01 SES 13 A, Scientific Evidence-Based Teacher Professional Development: Serving the Challenges of Current and Future Education
The currrent research analysis has a European wide perspective upon the impact of teacher training (non) based in scientific evidence. Our study addresses the issue whether training and transfer of educational practice with a scientific base results in school improvement and social inclusion. We also address the issue whether teacher training based in edumyths does not result in improvement and whether if even may have a negative impact upon school failure, inequalities, segregation and social cohesion. Within the Frame Program 6, INCLUD-ED: Strategies for inclusion and social cohesion from education in Europe Integrated project (2006-2011), the only Social and Economic Sciences research selected among ten success stories of European research due to its added value for society, it defined Successful Educatonial Actions (SEA). SEA are those evidence-based actions that have contributed to improve academic performance among students as well as social cohesion within their educational communities that may be transferable in a diversity of contexts, all of which have been acknowledged by academic publications of scientific impact and social impact research (Flecha, 2015). On the contrary, edumyths are those beliefs and educational strategies in which teachers are trained for which there is no contrasted scientific evidence showing its incidence in the improvement of learning and social cohesion, which may result in a negative effect upon practice and ignore the advancement of science in relevant areas of education (Howard-Jones, 2014; Dekker, et al., 2012). In Spain, a huge amount of teacher training is shaped around edumyths and it is assessed by satisfaction questionnaries, instead of through the evaluation of student results and the improvement of educational communities, as our recent research has shown (Roca, E, 2018). In the European-wide context, some long-term studies such as Includ-ed together with the one developed in Finland, where academic education of teachers with a research-based approach has existed for 30 years (Toom, et al., 2010), has indicated the success derived from the introduction of Scientific Evidence-based teacher professional development. Most precisely, Include-ed promoted a teacher training according to current scientific evidence while remaining open to the participation of the community. The most successful action promoted by this training are known as Dialogic Pedagogical Gatherings (DPGs) that consist on collective scientific reading and discussing meetings where participants build collective knowledge to transform their practice in education (Roca, et al., 2015). DPGs make it possible to recreate scientific evidence in a diversity of schools.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in psychology, 3, 429. Flecha, R. (2015) Successful Educational Actions for Inclusion and Social Cohesion in Europe. Nueva York: Springer. Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817. Roca, E. (2018) Impacto científico, politico y social de la formación del profesorado basada en actuaciones docentes de éxito: El caso de la tertulia pedagógica “A Hombros de Gigantes” de Valencia” [Scientific, political and social impact of teacher training based on successful training actions: the case of the “On the Shoulders of Giants” seminar of Valencia] (PhD disertation). University of Barcelona, Spain Roca, E., Gómez, A., & Burgués, A. (2015). Luisa, Transforming Personal Visions to Ensure Better Education for All Children. Qualitative Inquiry, 21(10), 843-850. Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a Research‐based Approach to Teacher Education: suggestions for future policies. European Journal of Education, 45(2), 331-344.
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.