01 SES 02 A, Learning Networks
Continuing professional development and in-service training for teachers is essential for the improvement of their educational tasks. As the European Commission states (2013) Member States need their teachers to be able to deploy appropriately all the competences necessary to be effective in the classroom and school. Both contents and pedagogical approaches used in continuing development experiences are important to contribute to this goal. Regrettably, in centres with low socioeconomic status students and high rates of school failure, some of the teachers admit defeat and try to survive to the day-to-day. Other teachers continue trying to do something that overcomes the problematic situation (Jaussi, 2012). But in those contexts it is necessary to wonder if the educational actions they are applying are the adequate to overcome school failure. It is necessary to think in what theories and practices are underpinning their educational practices and if those educational practices have been successful before and/or in other contexts. At this point, programmes and strategies for teaching professional development are essential to provide the relevant educational theories and successful practices that really make the teachers reflect, debate about how to implement them in their centre and ultimately producing educational improvement.
University lecturers used to be those responsible of developing both initial training and continuing professional development of teachers. In this sense the university teachers are responsible of providing a scientific quality teacher education that provides skills to overcome school failure and to improve educational practices. University teachers have to develop a Training Education programme with essential contents through an adequate pedagogical approach.
At this point we have the hypothesis that teaching education and teaching professional development can fail in relation to contents and in relation to pedagogical approach. This occurs on the one hand, when the contents are neither useful nor relevant. It is to say that the contents do not contribute to improve educational practices, teacher training. On other hand, it may happen when pedagogical approach do not produce transformation. It is to say when pedagogical approach follows a “banking model” in terms from Freire (2006) instead of a critical thinking and reflection on scientific based theories that promote transformation.
But, there are experiences in teacher professional development where the qualities of contents are relevant for educational practices and where the pedagogical approach promotes reflection and critical thinking. In this paper, we present the analysis of two experiences of Teacher Professional Development based in dialogic learning (Flecha, 2002).
European Commission (2013) Supporting teacher competence development for better learning outcomes. Retrieved from http://ec.europa.eu/education/policy/school/teacher-training_en.htm Flecha, R. (2000): Sharing Words. Lanham, M.D: Rowman & Littlefield. Freire, P. (2006). Pedagogy of the Oppressed, 30th Anniversary ed. New York: Continuum. Gómez, A.; Puigvert, L.; and Flecha, R. (2011) Qualitative Inquiry, 17(3), p. 235 –245 Jaussi, ML (2012). La formación del profesorado. Periódico Escuela. Octubre 2012, 1, p. 1-4 Ríos, O., Herrero, C. & Rodríguez, H. (2013). From Access to Education. The Revolutionary Transformation of Schools as Learning Communities. International Review of Qualitative Research, 6(2): 239-253
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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