20 SES 08, Developing Teachers and Learners for Collaborative Teaching and Learning Environments
Parallel Paper Session
Most countries link the professional development of teachers in the development priorities of the school (OECD, 2005). The management school, and in some cases, local school authorities have an important role in planning professional development activities
Note that these premises are based on general education and in many cases neglect of other types of instruction.
We specifically focused our study on the professional development of teachers of music is in the field of general education, whether in the field of music education. Therefore the project will go primarily to teachers of music education or somehow include music in his time teaching and musicians who have teaching as a priority.
After reviewing whether there is any precedent in the field that we want to study, we realize that although there is some background work done on an informal mentoring. There was not history in the area that we intend to study.
Among the works consulted the European Project TISSNTE seemed a very thorough job and requests the responsible, we rely on us to begin our work.
We question the professionals do what we want to dedicate this study require special training and if they need to receive timely support in their work. In short, if the appropriate performance of a Mentor
If so the aim of our study will first determine the existence of this need and accordingly and review, test, adapt and create if it’s the case, a range of materials and tutor support structures in response to identified needs. These materials will provide generic content to adapt to situations that arise in this case situations specific to music education and the context in which to develop.
Professionals surveyed are part of different groups: specialized Teachers in Music, Music Teachers who teach in high school, university professors, teachers in Music Schools and Conservatories and professionals that somehow relate to the music whether in formal or non formal education.
This will provide an opportunity for cooperative work very rewarding. Participants come from various educational bodies and their work is carried out also in different contexts, here we can talk about learning in an intercultural environment.
BARKHAM, J. (2005). “Reflections and interpretations on life in academia: a mentee speaks”. In Mentor and Tutoring. Partnership in Learning. Vol. 13, no 3, pp 331-344. BONALS, J. (2000). El trabajo en pequeños grupos en el aula. Graó, Barcelona. CARROLLl, C. and SIMCO, N. (2001). Succeeding as an Induction tutor. Exeter: Learning Matters. CEMBRANOS, F. y VIDAL, V. (2003). Grupos inteligentes: teoría y práctica del trabajo en equipo. Popular, Madrid. CHILD, A. and MERRILL, S. (2005). Developing as a secondary school mentor. A case study approach for trainee mentors and their tutors. Exeter: Learning Matters. JOHNSON, D.W. y otros (1999). El aprendizaje cooperativo en el aula. Paidós, Barcelona. MARIN, M. y otros (2003). Trabajando con grupos: técnicas de intervención. Pirámide, Madrid. OECD. (2005) Education as a Glance. París. www.oecd.org OVEJERO, A. (1990). El aprendizaje cooperativo: una alternativa eficaz a la enseñanza tradicional. PPU, Barcelona. SLAVIN, R.E. (1999): Aprendizaje cooperativo: teoría, investigación y práctica. Aique, Buenos Aires. TISSNTE Documents (2009) www.TISSNTE.eu THOMPSON, K. (1983). An analysis of group instrumental teaching: Principles, procedures and curriculum implications. University of London. WRAGG, E. C. (1999). An introduction to classroom observation. London: Routledge. ŽOGLA, I. (2008). ”Teachers as Researchers in the Era of Tests” In: ATEE Spring University: teacher of the 21st Century: Quality education for quality teaching. Conference Plenary report. Riga: Latvijas Universitāte. pp 23-40.
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