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Mind the Gap Workshop on Professional Development PD Day 1
Participants:
Germany: Christoph Hammer, Götz Bieber, Tina Seidel, Katrin Lipowski, Manfred Prenzel, Matthias Stadler, Silke Rönnebeck.
Denmark: Jens Dolin, Ole Goldbeck, Brian Krogh Christensen, Robert Evans, Jesper Bruun
United Kingdom: Kathryn Thomson, Sibel Erduran, Bryan Berry.
Spain: Mari-Pilar Jimenez\- Aleixandre, José Francisco Serallé Marzoa
Norway: Anders Isnes, Marit Dahl, Doris Jorde, Majken Korsager
Hungary: Monika Reti, Luca Szalay
France: Sylvain Laubé, Jerôme Godin, Jaques Vince, Rita Khanfour, Layal Malkoun, Andrée Tiberghien, Dominique Rojat, Nicolas Rosset 
Subtitle Introduction
Presenter \[Matthias Stadler, Doris Jorde\]
Mattias is informing about the program for the workshops.  Doris starts up the presentation of all participants.
Doris Jorde is presenting Mind the Gap and the ideas behind the project. Speaking about ESERA and how it started and the purpose of the network. Subject matter almost the same in all European countries, the methods differ a lot between countries due to culture. We want to take advance of the differences and share knowledge and experiences from this. The aim is to increase recruitment of students to science education all over Europe.
Subtitle SINUS
Presenter \[Manfred Prenzel
Presentation of SINUS and the story of the motivation of why they started the project in Germany. The TIMSS result from 1995 was lower than expected by the German government and educational stakeholders.  After revision they found out that the teaching approach was boring and traditional. After evaluation the methods in Japan (where they are doing better) they learned about methods build on task and focus on the students.
Background for development of the project
    1     Shocked by the TIMSS report in 1995. In addition the TIMSS video study gave an impression that instruction was very boring. Japan showed other ways to teaching that also brought forth advanced teaching models that were also interactive.
    2     Stake holders wanted change in the system.
    3     Using existing knowledge, a model for tpd was made. Findings from research about instructional approaches, quality development, teacher collaboration, situation cognition, etc.
    4     Looked for a short term idea and a long term idea. Changing curriculum takes at least 10 years. Changing teacher education may take 20 years. Also needed to look for an idea that convinved teachers that change was a good thing.
    5     Sustainable effects were sought after for the framework that was written from colleagues coming from science and math education, teachers, psychology, administrators, etc
    6     Motivation and interest, level of competencies and finally learning strategies are all equally important in the model. Social dimensions also important within a domain.
    7     Levels of influence
    a     Individual - competencies (outcomes)
    b     Classroom - instruction
    c     Context - home, school (organization),  teacher education, curriculum, peer
    d     System - socio-economic and cultural background
    e     Other ideas of cultural beliefs (relevance of education), funding
Focus on the SINUS project was on a. and b. as well as school and teacher education within c.
Multi-dimensional objectives

Evaluation of the pilot program
Comparison to Pisa results, questionnaires to teachers and students
Many types of material being developed by teachers and used on the net
Teachers getting better at interpreting materials producted by other teachers
Development of new terminology for teachers (important for teacher professional development)
Video studies showed a very similar script in most classes. Changing the script takes time but is the goal of the project
Two groups of teachers - one wanted more autonomy and the other wanting less (2000)
      Group A - explorative (48%)
      Group B - guidance-oriented (30%)
      Group C - input-oriented (22%)
What did the students learn?
Differences appeared between SINUS school and others. Evidence showed that not only teachers changed by also student performance,
Larger school sets (10), no reduction of teaching load, portfolios
Moving from Pilot phase to scaling up
Second wave (2005 - 2007) now includes 1800 schools. Official program ended in 2007. Some of the states continue the approach. A new program started with primary level in math and science. EU high level group recognized the project. 
    1     Questions
What are the most successful modules and how is that measured from the students' view of point?
Module 1 was the most attractive for the teachers especially for math teachers. The impact on students varies. The aim is to a least improve on some students.
How is the organization of the network and professional teacher development, and what is the cost?
It will be expensive and cost a lot to start up the project and it demand the country to be willing change their teacher development program.
How was the groups combined and what persons was involved? What was the challenges according to inter disciplinary communication and misunderstanding?
Teacher from different subjects, and have a strong feeling for these questions in the school.
The teachers have to deliver what's demanded of the students to do on their exams. So how can the teachers do the changes without changing the context or are there examples of the teachers work changing the curriculum and the system?
We have to be aware of this and maybe be able to impact the system and make some changes. The core is to present teachers a model that allow them to be professional and how they can work with structures.
Who are choosing to the participant to the networks?
Some schools are sending teachers they see as needed in this project, other teachers ask for participating. Important is that the teachers participating are their on their own free will.
Have you have any feedback from teachers on how the modules work out and are realistic to carry out?
If the school system are aiming at improving the students knowledge and measure their assessment its obvious that only professional development that functions for this purpose is successful and going to be used. It important that the national assessment system has to correlate with these ideas.
Science educators need to have an impact on national assessment tools so that they are not just tests of factual knowledge but also able to solve problems. Important to ask questions about a countries national assessment system - what are they preparing students to do?
Germany does not have a national assessment system. 
Subtitle Teacher training in Denmark
Presenter \[Ole Goldbeck & Brian Krogh Christensen\]
Teacher training in Denmark Compulsory school (1-9 grade)
The system is decentralized and the local authorities are staring the economy for the schools professional development. The country are concerned and are in a process of how to improve.
7 university colleges spread over the country. Content for 4 years training. Each student have to select 1st and 2nd specialization. In science:
    •     Biology 36 ECTS
    •     Geography 36 ECTS
    •     Physics/chemistry 72 ECTS combined with nature/technology 36 ECTS
    •     Nature technology 72 ECTS combined with Physics/chemistry 36 ECTS

In service training
The ministry has supported the in service training. Little or no training in IBST methods. Variety of have the schools carry out their development of a science culture. Most of the students (90%) are tough by teachers with no science education at all.
Non-compulsory; secondary school
Subtitle Teacher training in Hungary
Presenter \[Monika Reti \]
The people in charge of the PD; there are little quality checks and no guaranties of who have responsibility of the development. A lot of different stakeholders. The schools are abounded and the university have lost their role as stakeholder.
Demand 120 hours every 7 th year unless they have a phd or are over 50 years old.
Problems are that the development is expensive and need a lot of administration. The teacher don't get any money to carry out their professional development. It is highly influenced by different interest. There is no policy of IBST. The average age of teachers is high; a lot above 50. A lot of main problems; the situation is quite chaotic.
Subtitle Teacher training in France
Presenter \[Dominique Rojat& Jerôme Godin, Jaques Vince\]
The policy is quite traditional (conservative). The main problem in France is the reflection of the gap between teaching and learning. The gap is biggest between in service teacher and new ideas who wants to be implemented into the schools. There is a conservative spirit in the teacher community. They have tried out a collaboration with teachers and researcher/adviser.
The universities are in charge of teacher professional development. The local communities are in charge of the economic. No structural approaches to the porf development. IBTS is a subject in the training period, but in in-service they learn to carry it out. The main question/focus has to work with the core curriculum and the problem is the distinct lines between science subjects. The age of teacher might be a problem. The younger teacher might be more connected than the older more experienced teachers. The recruitment is stable, and covering up the number of teachers actually needed.
Subtitle Teacher training in Spain
Presenter \[Mari-Pilar Jimenez\- Aleixandre\]
The responsibility of the professional development are shared between the central government and 17 different autonomous regions. Different language are co-official in Spain.
The charge is department of education in each region through courses and teachers center.
Stakeholders: the director of innovation in each D.E., teacher education offices; teacher association, assessment agencies. The PD is voluntary but required for promotion. No systematic approaches but a high proportion of courses about scientific updating. The PD only randomly support the IBST.
Biggest problem in Europe is that the professionality of the teacher profession is not supported with a framework for teacher professional development and teacher networking. 
Impression of the PD in the EUROPEAN countries
Professionality of the teachers' profession is not supported with a structured framework for the teacher pd and teacher network.
How to motivate PD in the EUROPEAN countries
We need to have a strong motivation within each country to implement and carry out the PD. Suggestions are results from TIMSS and PISA, increased recruitment to science educations including science teachers, other?
Subtitle Teacher training in United Kingdom
Presenter \[Kathryn Thomson, Bryan Berry\]
There is a great culture for PD In the UK. As a teacher you get checked for your standard against other standard which you have to get through in order to get to the next level.
The system for PD is very complicated and difficult for teachers to choose which way to go.
Science learning Centre network. There are several 9 Science learning center all over the country. The national center is located at the University of York. The school has their own economic responsibility so it is impossible to force the teachers into professional development. In Scotland have 30 hours at year to get this PD. The system is moving away from the course form and more into the network long lasting structure. The science centers main aim is to give the teacher an opportunity to update their skill according to process and subjects. The center works on evaluation of the PD in terms of a pre survey and post survey where the teachers report on their own reflecting about how this impacted the students.
www.sciencelearningcentres.org.uk
Ma in teaching and learning - a type of MBA for teachers
Lots for teachers to choose from making it a bit confusing
Network of science learning centers - funded by the department of education. 9 regional centers and one national center (York). Cutting edge TPD courses.
Even with support, hard to get teachers out to these courses because of local difficulties.
Scotland has a right to have 30 hours/year for TPD. 
Pedagogical issues are a large part of the courses. Trying to make courses a right for teachers. 
ASE - looking also a longterm ideas for TPD.
Quality of courses important with assessment done - impact assessment. Teachers asked to be engaged in their needs before the course. During the course, and after also asked to comment. 
Subtitle Teacher training in Norway
Presenter \[Anders Isnes, Marit Dahl\]
New curriculum in all subjects. The responsibility are at municipal level. The teachers get continuously PD through small happenings. A bottom up strategy is implemented in the PD system (kompetanse mål). The school should locate their own needs for PD. The 7 universities are in charge of offering subject course which they choose among. The extra expenses are giving from the national budget. The PD educators often lack competence to carry out courses demanded from the schools. Few teachers classify them self as science teacher even though they are teaching science. A new model should improve this situation.
The science center should through PD help the school to be more practical. They build up competence through "ambassadors" that are teachers given PD. They should build network some way similar to the SINUS. More money needed to the in-service training.
New national curriculum 2008. Centralized ideas but distributed responsibility for TPD. In-service training goes on often - most often as happenings.
Competence for quality (2009-12) - strategy for further education of teachers. Negotiated by stake holders. Responsibilities outlined for each actor in the system. Bottom up strategy means that individual schools have responsibility for mapping needs - they ask universities and colleges for needed courses. Math at elementary, Physics and Chemistry for senior secondary are the priorized areas for this period. Money comes from the national budget. Schools complain that they do not have the money to send teachers to these courses.
No identity as science teachers.
New framework for teacher training will increase subject competency.
Naturfagsenteret - mandate says will help with TPD and connections to the practice field. Ambassadors have been identified to go around to schools and talk to teachers about their development.
Problem in Norway is that the curriculum defines IBST but we are not seeing change in the classrooms. 
Subtitle Teacher training in Germany
Presenter \[Manfred Prenzel\]
16 länder have the responsibility of teachers education. Different phases of education; one in university where the teacher has subject studies in at least two subjects. The education is academic in character and have little practical linked. The didactical practical socialization is located on seminar levels. In service training differ between each länd and is not coordinated and coherent. The future challenge are to improve the coordination and development of the in-service PD.
16 federal states each with responsibility for education
Academic phase of teacher development; universities are autonomous and some are not especially interested in teacher education.
Practical phase of teacher education not a part of the universities. Not coordinated efforts happening in Germany. 
Group work - ideas to expand our network into strategies coming from other actors and stake holders. Looking at the challenges in our countries of TPD and what the priorities may be.
Comparisons between countries. Commonalities between lands, how to make initial moves to work on models of TPD.
Back at 1715. 
We learned lots about the sinus project - that not all teachers are involved in a school. Perhaps only 20 % are engaged enough to want to participate.
Anders and I discussed ideas of NNN and their introduction into IBST, etc.
Working with our practice schools is also a good idea. 
Subtitle \[Group discussion of PD.\]
Presenter \[All\]
Question to discuss on a national and an international level.
Partners, directions etc to improve our science education.
    •     What have failed?
    •     How should we improve?
    •     What are the similarities?
    •     Challenges?
    •     Curriculum.
    •     Assessment system?
    •     Quality ensuring?
    •     Coordination between countries.
    •     Networking on common actions.
Group 2
Germany: Katrin Lipowski, Matthias Stadler,
Denmark: Brian Krogh Christensen, Jesper Bruun
United Kingdom: Kathryn Thomson,
Spain: José Francisco Serallé Marzoa
Norway: Majken Korsager
Hungary: Monika Reti
France: Jerôme Godin,
How do define and locate IBST in the countries. What is IBST?
In Spain the PD is not implemented in the schools even the teachers has the PD and seems interested in this education. The subject needs too be translated into the students language and related to their everyday experiences and prior knowledge.
The teachers often reports that the feel that loose control if they have to change into more IBST approach.
Problems in Hungary are that the teacher are often high skills students and therefore have a hard time to handle and deal with students less skilled. The country has to centralize their PD system.
One main issue is to make teachers realize to loose control of the classroom teaching, in order to let the students explore their own ideas and subjects.
Isn't the main core of IBST to do survey and exploring using different tools to get new knowledge. Even students on a lower level your often accomplish them to get motivation and improvement due to the fact that they get other knowledge than the other students and even the teacher.
Sometimes a struggle to get the students to accept the new way of learning because they need to become active and take responsibility for their own learning. This phase could be frightening to many teachers. We need to give them this strength in order to argue this even to parents. Teachers must be willingly to take this battle, to improve and learn for life.
PBL demand the teachers to accept to be able to be flexible and use new methods in their teaching.
The network should be used as a platform to exchange ideas and learn from each other. The teachers should have opportunities to evaluate and reporting back what they got from the PD. This evaluating can be done in several ways like physical meeting or an ICT platform. 
Local policy needed to be explored and the teaching methods fitted into the rules on how to teach. 
We have give the teachers motivation to carry it out but also how they can get support from important people gained from research literature, policy documents, curriculums etc.
We have to incorporate the continuously assessment test in the everyday school life in order to evaluate the learning process. The final examination and testing in the end of the school education is not enough if we don't have an integrated process through all activities.
A formative assessment self test for the students could be a way to make the students taking responsibility of their own learning and motivating them to learning. In some countries (Germany) are the TIMMS and PISA results used as motivator for PD and school improvement and changing in others not (Denmark).
ICT equipment and the mentality to use it need to be updated in order to function. The important to include in share of knowledge and materials on the internet, this in the networking and even on a international level.
The central core are to build up the network to support changes on group level son not teachers are standing in an individual process of changes.
The science teacher associations can work in advance or in against an implementation of new methods and teaching approach like IBST.
Have can we manage to improve the process of implementation the ISBT and practical work (with mind on)?
In order to make practical work into inquiry we need to be aware of the mind on process. How do we get the quality into the practical work and use reflection and evaluating as everyday tools in teaching. UK had demands from the industry to deliver certain skills which is a way to drive through changes.
How to get the curriculum into the classroom. Implementation of the skills related to marks or concrete methods and lesson of how to achieve these skills.
Group 3
Minding the gap between us and the SINUS. What can we use and how can we overcome barriers. Sharing of experiences, how to motivate the implementation of the network model. Some European common platform for networking.
Group 1
International issue; programs and structures that we can present to stakeholders and policy makers. Make visible all the approaches of how to overcome the problems and possibilities solutions.
Common philosophy among researchers with a common framework. Presenting a common concept to present our ideas. The recruitment of science teachers how to accomplish a high quality.
Create balance between , diversity of teaching approaches. Diversity in the education for teachers but also let the world into the classroom. Give the students input from the real world and get an idea of possibilities within science careers.
Subtitle Collecting knowledge of IBST and PD
Presenter \[Tina Seidel, Katrin Lipowski\]
Participating in an telephone interview of the local or personal experience of PD and IBST. The questions will be send in advanced in order to be prepared.
Also a questionnaire to map all the teacher educators (in-service) experiences of how they carry out their courses etc.
The questionnaire is online and should be forwarded to around 30 teacher educators (in-service) in each country.