22 SES 13 A, Teaching, Learning and Assessment in Higher Education
In the last few years transnational interest in school improvement has greatly increased. Professionals involved in everyday school affairs – principals and teachers – make more use to participate in the EU exchange and education development programmes. Many of the programmes have seemed highly successful, however, it is unclear whether they actually had significant effects on actual everyday schooling. They often are not designed based on latest findings nor thoroughly evaluated for effectiveness.
For this reason, the Zurich University of Teacher Education, the Hogeschool van Amsterdam and the Department of Education of the Principality of Liechtenstein designed a Certificate of Advanced Studies programme (CAS-Programme) accompanied by research. It offers a unique collaboration of Dutch, Swiss and Liechtenstein teachers and educational specialists (Brückel & Schildknecht 2011) and a research based evaluation.
In designing the qualification programme, we used effective training elements (Lipowsky 2010) and chose a specific focus: understanding the relationship between changes and challenges in society and education. We chose to focus on trends in education in an international dimension and on local solutions to these challenges.
The programme combines content, setting (exchange between participants), practice transfer, and expert feedback in a format that is most beneficial to provide participants with a deeper understanding of school systems and educational change. Besides understanding the different school systems, participants are able to recognize specific needs for school developments in their own school. Gaining the know-how to successfully introduce and manage a transfer process (Jäger, 2004) is also part of the CAS-Programme. Finally, a further innovation of this programme is the elaborated evaluation as described below.
The whole programme will be conducted and evaluated by researchers of the Zurich University of Teacher Education. The aim of the evaluation is to gain information about «successful transfer» (Lipowsky, 2010). For that, the evaluation examines two main questions:
- Does the programme meet the aims? Do the participants find the combination of content, setting (exchange between participants), practice transfer, and expert feedback helpful?
- Do the participants succeed in implementing a small-sized change projects in their local schools?
Brückel, F. & Schildknecht, J. (2011). Education for the future: an International Cooperation Programme for Education Professionals. In Phillippe Masson, Kathrin Otrel-Cass & Vivienne Baumfeld, Miranda Pilo (ed.), (Re)thinking Partnership in Education. Lille: TheBookEdition, S. 19 - 29 Jäger, M. (2004): Transfer in Schulentwicklungsprojekten. Wiesbaden: VS Verlag für Sozialwissenschaften Lipowsky, F. (2010). Lernen im Beruf – Empirische Befunde zur Wirksamkeit von Lehrerfort-bildung. In F. Müller, A. Eichenberger, M. Lüders & J. Mayr, Lehrerinnen und Lehrer lernen. Konzepte und Befunde zur Lehrerfortbildung. Münster: Waxmann, S. 51 – 70 Organisation for Economic Co-Operation and Development (OECD) (2010). Trends Shaping Education. Paris: OECD Publications Strauss, A. L., & Corbin, J. M. (1996). Grounded theory : Grundlagen qualitativer Sozialforschung. Weinheim: Beltz Psychologie Verlags
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