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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. 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 (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 to 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
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, schol-university collaboration etc
The table below shows how this might work.
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Work package | Core knowledge/competence/skills | Specialised competence | time/points | comments |
WP2 | Understanding European policy and the pedagogical field in science education |
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WP3 -SINUS | Development of powerful learning environments for science teaching and learning |
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WP4 | Understanding teachers' collaborative work |
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WP5 | Mentoring and induction for science education |
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WP6 | Introduction to STEPUP and the use of innovative tools for professional development |
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| Dialogic teaching in science education |
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| Sustainable development in science teaching |
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| Use of v-heuristics |
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| Understanding student motivation in science |
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WP7 | Argumentation as a key skill in science education |
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WP8 | Developing competence in/through scientific literacy |
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| Use of drama |
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