PROFF – Professionalisation of VET teachers for the future - Europa

More documents

Recommendations

Info

10. Continuing education of teachers within the scope of school libraries, PortugalFollowing publication of the report Launching the network of school libraries in 1996, thenational programme ‘network of school libraries’ was started as an educational policymeasure. The school library, understood as a multimedia centre where information foreducational purposes is processed, integrated, made available and produced in different media(books, newspapers, video, films, slides, computer programmes, online information, etc.), istherefore one of the main resources for curricula development. Consequently, it becamenecessary to promote training in school libraries.The ideology of ‘teaching to learn’ emerged as a key skill for teachers, perceived as a processfor developing skills that make it possible to manage the abundance of information available.The goals of the training programme were to:• improve professional performance in developing projects assigned to them;• acquire, through self-learning, the necessary skills to realise the projects;• encourage exchange of experiences and a research spirit for new scientifically provendynamics;• acquire new skills aimed at professional development and personal enrichment.The programme consisted of:• analysing policy background;• reflecting on the role of the library teacher as cultural facilitator of the school;• creative workshops for producing materials;• organising the library/resource centre’s documentation;• new technology and resources;• project development.The action made it possible to develop the following skills:• leadership of school library projects;• organisational techniques and animation of school libraries;• team work and team spirit;• new forms of relating to knowledge, structuring learning situations of pupils by usingschool libraries.56
During training participants developed thematic dossiers, pedagogical kits and brochures. Thethematic dossier included documentation on:• preliminary organisation of the documental base: material in written (books) and nonwrittenmedia, according to the international library science standards;• library organisation and management dynamics;• animation of libraries: programmes, suggestions and developing production workshops;• new technology and school libraries;• recovery of books and binding.The pedagogical kits included puppets, papier-mâché masks, scenery and posters.The following innovative dimensions were created:• collaborative work among teachers;• production of a thematic dossier to support the organisation and dynamisation of schoollibraries, freely available to all those interested;• acquiring new skills for new forms of relating to knowledge, new modalities ofstructuring the learning situations of pupils using school libraries.57
Page 3 and 4:
PROFF - Professionalisation of VETt
Page 5:
The European Centre for the Develop
Page 9 and 10:
Table of contentsForeword .........
Page 11 and 12: Executive summaryThis report descri
Page 13: The report ends by summarising the
Page 16 and 17: Pedagogical and vocational skills;
Page 18 and 19: The responses to these challenges w
Page 20 and 21: not have the skills the labour mark
Page 22 and 23: • transferability: the potential
Page 24 and 25: Portugal, a government initiative t
Page 26 and 27: ‘continuing education of teachers
Page 28 and 29: of teaching staff at ROCs, and a ne
Page 30 and 31: new set of competences. The new app
Page 32 and 33: education and to foster creative, e
Page 34 and 35: Just as programmes differ in scope
Page 36 and 37: of continuous learning. Individuals
Page 38 and 39: 3.8.2. Material outcomesOn material
Page 40 and 41: 4. Conclusions and recommendations4
Page 42 and 43: adequate training not only for teac
Page 44 and 45: (c) Training policy for VET personn
Page 47: List of terms and abbreviationsESFE
Page 50 and 51: Theme Target group, scope Outcome A
Page 52 and 53: Theme Target group, scope Outcome A
Page 54 and 55: as their ability to cooperate in te
Page 56 and 57: 4. Telkkä, development of educatio
Page 58 and 59: • familiarise teachers with pract
Page 60 and 61: with different skills and organisat
Page 65 and 66: BibliographyAmmatilinen opettaja ty
Page 67 and 68: Cedefop (European Centre for the De
show all

PROFF – Professionalisation of VET teachers for the future - Europa

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?