Practical classroom training within Initial Teacher Education

04 October 2009 to 08 October 2009
Vilnius, Lithuania

Peer Learning Cluster or other group

Teachers and Trainers

Background

The Lithuanian Ministry of Education, with the assistance of the Modern Didactics Centre, hosted the PLA in Vilnius from 4 to 8 October 2009.

Reflecting recent EU statements on the importance of new teachers having adequate practical classroom skills (such as within the 2007 Council Conclusions on Improving the Quality of Teacher Education), the theme was ‘What are the policy conditions for the successful implementation of classroom practice in Initial Teacher Education?’

Description

Documentation relating to the PLA, including preparatory material, the programme, presentations, further reading and some pictures can be accessed at http://www.sdcentras.lt/pla/index.htm.

The following themes were discussed during the PLA:

  • Preparing student teachers for classroom practice
  • The central role of mentoring, mentor training
  • Integrating theory and practice
  • Assessing student teachers
  • Partnerships in organising Classroom Practice
  • Quality assurance in classroom practice
Conclusions

The PLA succeeded in stimulating a range of exchanges and conclusions including that follows:

  • Classroom practice (CP) will be most effective if student teachers are given specific tasks to focus on in each period of CP and if their work is guided by tutors and mentors.
  • Peer learning can be an effective way to encourage reflection amongst groups of student teachers.
  • The school-based mentor is one of the most powerful sources of influence on student teachers. Therefore,mentors require extensive preparation covering both content and process. The development, and subsequent deployment, of mentorship skills can be an important stage in the Continuing Professional Development (CPD) pathway of experienced teachers.
  • All teaching professionals should understand that ‘theory’ and ‘practice’ are not in contradiction;
  • Teaching competences can best be demonstrated and assessed in an authentic learning environment. This has consequences for the way in which the assessment of student teachers’ competences is organised, etc.

 For further reading:

Knowledge System for Lifelong Learning