Siemens, Peter Tittenberg (pg.34) ltc.umanitoba.ca/wikis/etl

Case Study

Teachers create (mobile) PLEs, discuss/improve scenarios for learning; peer mentoring, communities of practice

agenda

1. Framework for professional standards in Romania

2. Arguments for change3. Case Study4. Conclusions

Conclusions

A better education requires teachers who are better and continuously trained, who assume the responsibility of improving continuously their own knowledge and skills, who are motivated, enthusiastic, e-mature, who collaborate, sharing their experiences and learning from the others, from their students too, who innovate, improving support for learners through ICT. Teachers should be the most adaptable to the changes of society and should become drivers of changes.

Thank you for your attention!

Carmen Holotescu cami@timsoft.ro

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