Session Information
01 SES 07 C, Critical Perspectives on Professional Development
Paper Session
Contribution
As a result of the tertiarisation of teacher training in most Western countries, the issue of professional development has become part of a lifelong learning approach (Allen et al., 2018; European Commission, 2018, 2021). The continuing professional development policies that have been put in place have therefore tried to respond to this challenge, while adapting to national context. In the canton of Vaud in French-speaking Switzerland, in-service teacher development is essentially managed by the University of Teacher Education (Haute école pédagogique - HEP), the institution empowered to award teachers' diplomas.
For the past four years, the Directorate General of Public Education has mandated the University of Teacher Education of the canton (HEPVaud) to develop in-service teacher training aimed at meeting the major challenges in education. Among them, the inclusive school policy, which was the subject of an official document published by the Ministry of Education in 2019, under the title "Concept 360". Its aim was to provide a framework and guidelines on how schools and professionals should deal with student diversity. Our contribution shows how this policy was translated into in-service training and how it was articulated to the needs of education workers.
Method
Using mixed methods, we will conduct a qualitative and quantitative analysis of 73 in-service training courses on inclusive schooling that took place during the academic year 2021-2022. We will compare the content of these courses with existing courses on the topic of inclusion before the introduction of the so-called 360 policy. In order to do this, we have a database that allows us to trace the topics covered during in-service training each academic year, the number of in-service teachers who attended them, and their socio-demographic profile. At the same time, we have a second database containing the evaluations made by the teachers and their trainers one week and one month after each course took place.
Expected Outcomes
Firstly, we will show how it has been linked to the existing in-service training system. Secondly, on the basis of systematic evaluations of the courses by the in-service teachers and their trainers, we will show a certain tension between two distinct visions of in-service training. A practical vision of these teachers who seek to respond to the challenges of everyday life, and a developmental vision (Uwamariya & Mukamurera, 2005) of teacher educators who aim to place their training in the continuity of the initial teacher education, thinking within a a lifelong learning framework.
References
Allen, J., Grainger Clemson, H., & Pritzkow, T. (2018) Supporting teaching careers : Developing an effective framework for teacher careers (ET2020 Working Group Schools). European Union. European Commission/EACEA/Eurydice. (2021). Teachers in Europe : Careers, development and well-being (Eurydice Report). Publications Office of the European Union. European Commission/EACEA/Eurydice. (2018). Teaching careers in Europe : Access, progression and support ; Eurydice report (Eurydice Report). Publications Office of the European Union. Uwamariya, A., & Mukamurera, J. (2005). Le concept de «développement professionnel» en enseignement : Approches théoriques. Revue des sciences de l’éducation, 31(1), 133-155.
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