Innovative Practices in Teacher Education – Implications for Induction of Teachers
Dr. Eve Eisenschmidt
Thursday, April 26ᵗʰ, 2018
09:00-10:30 p.m. Israel time (for other time zones, click here).
In the field of teacher education, there is an increasing interest in finding innovative practices to develop the teachers of the future.
Although educational systems are strongly influenced by socio-cultural contexts, there are some global trends.
First, there is a paradigm shift towards the concept of "a teacher as a creative professional", who researches and develops his own teaching practices. Teachers are more "in control" than under the control of others. The teachers' learning process has close connection with their daily practices and concerns in schools. They take on responsibilities in school improvement and work collaboratively with other teachers.
Second, teacher education is considered a continuum starting with initial preparation at the university, then a period of induction and finally on–going professional development throughout the career. Every phase has its' own aims and challenges. During the initial preparation period, the main focus is on the teachers' identity building and readiness to improve their own practice. In the induction period conceptualization of those practices and collaboration with other colleagues are important. Continuing education today is action-research orientated where teachers are active knowledge creators.
Third, school culture has an extremely strong influence on the work and professional development of the teacher. Focus is on collaborative teaching and team–work. Collaborative preparation of lessons, classroom peer observation and analysis of learning results are essential parts of the school culture. Creating conditions for teacher collaboration is one of a school management's most important responsibilities.
This session will give some insight into new practices from the perspective of the three mentioned trends and stages in teacher education.
Dr. Eve Eisenschmidt
Received her Ph.D. in Educational Sciences from Tallinn University, and has had well as expert training for Re-Evaluation of Study Program Groups at the Estonian Quality Agency for Higher and Vocational Education.
In the past she worked as a teacher at Taebla Vocational School and at Haapsalu Primary School; as director of Haapsalu College at Tallinn University; and as Vice-Rector for Development at Tallinn University. Currently she is a professor of Education Policy and Management at Tallinn University.
Her fields of interest in education, include Teacher Education and School Development.
Over the years she has participated in the work of academic and administrative bodies of the university and outside of the university, including: The Professional Council of Education, The European Association for Research on Learning and Instruction, The European Network of Teacher Education Policy (ENTEP), Teacher Education Policy in Europe Network (TEPE), The Senate of Tallinn University, The workgroup Republic of Estonia Education Act, The Estonian Vocational Education Quality Assurance Board, The Estonian Higher Education Quality Assurance Board, The Comenius program committee, The network Newly Qualified Teachers in Northern Europe.