Maria Flores, Gillian Hilton, Katerina Kloneri, Elizabeth Nilsen, Marco Snoek ATTE research and development group on the teacher education curriculum Identifying.

Maria Flores, Gillian Hilton, Katerina Kloneri, Elizabeth Nilsen, Marco

SnoekATTE research and development group on the teacher education curriculum

Identifying Teacher Quality, theoretical backgrounds of a

reflection tool

This paper

Discusses how to engage teachers in defining teacher quality rather than having ideas imposed upon them.

Based on an international 3 year project ATEE RDC 19 sponsored by the EU 12 countries and 28 participants.

Involved developing tools to aid teachers to reflect on teacher quality and increase their ownership of professional quality.

Teacher qualityOf immense interest world wide the most

important aspect in student achievement (Darling-Hammond et al. 2005)

High political priority e.g. OECD; EC, 2007 Countries have followed the competency

line or that of teacher standards re pedagogy, knowledge skills etc. (Evans, 2002. Wong & Wong,1998)

Many countries now have formal lists of competencies or standards for teachers in training and also for their CPD (TDA, 2007)

Attempt here is to be objective but subjective judgements on personal qualities such as moral or emotional characteristics, personal interpersonal values etc. are more difficult to measure

We need a shared understanding of teacher quality for all the stakeholders

Quality is a personal construct complex and multi-faceted depending on the views of the teacher and the context in which they find themselves

Teacher Quality and Professionalism

Professionals have autonomy to define their own core standards so are teachers professionals if standards are imposed?

Imposed standards have led to some narrow instrumental versions of teaching to more broad based ideas on professionalism

Professionalism must come from the workforce itself wanting to make a difference (McCulloch, Helsby, Knight, 2000) not be imposed by policy makers

Teacher professionalism must come from the teachers themselves not be imposed from outside by policy makers

Imposition brings compliance or possibly activism but not ownership and commitment to improve in a time of change and uncertainty.

Types of professionalismHoyle (1974) describes two types of

professionalism restricted - classroom based experienced basedextended – involving the social context of education and teachers collaborating and arguing using a theoretical basis to aid discussion

We need to ensure quality in both kinds of professionalism

Goodson & Hargreaves(1996) professionalism is what teachers experience it as not what others say it should be

Need for collaboration and co-operation between teachers and stakeholders to meet the assumption that teachers influence society

Teachers must be involved in defining quality as the constant changes, ambiguity and complex demands require proactive responses

But? Do all teachers demonstrate this professionalism in day to day work in the classroom and beyond?

Teacher quality and reflectionNational instruments for measuring TQ seen as

control on teachers – but can be instruments for prof dev and change – reflection is the key here

Professionals have to share ‘norms’ in reflection as to what is considered good practice - insight into oneself but also reflect on the level reached in the ‘norms’ of the profession

How? By discussing with colleagues and striving for quality from within related to shared and internalised professional standards created through professional discourse

The ITQ project

A 3 year international projectFunded by the EU Socrates programme

Aims to support teachers to develop their professional quality through

reflection by using a variety of tools designed to aid reflection

Based in 6 assumptionsTeachers are professionals –Reflection on professional quality is a

stimulus for professional developmentOwnership is a condition for learning and

changeQuality is a personal contextual constructPersonal involvement in defining

professional quality stimulates ownership and therefore learning and change

Education asks for an interactive relation between policy research and practice

The result?

Empower teachers to participate in national and regional debates on teacher quality

Stimulate reflection on different aspects o teacher quality

Stimulate collaborative learning of teachers – individual and school development leading to a shared language

Stimulate sensitivity to and understanding of concerns of other stakeholders

Reflection tools From different sources and stimulating

different learning stylesOutside sources e.g. formal documents

research publications national standardsObservations of classroom practice -

videos/DVDsUsing shared experience – my most

remarkable teacher diary writing and exchanging these experiences

Creative and expressive activities role plays drawings metaphors etc.

Use of the tools and evaluationAll tools stimulate reflection on teacher quality

and on identification of indicators of teacher quality

Used with pre service – in service and practising teachers national projects on TQ and for looking at specific themes

Tools are being evaluated and tested across Europe and in a Comenius course later this year.

Data has been collected through reflective journals of the tool designers , questionnaires for tool testers and the test organisers.

A reflection by the tool testers on their perceptions of teacher quality which will be compared with national documents

These evaluations will be used to improve the tools during year 3 of the work

The tools used and the results will be published on the website and possibly become par of a book.

Website - www.teacherqualitytoolbox.eu

Final thoughtsWe believe that helping teachers to reflect upon quality

will – Empower teachers to become more involved in defining

qualityHelp teachers at all levels to discuss professional quality

in an ongoing debate that will enhance practiceEnsure that stakeholders’ needs are consideredHelp teachers to become more involved and have a voice

in national and European discussions on teacher qualityRaise the professionalism of the professionWe believe that involving teacher in this is more likely to

have success in raising quality than will externally proposed and imposed standards

Thank you for your attention Please visit the website and try out some of

the tools

The ITQ group from ATEE RDC 19