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{table:class=sidespalter} {table-row} {table-row} {table-cell:class=sidespalterTd1} This is the coherence page, getting a grip on the overall direction of the project. When we put S-TEAM together, we had a diverse collection of individual ideas for contributions, and we still retain this diversity. The structure of the work packages reflects this diversity and copes with it using themes such as scientific literacy, professional development etc. One possible way of moving this forward might be to regard the training packages and related items as course modules for a professional development qualification at a European level.  This would fit with the European principles for teacher competence, including the suggestion that teachers should be part of a learning organisation, that they should be lifelong learners and that they should be mobile within Europe.  This is also in line with ideas about key competences in Europe: [

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This is the coherence page, getting a grip on the overall direction of the project.

When we put S-TEAM together, we had a diverse collection of individual ideas for contributions, and we still retain this diversity. The structure of the work packages reflects this diversity and copes with it using themes such as scientific literacy, professional development etc.

One possible way of moving this forward might be to regard the training packages and related items as course modules for a professional development qualification at a European level. This would fit with the European principles for teacher competence, including the suggestion that teachers should be part of a learning organisation, that they should be lifelong learners and that they should be mobile within Europe. This is also in line with ideas about key competences in Europe:

http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf

|http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf] It also fits with the ideas embodied in the European Qualifications Framework (EQF) and the European Credit Transfer and accumulation System

It also fits with the ideas embodied in the European Qualifications Framework (EQF) and the European Credit Transfer and accumulation System (ECTS).

The

qualification

could

be

called:

Science Teaching  in  Europe \-  Professional development  - Unified Programme

Science Teaching in Europe - Professional development - Unified Programme (STEP-UP)

It

would

carry

points

according

to

the

EQF

level

6

-

_

advanced

knowledge

of

a

field

of

work

or

study,

involving

a

critical

understanding

of

theories

and

principles

_

.

The

importance

of

the

qualification

is

that

it

will

be

the

first

teacher

professional

qualificationto

be

designed

as

a

European

qualification

from

the

beginning,

and

thus

fulfils

an

important

role

in

one

of

the

EU

"Common

principles

for

Quality

assurance

in

higher

education..."

(EQF

brochure

p.15):

_

Quality

assurance

orientations

at

Community

level

may

provide

reference

points

for

evaluations

and

peer

learning

_

There

is

of

course

no

European

structure

for

accrediting

or

administering

this

type

of

programme,

since

the

intention

of

EQF

is

to

bring

coherence

and

transferability

to

national

programmes.

The

precedent

might

be

(e.g.)

the

[European Computer Driving Licence|http://en.wikipedia.org/wiki/

_

_

_

]

,

a

qualification

which

essentially

filled

a

vacuum

in

IT

qualifications

at

a

basic

level

and which  is now about to be transformed into the International Computer Driving Licence. For

and which is now about to be transformed into the International Computer Driving Licence.

For STEP-UP,

the

national

partners

will

have

an

essential

role

in

arranging

provision

and

accreditation.

However,

much

of

the

course

material

could

be

provided

online,

with

a

wiki

as

the

basis

of

a

Europe-wide

network

for

participating

teachers

and

the

core

of

a

learning

organisation

for

science

education.

The

process

of

accreditation

and

course

design

would

itself

have

a

role

in

aligning

partners'

thinking

on

a

number

of

issues

around

IBST/E.

For

example,

it

is

clear

that

assessment

systems

are

likely

to

be

out

of

step

with

teaching

methods

in

a

number

of

European

countries.

Consideration

of

the

role

of

teacher

judgements

in

assessment,

whilst

not

part

of

S-TEAM's

role,

could

be

significant

in

aligning

teaching

and

assessment

in

a

more

creative

way.

The

full

implementation

of

such

a

programme

is

probably

beyond

the

scope

of

S-TEAM,

since

we

have

neither

the

time

nor

the

resources

to

run

it,

but  the next FP7

but the next FP7 Call,

or

the

[

Lifelong

Learning

Programme

|http://eacea.ec.europa.eu/llp/index_en.htm]

may

provide

us

with

an

opportunity

to

submit

a

proposal.

From

the

existing

training

packages

we

have

the

basis

for

two

kinds

of

module:

1)

Core

competences

such

as

argumentation,

collaborative

working,

dialogic

teaching,

scientific

literacy

skills

and

motivation

2)

Specialised

competences

such

as

the

use

of

drama,

computer

animations,

Nature

of

Science,

school-university

collaboration

etc

The

table

below

shows

how

this

might

work.

|

Work

package

| *

STEPUP

-

advanced

qualification

in

science

education* \\ | | | | | WPX | A separate work package or project would create the structure and align the national accreditation agents \\ | | | | | \\ | *Core knowledge/competence/skills* \\ | *Specialised competence* \\ | *time/points* \\ | *comments* \\ | | WP2 \\ | Understanding European policy and the pedagogical field in science education \\ | | | | | WP3 \-SINUS \\ | Development of powerful learning environments for science teaching and learning \\ | | | | | | | | | | | WP4 \\ | Understanding teachers' collaborative work \\ | | | | | | | | | | | WP5 \\ | Mentoring and induction for science education \\ | | | | | | | | | | | WP6 \\ | Introduction to STEPUP and the use of innovative tools for professional development \\ | | | | | | Dialogic teaching in science education \\ | | | | | | | Sustainable development in science teaching \\ | | | | | | Use of v-heuristics \\ | | | | | | Understanding student motivation in science \\ | | | | WP7 \\ | Argumentation as a key skill in science education \\ | | | | | | | | | | | WP8 \\ | Developing competence in/through scientific literacy \\ | | | | | | | Use of drama \\ | | | | | | | | | | | | | | | {table-cell} {table-cell:class=sidespalterTd2} {panel} * [Concepts or definitions|https://www.ntnu.no/wiki/display/steam/Concepts+or+definitions] {panel} {table-cell} {table-row} {table-row} {table}

education
WPX	A separate work package or project would create the structure and align the national accreditation agents
	Core knowledge/competence/skills	Specialised competence	time/points	comments
WP2	Understanding European policy and the pedagogical field in science education
WP3 -SINUS	Development of powerful learning environments for science teaching and learning

WP4	Understanding teachers' collaborative work

WP5	Mentoring and induction for science education

WP6	Introduction to STEPUP and the use of innovative tools for professional development
	Dialogic teaching in science education
		Sustainable development in science teaching
		Use of v-heuristics
		Understanding student motivation in science
WP7	Argumentation as a key skill in science education

WP8	Developing competence in/through scientific literacy
		Use of drama

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