Teacher education and its internationalisation LATVIA

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1 Teacher education and its internationalisation LATVIA Dr.Sandra Kraze BA School of Business and Finance, international expert H EReform Experts in the STEERING project Bonn, February 11, 2015

2 Outline Overview of Teacher education providers in Latvia Trends: mentoring and a strong international dimension integrated in programmes Benefits Challenges

3 Overview of Teacher Education in Latvia 7 major providers: University of Latvia, Daugavpils University, Liepajas University, Riga Teacher Training Educational Management Academy, Latvia University of Agriculture Latvia, Academy of Sports Education, Rezekne Higher Education Institution Programmes in direction Education : Teacher of Natural Sciences and IT, Pedagogy, Sports Science, Dance and Rhythmic Teacher, Music, Preschool Teacher, Basic education Teacher (1-4 form), Primary School Teacher, Secondary School teacher, Social Pedagogue Teacher Further Education

4 Programmes offered for teacher education at Faculty of Education, Psychology and Art (LU) Bachelor s, Master s and Doctoral programmes in Pedagogy and Psychology, Master s degree programme in Education Sciences, Doctoral programme in Education Management Teacher qualifications: The Latvian language and literature; The English language and literature; The German language and literature; Visual arts and history of arts; Sports and health education; Applied IT; Housekeeping and history of culture; Social pedagogue In cooperation with 10 faculties 34 subprogrammes The role of Teacher Education Centre A programme for university staff development

5 Trends University-school partnerships for placements of teachers Research based learning of teachers with international dimension Organisation of International guest lecturer weeks International mobility as part of the study programme of different modes( not only under Erasmus).203 students over 5 years studied abroad as part of programme.ects and recognition. Partnerships with school teachers and universities in development of skills for teachers in mathematics, financial literacy etc. Interdisciplinary approach

6 Trends and activities Universityschool partnerships for placements of teachers (both for local and international students) Professional development of mentors for teachers trainees ( established Centre for Mentors at University of Latvia, cooperating with EU mentors) Trained about 1000 mentors, out of which 139 are certified mentors of the Ministry of Education and Science Manual and mentor data base was created

7 Mentors and benefits Started as an international project: Innovative and practice based teacher education and professional development of mentors ( ) Raises standards of teaching and learning Contributes to learning at initial teaching stage Impacts the achievement of pupils and young students Develops critical thinking and reflection on teaching Satisfies teacher needs for observation, peer learning Compulsory 2 team based seminars during placements focus on acquisition of skills during placement and aspects of profession

8 International dimension Research based learning of teachers Arrangement of international conferences by students studying for teacher qualification Student and academic staff participation in international student conferences to share placement experience and work with mentors

9 Benefits gained from organizing and participating in international events Develops skills for leadership, head teacher and tutorial roles Facilitates research on learning environment and reflection on teaching Develops research skills needed for course works, Bachelor papers and future career growth 40% of students are accommodated in host families- develops intercultural communication Improved foreign language skills for students and academic staff New peer partnerships created

10 International guest lecturer week Annual one week event Guest lecturers from many countries share skills and knowledge with host academic staff and students Provides opportunities for team teaching, peer learning Creates the opportunity to share experience in an informal seminar on best practices and innovative pedagogy, participates in international projects, involves master and doctoral students in project 2015: May 12-14, 14th International Students Research conference and International Professors Week, venue University of Latvia: Also organized in November 2015 by BA School of Business and Finance :

11 Programmes developed as the reaction to the labour market needs Students holding academic or professional Bachelor s or Master s degree in a different field, e.g. biology, chemistry can acquire a teacher s qualification for teaching the respective subject at School. Also available to those who hold higher professional pedagogical education to get the qualification for teaching other subjects

12 Sub- programme Secondary education teacher of Biology Introduced within the framework of the project Innovative and practice based teacher education and the professional development of mentors New content was introduced( Education science module) In addition to secondary teacher s qualification at the same time acquired the qualification of a basic studies teacher in natural sciences Content module on Biology introduced Developed new modules in methods It gives the opportunity for other science specialists,e.g. chemistry to acquire a qualification of a teacher of Biology

13 The structure of programmes Autonomous study modules that enable various combinations Subjects of education sciences (18 ECTS) Content of the chosen subject I (18ECTS) Content of the chosen subject II (18ECTS) Methods of teaching (8ECTS) Compulsory traineeship Depending on the previous education and qualification the length of studies: holding a Bchelor s or a Master s degree corresponding to the subject area is (90 ECTS)

14 Advantages Prior knowledge and experience is taken into account Participation in international and national projects Flexible study programme- combining work and studies A strong emphasis on science and informatics teachers for whom there is a shortage Cooperation with 10 LU faculties, choice from 34 programmes

15 Experience of the student from Austria «In der zweiten Woche lag der Schwerpunkt nicht mehr nur beim Hospitieren sondern beim Unterrichten. Wir planten Unterrichtseinheiten für die vierten, sowie für die sechsten Schulstufen und unterrichteten somit 150 wissbegierige Schüler und auch 15 Lehrerinnen folgten unserem Unterricht. Die Schülerinnen und Schüler waren sehr interessiert an unserer Einheit und man konnte im Anschluss bei einem Abschlussgespräch sehen, dass sie vieles mitgenommen haben. Auch der nächste Tag verlief großartig, beim Unterrichten von den dritten Klassen, lernten und wiederholten wir gemeinsam die Begriffe, die sich rund um das Thema Kleidung, bewegen. Es näherte sich das Ende unserer zwei Wochen und wir wurden liebevoll von allen Klassen, sowie von allen Lehrerinnen und Lehrern verabschiedet.»

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17 Challenges: Academic staff and students need to improve foreign language skills Partnerships created that are based on other funds than Erasmus Cross cultural training needed to be enhanced New ways for motivation and support due to decreasing number in international mobility Recognition on course titles and further need to educate academic staff on recognition

18 Internationalisation is the policy supported by management After the project( ) due to study fees less interest in the programmes Mentoring develops creativity, communication and critical thinking Conclusion International element as nothing new but the part of study programme Integrating model for teacher education increases competitive advantage in labour market, has high motivation of students, flexible module approach Innovative methods and strong interdisciplinary approach research projects done by pupils, IT application

19 - THANK YOU! Dr.Sandra Kraze BA School of Business and Finance, international expert 2015

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