Teacher education

Résumé

Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education. Policy and related

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https://en.wikipedia.org/wiki/Teacher_education

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Un enseignant est une personne chargée de transmettre des connaissances ou méthodes de raisonnement à autrui dans le cadre d'une formation générale ou d'une formation spécifique à une matière, un dom

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The combination of practical and reflective activities in this course provide participants with evidence-informed teaching skills for supervising and evaluating students working on projects.

This applied course engages teaching assistants in coordinating interdisciplinary projects. This role of coordinating an industry like project will on one hand, inherently develop leadership and transversal skills for the participants, and on the other hand, broaden their teaching portfolio.

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How to support teachers to carry out educational robotics activities in school? The case of Roteco, the Swiss robotic teacher community

Sophia Reyes Mury

The development of 21st-century transversal competences such as communication, cooperation, and creativity as well as computational thinking and programming may be aided through educational robotics (ER). Different countries have inserted ER in their school curricula, however, to date ER activities are not carried out systematically in all schools and are more an initiative from single pioneer teachers. In Switzerland, to support all teachers to carry out ER activities and to foster the presence of ER in schools, a robotic teacher community (Roteco) has been created. Teachers may obtain assistance, share experiences, and access instructional resources through a digital platform, which will help them and spread the use of robotics in the classroom. For instance, the site enables educators to simply submit their activities, connect with other educators and professionals, choose and download didactic activities from their peers together with the relevant resources, and stay updated on the newest information, events, research, and further education courses in the field of ER. In the first years of the platform’s existence, already more than 1,400 teachers have joined it. The project and the findings of two surveys are presented in this publication. The first survey was carried out in 2020 with 87 teachers and the second one in 2021 with 48 teachers from the community. The findings highlight the community’s greatest accomplishments as well as the motivations for teachers’ recruitment into the Roteco community and their contributions to its expansion. The results of this project allow for discussion on how to support teachers to implement ER activities in schools in a systematic way.

2022

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”Roteco” - a Swiss teacher community for educational robotics.

Sophia Reyes Mury

Computer Science has been introduced as a new subject in the com- pulsory school curriculum in Switzerland. Research on educational robotics has highlighted potentials of using robots as a hands-on tool to foster computational thinking skills. However, to date these kind of activities are not carried out systematically in schools. To support teachers, a teacher community for educational robotics and computer science education "Roteco" has been established. Teachers can register for free to a digital platform to find classroom-ready activities, news, articles, and information about training and work- shops in their region. Roteco further organizes webinars and events to build the community. Within two years, more than 1,400 teachers have joined the community. In this abstract, we present Roteco, our experiences in establishing the community, platform analytics data as well as a short summary of results from two surveys conducted in 2020 with 87 and in 2021 with 48 teachers. Detailed results can be found in the corresponding journal article [11].

2022

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In this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

2021

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