COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL COMPETENCIES _______ BE ABLE TO. . . Analysis adapted: http: //www. giase. min-edu. pt/nonio/internac/PICCTE_Profiles_Final. doc Socrates project «PICTTE» (Profiles in ICT for Teacher Education) which involves eight partners from three different countries – Portugal, Germany and Spain - 1999/2000 No offcial document School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL General Teaching Methodologies Planning Course preparation Media integration Evaluating, Monitoring and Assessing Evaluation of ICT content Safety, legal and ethical issues of the use of ICT Project management Subject Teaching Scientific Updating Research School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Teaching Methodologies Keywords/concepts: Flexibility, ICT collaborative learning Description: Teachers should be able to decide which methodology is best suited to the objectives of learning, how to use ICT and to identify the adequate methodologies to integrate ICT in teaching. The choice for a particular methodology should be based on co-participation of students. This includes the participation of pupils in producing a specific methodology promoting a conversational approach. Examples: The teacher constructs a pedagogical situation that includes pupils' participation and that is aware of the specificity of the ICT resources used. School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Planning Keywords/concepts: Description: Teachers should be able to identify resources and adequate strategies regarding the use and choice among the different media related to the general context of learning (subject and learners). Teachers should be able to decide when and whether not to use ICT in teaching. Teachers should be able to identify «helpers» . Examples: The teacher plans learning activities selecting different kinds of ICT and non-ICT based resources. The main criteria should be to explore the potentialities of each media. School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Course preparation Keywords/concepts: Strategies, Resources, Production of pedagogical materials Description: Teachers should be able to design simple pedagogical materials and develop contents adequate to the strategies chosen for the learning scenario. They must be able to identify sources of information. They must be familiar with the preparation, identification and selection of resources. They must be able to collaborate with other teachers producing these materials and to integrate a team of different players (combine competencies), to play in a network of teachers with different skills. All this must be done with flexibility regarding the teacher personality. Examples: Teachers should be able to use materials like electronic presentations and to search and publish in the Internet as a normal element of course preparation. School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Media integration Keywords/concepts: Media Diversification, Media Combination Description: Teachers should be able to choose the kind of media to integrate in the teaching of specific subjects. They also should be able to identify appropriate and inappropriate media from curricular and technical perspectives and the advantages of media combination. He should not believe in just one medium. Examples: Teachers organise educational activities including a diversity of media. School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Evaluating, Monitoring and Assessing Keywords/concepts: Teaching/Learning Evaluation, Teaching Monitoring, Students assessment Description: Teachers should be able to evaluate the use of ICT in teaching, including the dimensions referred before (adapting to strategies). Teachers should be able to make a self-evaluation. Teachers should be able to monitor IT assisted learning. Teachers should be able to use ICT for assessing students/learners whenever this resource is used in teaching. They should know how to use different methods (qualitative and quantitative). Examples: Construction of observation grids to monitor the way pupils use ICT resources in learning School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Evaluation of ICT content Keywords/concepts: Scientific and pedagogic quality Description: Teachers should be able to evaluate the scientific and pedagogic content of ICT resources. They also should promote a critical view of ICT resources. Examples: Teachers select ICT resources using criteria of quality. School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Safety, legal and ethical issues of the use of ICT Keywords/concepts: Safe use of ICT Description: Teachers should be aware of important issues of equality of opportunity to the Internet, copyright, ethical, and other legal considerations. Examples: Teachers select ICT resources using criteria of safety and equality School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Project management Keywords/concepts: projects; collaboration Description: Teachers should be able to present and implement projects based on ICT. Teachers should be able to promote and manage ICT collaborative projects. Examples: Elaboration of ICT based school projects involving other colleagues and school board, showing capacity to promote dynamics among peers. School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Scientific Updating Keywords/concepts: continuous learning Description: Teachers should be able to use ICT in particularly the Internet for Scientific update They should be able to get information and transform it into knowledge of its specific subject Examples: Teachers use communication tools like mailing lists to access scientific updating. Latest scientific researches may become an interesting issue to search on the Internet School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Research Keywords/concepts: research learning Description: Teachers should promote research through joint school projects, involving students, establishing partnerships with other institutions, participation in web educational communities. Examples: To organise activities in schools involving scientists, formulating questions from the pupils/responses from scientists, through email or foruns School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice

COMPETENCIES ASSUMED AS A BASIS OF INITIAL AND IN SERVICE TEACHER TRAINING PORTUGAL Which are Initial teacher training In service teacher training • Teaching Methodologies • Planning • Course preparation • Media integration • Teaching Methodologies* • Planning* • Course preparation* • Media integration* • Evaluating, Monitoring and Assessing • Evaluation of ICT content • Safety, legal and ethical issues of the use of ICT* • Project management* Subject Teaching • Research Subject Teaching • Scientific Updating • Research* * More developed than initial training School of Higher Education of Santarém – Cristina Novo – cnovo@eses. pt – UTeacher Seminar Venice