Session Information
10 SES 11 B, Research on Programmes and Pedagogical Approaches in Teacher Education: International Exchange Programs
Paper Session
Contribution
The aim of the study is to examine & utilize the experience obtained from the students and professors who have participated within the Erasmus-Intensive-Programme for 3 years. The main research question deals with exploring the aspect of sustainability the intercultural learning, has on students and professors as European teachers’ personal, social and cultural identity, construction and improvement. The focus of this study - the Erasmus-intensive-programme “BEAM” - deals with the following topic areas; Autobiographical Learning, Democracy-Learning within Citizenship Education, the European Dimension in Education, Alternative Education, Meaning-orientated Pedagogy, Foreign Language Teaching and Learning, Intercultural Learning…
The exact study questions are:
a) What is the sustainability concerning individual learning-increase after participation in the intensive programme BEAM?
b) Which BEAM ideas have been implemented in practice?
c) How and in which form participants "live" this European Identity?
d) Which challenges have been experienced working in international team and with international audience?
e) What have been the changes in European education and how have they been reflected in BEAM?
f) How the professors describe what changes the professors observed concerning their learning-increase during participation?
Values, habits, attitudes, actions have also to be scrutinized and reflected. Students have to be confronted with Citizenship Education and the discussion about appreciation, human dignity, human rights and children´s rights. Democratic cooperation in school can be experienced by students as a way of life and life principle that guides everyday school-life as a vivid and integral component (Himmelmann, 2006). Democratic action is indispensable (Georgi 2008), (Rabensteiner & Ropo 2009). Learning together complies with the current policy of education all over Europe and its aim is to develop personality, socialization and to educate the citizens to help them live and work in a democratic society. Professional teacher development should take place in an appropriate learning environment – as close as possible to real life and work situations (Odina 2005).
Pupils, students and teachers simply have to know how individuals and groups within a society learn to democratically create and govern their coexistence. It is supposed to be helpful to know about the implementation of models of alternative education, about the alternative and meaningful use of child- and sense-orientated teaching- and learning methods. To differentiate between, and use individualisation methods, about the handling of individual freedom and responsibility in addition to become acquainted with new methods of evaluation (Dewey 2008) (Frankl 1985) (Skiera/Mohr 2003).
What more should a student and future teacher know about education in the 21st century? Key components are the profound knowledge about the peacemaking value of language and its cultural background, as well as the development of the ability for tolerance and mutual acceptance including the question of integration / inclusion (Pirstinger 2007).
Teacher’s social skills should be gradually developed and improved starting with the basic social skills and proceeding to a higher level of personality development and social skills. Other important criteria are systematic reflection on one’s action and sustainability of professional development activities (Odina 2005).
Method
Expected Outcomes
References
DEWEY, John (2000): Demokratie und Erziehung. OELKERS Jürgen (H.): Beltz Taschenbuch 57, Beltz Verlag: Weinheim DEWEY, John (2008): Democracy and Education. Wilder Publications FRANKL, Viktor (1985): Man´s Search for Meaning. Washington Square Press FREINET, Elise (1981): Erziehung ohne Zwang. Der Weg Celestin Freinets. Verlag Klett Cotta: Stutt¬gart GEORGI, B., VIOLA (2008): The Making of Citizens in Europe. Verlag Bundeszentrale für politsiche Bildung. Bonn GLASER, Barney G., STRAUSS, Anselm L. (2005): Grounded theory. Huber Verlag: Bern ODINA, Indra (2005): Teacher Professional Development for Cooperative Learning. /In: Cunningham, D., Hatoss, A. An International Perspective on Language Policies, Practices and Proficiencies. Australia: FIPLV, pp. 253. - 260 PIRSTINGER, Susanne (2007): Von den Sprachen des Kindes zu den Sprachen der Welt. BMUKK. Österreichisches Sprachen-Kompetenz-Zentrum. Graz RABENSTEINER, Pia-Maria (2009): "Citizenship Education" - A Challenge for the European Society. In: RABENSTEINER, Pia-Maria, ROPO, Eero (eds.): European Dimension in Education and Teaching. Vol 1.: Towards European Idea in Education (pp. 99 – 112) RABENSTEINER, Pia-Maria (2009): What worth do values have for us? In: RABENSTEINER, Pia-Maria, ROPO, Eero (eds.): European Dimension in Education and Teaching. Vol. 2: Identity and Values in Education (pp. 51 - 65) ROPO, Eero (2009): Identity Development as a Basis for Curriculum Development. In: RABENSTEINER, Pia-Maria, ROPO, Eero (eds.): European Dimension in Education and Teaching. Vol. 2: Identity and Values in Education (pp. 20 – 34) ROPO, Eero, VÄRRI, Veli-Matti (2003): Teacher Identity and the Ideologies of Teaching: Some Remarks on the Interplay. In TRUEIT, Donna, DOLL Jr. William E., WANG Hongyu, PINAR, William F. (eds.): The Internationalization of Curriculum Studies. Selected Proceedings from the LSU Conference 2000. Peter Lang: New York (pp. 261 - 270) SANDER, Wolfgang (Hg. 2005): Handbuch politische Bildung. Bundeszentrale für politische Bildung. Schriftenreihe Band 476: Bonn SKIERA, Ehrenhard, MOHR, Arno (2003): Reformpädagogik in Geschichte und Gegenwart: Eine kritische Einführung. Oldenbourg
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