briefing papers for policy makers

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Norwegian University of Science and Technology (Trondheim) 1. The curriculum of the teacher education programme covered: � General curriculum theory. � Pedagogical content knowledge. � Teaching practice. 2. The students needed closer supervision than in the other studies because their teaching practise was a greater distance from the University. This also meant that one visit from the tutor was not sufficient and the students totally depended on their mentor. 3. During the teaching practise, tele tutoring enabled greater contact between the student teachers and their university tutor. 4. The positive aspects of the experiment for the student teacher were: � Security – someone to talk to when it is necessary. � Help with personal reflection - encouraged formulation of thought. � Improved ability in didactic reflection – through the writing and partner response. 5. The negative aspects were mainly related to the technical problems. Utrecht University 1. Supervising the student teachers through computer conferencing was beneficial as it: � Reinforces the effects of supervision meetings. � Monitors the progress of students. � Enables more involvement with the progress of students. � Influence on the development of student teachers’ reflection � Enables early detection and greater possibilities to find and examine underlying problems. � Enables the involvement of student teachers with the other students and tutor. � Provides informational and social support between the student teachers. � Stimulates reflection on their teaching experiences. 2. Three main clusters of tutor intervention were discovered during the tele-guidance of student teachers, these covered: - � The creation of a safe atmosphere to stimulate student teachers’ reflective processes. � The stimulation of growth for the student teachers. � The amount tutors direct or control the reflections of student teachers. 3. The activities of this project have lead to new plans for collaborative future research that contributes to the challenging developments in teacher training programmes in a digital educational future. Key Recommendations The study made the following recommendations in four main areas of study: 1. Consideration must be given to other theoretical frameworks, which either adopt holistic and non-linear approaches to learning or cover a more extensive number of attributes. 2. Future research is urgently required that provides evidence of: - � The advantages and disadvantages of telecommunication in teachers’ education with reference to: � - The influence of telematics on reflective skills. � - Changes caused by telematics on the curricula of teacher training. � - The dramatic changes to the curriculum and the teaching /learning environment. � Student’s behaviour in classrooms, particularly the effect on day-to-day classroom practices. � The role of tele-guidance in lifelong learning and the extent to which tele-guidance can encourage learning at work and in other learning settings. � Changes in the tutors’ role, the new skills needed and ways of stimulating the professionalisation of tutors. 128
University of Barcelona 3. Further research is required into the importance of the interactive process developed by exchanging messages between each student, the supervisor and the other participants i.e. tutor, other students. University of Exeter 4. The complexities in the nature and oral accounts of the video conferencing activity must be supported by more comprehensive data. Utrecht University 5. The instrument used to measure the reflective behaviours of the student teachers in this study was based on the ALACT-model, which delivered promising results but needs further development and testing. 6. There is also a need to develop an instrument to measure the content and nature of reflection. The results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) 129
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
Page 81 and 82: Briefing Paper 23 Research Institut
Page 87 and 88: This project is now being taken for
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Page 95 and 96: 10. Although, it has been found tha
Page 97 and 98: 4. Separate analysis of the wage di
Page 99 and 100: Denny & Harmon, The impact of educa
Page 101 and 102: 10. In addition, important learning
Page 105 and 106: 8. Opening schools to activities be
Page 109 and 110: Key Recommendations The following r
Page 113 and 114: establishing links between the scie
Page 115 and 116: Sassi, Ogborn, Pintó, Quale, Vienn
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Page 121 and 122: The Final Report and results of thi
Page 123 and 124: 8. Apprenticeships also have invest
Page 127 and 128: • The import behaviour (nature an
Page 129 and 130: Key Recommendations The following r
Page 131: Briefing Paper 43 Research Institut
Page 135 and 136: Educational research supported by D
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Page 141 and 142: 5. It appears to be advisable to fu
Page 145 and 146: Key Recommendations Political and l
Page 147 and 148: Further information The final repor
Page 149 and 150: 8. Learning in a “learning compan
Page 159 and 160: Further Information The full title
Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
Page 165 and 166: 4. As some legislation describes at
Page 169 and 170: 2. There is a need to encourage fle
Page 171 and 172: Key Recommendations 1. The focus of
Page 173 and 174: • Shaping European learning relat
Page 177 and 178: Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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