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Teacher Education in Portugal
MARIA JOÃO HORTA
MINISTRY OF EDUCATION - PORTUGAL
DIGITAL SKILLS FOR SCHOOLS: CPD PROGRAMES,
TRAINING CENTRES AND NATIONAL
PROGRAMMES
Teaching in contemporary learning environments: developing the digital skills
of educatorsPeer Learning Activity #4
3–4 February 2020, Zagreb, Croatia
ET2020 Working GroupDigital Education: Learning, Teaching and Assessment
What is thestructure of TeacherEducation in Portugal?
a) Teachers' Initial Education
b) Teachers' Continuous Education /CPD
Higher EducationInstitutions (HEI)
HEI + Teachers’ Professional Associations +Teachers’ Training Centres (n=92)
TeacherEducation structure in Portugal
a) Teachers’ Initial Education
b) Teachers’ Continuous Education /CPD
Higher Education Institutions
HEI + Teachers’ Professional Associations +Teachers’ Training Centres (n=92)
The accreditation of b) if totally managed by CCPFC (Portuguese Scientific and Pedagogical Council for Continuous Teachers’ Training)
The Portuguese Scientific and Pedagogical Council for Continuous Teachers’ training (CCPFC) is a unit of the Ministry of Education that is responsible for:
▪ The accreditation of the institutions that can provide continuous training for teachers of elementary and secondary public schools.
▪ The endorsement of the training activities that are considered valid for teachers’ professional development (credits acquisition).
▪ The overall evaluation of the Portuguese system regarding teachers’ continuous training.
Teachers’ Training Centres (n=92)
▪ Are organized in a network of 92 units, spread troughout Portugal.
▪ They are located inside public schools and provide training activitiesfor teachers of the schools, locally identified addressing the training needs.
▪ All the accredited training activities developed by these institutionsare analysed and validated by the CCPFC.
The state of the art
What can be aknoledged as teachers’ continuouseducation activities?
Short-term training actions (< 6 hours)
Teachers’ training courses (12 to 50 hours)
HEI courses and training programmes
International Training activities (Online or F2F)
Certifiedand
accreditedby theCCPFC
It envolves International projects’ meeting such aseTwinning, Erasmus+ KA1, as well as MOOCs
• Training actions, preferably in a workshop and study circle modalities;• Workshops;• Seminars, Conferences, Meetings;• Advice, follow-up and monitoring of actions; • Studies.
• Curriculum development;• Inclusive Education;• Citizenship and Development;• ICT;• Others, cf. Opening notice.
Professional DevelopmentUpdating scientific knowledge
Updating didactic knowledgeCross-cuttingskills
Autonomy
Collaboration
Reflection
Leadership
Creativity ….
Scientific knowledge
Methodologies
Evaluation
Pedagogical differentiation
Management of educational resources
Reference for Teacher Training (2018/2020)
Education and Training Monitor 2019 Portugal - report conclusions (online ec.europa.eu/education/monitor)
Overall, teachers feel quite confident in using ICT (information andcommunications technology).
According to TALIS (OECD, 2019a), the proportion of Portuguese teachers who feel well or very well prepared for using ICT is slightlyabove the EU average (40.2% v 39.4%).
The proportion of teachers reporting a high need for CPD in ICT isbelow the EU average (12.0% v 16.1%). Less than a half of teacherssay that this issue was covered in their formal education (46.9% v EU average of 52.9%).
CPD in ICT
Training that takes place in the Training Centres and that is designedaccording to the needs felt by the schools
Centrally designed projects meant to address national and local needs
INCODE.2030
Learning Lab initiative, eTwinning, SeguraNet, …
MatemaTIC
Pilot Project on Digital Competence for Educators: European Framework for the Digital Competence of Educators (2019)
SELFIE (Self-reflection on Effective Learning by Fostering Innovationthrough Education)
CPD in ICT: national central programes
INCODE.2030
Flagship Measures for Education
• Development of Digital Educational Resources• Enlargement of ICT in the curriculum• Teachers Training in the ICT area
CPD in ICT: national central programes
CD in ICT: national central programs
Learning Lab Initiative, eTwinning and SeguraNet Awareness Centre :
• eTwinning promotes national accredited training (blended and face-to-face courses, regional events as well as short-term training actions) and MOOCs, organized by the NSS with the collaboration of its 10 ambassadors, aiming at developing teachers’ digital skills and foster new methodologies, such as collaborative work and project-based learning;
• The SeguraNet Awareness Centre promotes accredited training for teachers involving ICT Competence Centres and DGE ambassadors, namely, national meetings, short-term training actions and courses on Digital Citizenship and MOOCs training about Cybersecurity, Bullying and Cyberbullying, Social and Emotional Competences among others, involving teachers, security forces, psychologists and other educational players.
• The Learning Lab initiative aims at promoting and help mainstream the results of European SchoolNet's projects and the concept of the Future Classroom Lab by supporting educational innovation in local networks of teachers. The 10 Ambassadors are professionals who address local audiences of teachers and their task is to support innovation and professional development. Since 2014 they have been actively promoting and implementing workshops, training courses and MOOCs.
CPD in ICT: national central programes
CPD in ICT: national central programes
Identifying interdisciplinarity areas between Computer Science and Maths.
• Sharing with teacher's knowledge, tools, methodologies and strategies that will enable them to develop their digital competences from the lowest levels (A1/A2) to upper levels (B1/B2);
• Promoting the development of Basic Digital Skills among teachers who possess little or no digital literacy;
• Encouraging the integration of digital technologies to improve teaching, learning, learning assessment processes and students' digital competences;
• Understanding if a tailor-made training has a positive influence on large-scale groups.
Main objectives:
Pilot-Project on Digital Competences for Educators: European Framework for the Digital Competence of Educators (2019)
Pilot Project on Digital Competence for Educators: European Framework for the Digital Competence of Educators (2019)
• The training directed at elementary competencies in which teachers felt
challenged had a positive influence;
• It provided self-confidence for merging digital technologies into pedagogical
activities;
• The focus should not be on the tools, but on their pedagogical purpose;
• Creating scafolding structures and resources for massive delivery to all TeacherTraining Centres (92 in PT).
Main results/outcomes
SELFIE: pre-pilot
The pre-pilot carried out by the António de Ataíde School Cluster aims at
identifying and solving possible challenges and constraints as well
as generating the needed core knowledge to foster the implementation of
this pilot project in 43 School Clusters (about 100 schools), starting at the
end of February 2020.
SELFIE: pilot - DIGITAL DEVELOPMENT ECOSYSTEM
• This pilot aims at implementing the SELFIE project in a wide range of Schools by supporting
institutions in the identification of the fields that require improvement, in the clarification of its
priorities, in the developement of an action plan and in the monitoring of its implementation.
• In order to implement this goal, the SELFIE project will provide all the support needed for the
parameterization, the design of questionnaires to be applied to the educational community, as
well as for the monitoring and analysis of results.
• The aim of this project is to fully understand, to what extent, the use of the SELFIE
will contribute for the improvement of the digital within educational organizations.
CALENDAR: february – july 2020
Minimum percentage of participation
Each of the three questionnaires already present a set of key questions,
organized into six common fields:
A: Leadership
B: Infrastructure and equipment
C: Continuous Professional Development
D: Teaching and Learning
E: Evaluation practices
F: Students' digital skills
• The SELFIE team must integrate members of the School Observatory.
• Only students over the age of 9 must participate.
• The groups participating in the project must be selected by the Selfie Team, in order to ensure a minimum number ofparticipants.
• Average response times per participant:•Directors / Coordinators: 30 min•Teachers: 40 min•Students: 20 min (the questionnaire should be answered preferably in class)
• School Coordinators respond to the questionnaire as School Leaders
• Teachers who have students in more than 1 teaching cycle answer the questionnaire according to the cycle in whichthey are more involved on or where they have more classes, as an alternative, these teachers may answer 2 questionnaires.
• Questionnaires will be opened for response for 2 or 3 weeks and the school SELFIE Team can monitor them duringthat time period.
Implementation – particular features
Implementation - particular features
• The questionnaire must be answered in a row and them submited as it does not keep theanswers you have answered before.
• An interactive report will be released by the SELFIE questionnaire collecteddata, which will help schools reading and interpreting their results and will contribute for the subsequent design of their action plans.
• Each school cluster must submit 2 entries if it intends to implement the SELFIE project in the 1st and the 2nd cycles, as the questionnaire is the same for both cycles. So in oneregister you get the data for the 1st cycle and the other for the 2nd cycle.
• The results obtained in the SELFIE questionnaire can only be assessed by the schoolitself .
• The Training of the SELFIE Team is done by DGE / C2Ti-Institute of Education – University of Lisbon
• Support is provided to schools through:• School records• Parameterization and timing of the application of the questionnaires• Questions to include in each questionnaire (School Directors, Teachers and Students)
• The Questionnaire comprises: mandatory questions + optional questions + questions created by the school(max. 8)
• In the definition of the number of minimum responses per questionnaire
• SELFIE application and monitoring• Analysis of results with SELFIE team (by area and by public)• Identifying what works well and what areas require improvement
• Setting priorities in areas to be improved
Action Plan
Action Plan
• Analysis and reflection on the results to support the design of school action plans
• Definition of an action plan for intervining in pressing areas
• Specific training for pressing areas and deployment of partner entities (CFAE for example)
• Parameterization and new application of SELFIE (minimum 6 months after the 1st
application and implementation of the action plan)
• Comparative analysis of the results of the 1st and 2nd application of SELFIE
• Reformulation of the intervention plan.
• The kick off of the SELFIE PT pilot in a meeting with the Schools: February the 14th, 2020
• SELFIE parameterization: until the end of February
• Period for the application of the questionnaires: it is decided by each school but it hasa time frame - until the end of April
• Implementation of the training of SELFIE Teams in “Designing a Digital Plan for theSchool”: until the end of April
• Result analysis and Action Plan design: by the end of May
• Presentation of the Action Plan: by the end of July
Scheduling
Example of an Action Plan
Step 1: choose an area of expertise
Step 2: for each area, identify a statement to improve
Step 3: review the statements provided to each user group
Step 4: Define the objectives and action measures
Objectives:Until the end of this year, teachers will have access to a shared set of tablets to use with their classes, one for every two students, which will serve to support the teaching with digital technologies.
Measure:75% of teachers use tablets in the teaching and learning process, at least three times a week, for at least one hour at a time
There may be more than one stated objective and measure.
Example of an Action Plan
The Action Plan should define exactly what needs to be done to ensure that the objective is achieved. In our example, we want to ensure that by the end of the year, teachers will have more equipment to teach. It must identify the activities, the resources needed in terms of financing, the people involved and the deadlines.
Since we intend to resolve this problem within one year, this action plan applies only to an academic year. The next year may have a different objective and action plan.
The action plan may be integrated into an improvement plan for digital technologies or the School's general development plan.
Schools may want to aim at more than one area to be improved, in which case each area will have an individual action plan.
The example below has been simplified for illustration purposes.
Example of an Action PlanActivities Resources Personal Financing CalendarIdentify the budget Maximum responsible Until September,
the 1st
Identify available options ICT leadership team Until October, the15th
Evaluate and selectdevices to purchase
ICT leadership team October, the 21st
Purchase devices €7000 School Leader / Coordinator Until November, the7th
Provide teachers withthe necessary training for use
ICT leadership team
Set a school timetable School Coordinator Until November, the21st
Experimental use All teaching staff December, the1st until June, the30th
Obtaining and analyzingfeedback
SELFIE School Coordinator May, the 15th , untilMay, the 31st
The efficient use of digital technology in schools relies on including it in
strategic planning and school culture.
Needs proper education and training of teachers.
Needs proper integration in curricula methods, content and purposes.
Needs digital educational resources.
Needs a proper infrastructure and funds.
Reshaping schools for the Digital Education
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Many thanksMARIA JOÃO HORTA
ET2020 Working GroupDigital Education: Learning, Teaching and Assessment
