The precedent might be (e.g.) the European Computer Driving Licence, 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 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 Call, or the Lifelong Learning Programme 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
| | | | | | | | | | | | |
|