European Teachers Towards the Knowledge Society

edited by Vittorio Midoro
Edizioni MENABÒ DIDATTICA
Pubblicato nel: 2005
Pagine: 264
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Abstract:

This book originates in the context of uTeacher, a project of the European e-Learning Initiative. The uTeacher partnership involves 3 partners: Istituto Tecnologie Didattiche (CNR, Genoa, IT), the contractor, SSIS Veneto (Università Ca' Foscari, Venice, IT) and the University of Glasgow (UK). The main aim of uTeacher is the definition of a Common European Framework on teachers' profile in ICT for Education. In Initial Teacher Education (ITE) and in the Continuing Professional Development (CPD) this framework will represent a means for educational administrators, course designers, teachers, examining bodies, etc. to reflect on their current practice, with a view to situating and co-ordinating their efforts and to ensuring that they meet the real needs of school in the knowledge society. In the near future, the framework could become a common basis for the elaboration of syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.

To be accepted, this framework needs to result from a participatory approach, involving all European countries. Before starting this process, all the actors involved in framework production should have a clear overview of the current teachers' profile in ICT for Education underlying ITE and CPD initiatives across Europe.

This book aims to provide such an overview. It was written cooperatively by the uTeacher partnership, along with 19 European experts who in uTeacher are called "National Investigators" (NI).

The production process which led to the publication of this book comprised a series of coordinated activities designed to help gain a clear picture of the situation in each country regarding teachers' ICT profile underlying ITE and CPD, and to provide the opportunity for Europewide dialogue and comparison. These activities resulted in the drafting of national reports and of Week-long Seminar position papers reflecting trans-national perspectives and issues. It also saw the formation of a network of European investigators, consolidated at a week-long seminar, who will work together in producing the framework.


INDICE:

SECTION 1
  • An overview of Initial Teacher Education and Continuing Professional Development in ICT for Education across Europe 15
  • Types of teachers 16
  • Institutions Responsible for Initial Training 20
  • ICT for education in ITE 20
  • Approaches of Continuing Professional Development (CPD) 26
  • ICT for education in CPD 31
  • Ways of accomplishing ITE and CPD 35
SECTION 2
Countries situation 39
  • AUSTRIA 40
  • BELGIUM 54
  • CZECH REPUBLIC 62
  • DENMARK 71
  • ENGLAND 84
  • FINLAND 100
  • FRANCE 110
  • GERMANY 119
  • GREECE 128
  • HUNGARY 138
  • ICELAND 149
  • IRELAND 159
  • ITALY170
  • NORWAY 180
  • PORTUGAL 190
  • SCOTLAND 199
  • SPAIN 214
  • SWEDEN 228
  • THE NETHERLANDS 235
SECTION 3
  • Week-long Seminar position papers 247
  • ICT AND TEACHER TRAINING: COMING TO TERMS WITH CHANGE 248
  • CHALLENGES PRESENTED BY THE PRODUCTION OF A COMMON EUROPEAN FRAMEWORK FOR ICT IN EDUCATION - PERSPECTIVES FROM THE NATIONAL CONTEXT OF AUSTRIA, BELGIUM, FINLAND, IRELAND, NETHERLANDS & PORTUGAL 252
  • THE CHALLENGE OF DEVELOPING A COMMON EUROPEAN FRAMEWORK 257


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