Notes from the Mind the Gap workshop in Lyon, May 21/22, kindly supplied by Majken Korsager
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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 |
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