01 SES 06 A, Teacher Professional Learning and Development in 11 European Countries (Part III)
Symposium Part III, continued from 01 SES 02 A (Part I) and 01 SES 03 A (Part II)
Teachers do have a strong influence on the quality of learning outcomes; therefore quality schools pay close attention to teacher professional development (PD). Several institutions and publications have underlined this idea. As Schleicher puts it “the kind of teaching needed today requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession” (2012, p. 11; UNESCO, 2018). In fact, in-service teacher education has been receiving both attention and investment in the international context (Caena, 2014; Comisión Europea, 2018; UNESCO, 2016) and also in the Portuguese context (Andrade, Tomas, Lopes & Costa, 2018; Formosinho, Machado & Mesquita, 2014; Pardal & Martins, 2005; Silva, 2000), in order to promote PD. This paper aims to trace the state of the art on teacher PD practices in the Portuguese Educational System related to a continuing learning process in local contexts (Gonçalves, 2011). Our analysis is based on a broad external evaluation study of in-service teacher education programs of 5 Portuguese Schools’ Association Centres for PD (between March 2017 and July 2018). The analysed data include questionnaires to teachers and teacher trainers, as well as self-assessment reports from the teacher trainers who developed the programs. The study aimed to understand how these programs contributed to teachers’ professional learning, thus potentially promoting the quality of educational environments. The results of the study indicate that both teachers and teacher trainers were satisfied with their professional learning, however they consider that teacher education programs must be longer and have a closer relationship with teaching practices, so that teachers might reconstruct their professional knowledge having in account their students’ needs and their learning outcomes. The conclusions of the study point out to the need of revising the system of in-service teacher education in Portugal towards designing programs i) that involve teachers’ work for a longer period of time, ii) that include the possibility of experimenting and evaluating teacher practice and iii) of monitoring and supervising teachers’ own professional learning having in account their working contexts.
ANDRADE, A.I., TOMAS, C, LOPES, B., COSTA, N., & FERREIRA, C. (2018). Relatório de Avaliação Externa do Plano de Formação Contínua do Centro de Formação de Associação de Escolas dos Concelhos de Arouca, Vale de Cambra e Oliveira de Azeméis – 2017/2018. Aveiro: Universidade de Aveiro. CAENA, F. (2014). Teacher Competence Frameworks in Europe: policy‐as‐discourse and policy‐as‐practice. European Journal of Education, 49(3), 311-331. FORMOSINHO, J., MACHADO, J., & MESQUITA, E. (2014). Luzes e sombras da formação contínua entre a conformação e a transformação. Mangualde: Edições Pedago. GONÇALVES, M.L.S. (2011). Desenvolvimento Profissional e Educação em Línguas: potencialidades e constrangimentios em contexto escolar. Tese de Doutoramento. Aveiro: Universidade de Aveiro. PARDAL, L. A. & MARTINS, A.M. (2005). Formação contínua de professores: concepções, processos e dinâmica profissional. Psicologia da educação, (20), 103-117. SCHLEICHER, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing. SILVA, A. M. C. (2000). A formação contínua de professores: uma reflexão sobre as práticas e as práticas de reflexão em formação. Educação & Sociedade, 21(72 UNESCO (2016). Education 2030: Incheon Declaration and Framework for Action towards inclusive and equitable quality education and lifelong learning for all. PARIS: UNESCO.
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.