7/9/2014 1 Models for teacher education and assessment of skills in inquiry based science education GIREP – MPTL, Palermo, 9 th July 2014. Teaching/Learning Physics: Integrating Research into Practice Eilish McLoughlin OVERVIEW Models for teacher education and assessment in IBSE Models? Motivation for IBSE ESTABLISH Teacher Education Assessment Skills & Competencies SAILS Framework & Strategies 2 OVERVIEW Models for teacher education and assessment in IBSE Models? Motivation for IBSE ESTABLISH Teacher Education Assessment Skills & Competencies SAILS Framework & Strategies 3 • Inquiry based teaching methods suggested as a way to encourage and motivate students in science by increasing student interest. (Fensham 1986, Linn 2006). • International reports (Rocard 2007, Osborne and Dillon 2008) identified the need for an “engaging curricula to tackle the issue of out-of date and irrelevant contexts and to enable teachers to develop their knowledge and pedagogical skills”. • EU FP7 Coordination and Support Actions, 2007-2013 >20 large scale multinational projects for teacher education in IBSE. MOTIVATION FOR IBSE 4 5 GOAL OF INQUIRY Deep understanding of scientific knowledge, facts and concepts & Enhance students' abilities to reason, and to become independent learners who are capable of identifying main questions and find relevant answers Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (NRC, 2000) 6
12
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7/9/2014
1
Models for teacher education
and assessment of skills in
inquiry based science education
GIREP – MPTL, Palermo, 9th
July 2014.
Teaching/Lear ning Physics:
Integrating Research into Practice
Eilish McLoughlin
OVERVIEW
Models for teacher
education and assessment in
IBSE
Models?
Motivation for IBSE
ESTABLISH Teacher
Education
Assessment
Skills & Competencies
SAILS
Framework & Strategies
2
OVERVIEW
Models for teacher
education and assessment in
IBSE
Models?
Motivation for IBSE
ESTABLISH Teacher
Education
Assessment
Skills & Competencies
SAILS
Framework & Strategies
3
• Inquiry based teaching methods suggested as a way to encourage
and motivate students in science by increasing student interest.
(Fensham 1986, Linn 2006).
• International reports (Rocard 2007, Osborne and Dillon 2008)
identified the need for an “engaging curricula to tackle the issue of
out-of date and irrelevant contexts and to enable teachers to
develop their knowledge and pedagogical skills”.
• EU FP7 Coordination and Support Actions, 2007-2013
>20 large scale multinational projects for teacher education in IBSE.
MOTIVATION FOR IBSE
4
5
GOAL OF INQUIRY
Deep
understanding
of scientific
knowledge,
facts and
concepts
&
Enhance students' abilities to reason,
and to become independent
learners who are capable of
identifying main questions and find relevant answers
Inquiry and the National Science Education Standards:
A Guide for Teaching and Learning (NRC, 2000) 6
7/9/2014
2
SCIENCE INQUIRY
Inquiry learning of science aims to answer
student‟s questions in an evidence-based manner
using clear and rigorous methodology.
Inquiry-based teaching is an organised and
intentional effort by the teacher to engage students
in inquiry based learning.
Inquiry and the National Science Education Standards:
A Guide for Teaching and Learning (NRC, 2000) 7
OVERVIEW
Models for teacher
education and assessment in
IBSE
Models?
Motivation for IBSE
ESTABLISH Teacher
Education
Skills & Competencies
Assessment
SAILS
Framework & Strategies
8
Country Institution
Ireland Dublin City University (DCU) - Coordination
AG Education Services (AGES)
Netherlands Centre for Microcomputer Applications (CMA)
Cyprus Frederick University (FU)
Sweden University of Umeå University (UmU)
Malmö University (MaH)
Poland Jagiellonian University (JU)
Czech Republic Charles University (CUNI)
Malta Across Limits (AL)
Slovakia Univerzita Pavla Jozefa Šafárika v Košiciach (UPJS)
Leibniz Institut für die Paedogogik der Naturwissenschaften und Mathematik an der Universitat Kiel (IPN)
ESTABLISH Assembly, Prague, December 2012
FP7 FUNDED PROJECT ESTABLISH (2010-2014)
Coordination: Eilish McLoughlin, Odilla Finlayson, Sarah Brady, Deirdre McCabe, Dublin City University, Ireland.
www.establish-fp7.eu/
9
OBJECTIVES OF ESTABLISH:
TEACHERS
STUDENTS
• Develop appropriate teaching and learning
materials for IBSE.
• Provide appropriate support for teachers in
implementing an inquiry methodology.
• Create sustainable connections -
policy makers, scientific and industrial
communities.
10
Inquiry is the intentional process of
diagnosing problems, critiquing experiments, and distinguishing alternatives,
planning investigations, researching conjectures, searching for information,
constructing models, debating with peers and forming coherent arguments.
(Linn, Davis & Bell 2004)
11
INQUIRY IN NATIONAL CURRICULA AND ASSESSMENT
Identification of each country is: CY- Cyprus, CZ-Czech Republic, DE-Germany, EE-Estonia, IE- Ireland, IT- Italy, MT- Malta,
NL-Netherlands, PL- Poland, SK-Slovakia and SE-Sweden.
Elements of Inquiry CY CZ DE EE IE IT MT NL PL SK SE
Diagnosing problems
Critiquing experiments
Distinguishing alternatives
Planning investigations
Researching conjectures
Searching for information
Constructing models
Debating with peers
Forming coherent arguments
is included in both curriculum and assessment is included in the curriculum only
12
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3
Agreed framework for the development of an IBSE unit:
(1) Unit/science topic,
(2) IBSE character,
(3) Pedagogical Content Knowledge,
(4) Industrial Content Knowledge,
(5) Learning Path(s) and
(6) Student Learning Activities and Classroom Materials.
18 Units, 281 activities that:
are representative of IBSE,
show benefits of IBSE in classroom,
inspire teachers to generate own materials.
ESTABLISH IBSE TEACHING AND LEARNING UNITS
WP leader: Dr. Ton Ellermeijer, CMA 13
E.g. ICK in Light unit
Activity Industrial Content Knowledge
1.1 Sources of light Solids and gases are used in LCD and plasma screens to produce white/coloured
light
1.2 How does light travel? Altering the direction of light so each eye sees a different image is the basis of 3D
lenticular displays such as those used in the Nintendo 3DS
1.4 Exploring white light
and filters
LCD TVs use white light sources and filters to produce red, green, and blue
pixels
1.5 Exploring primary
colours
RGB pixels are used in virtually all display technology to produce coloured
images. Conversely, RGB sensors are used in cameras to record colour images.
1.7 Exploring refraction
2.2 Investigating Snell’s
law
The refractive index of screens must be relatively constant across visible
wavelengths or distortion of the image/colours would occur depending on viewing
angle
1.8 Exploring lenses
2.4 Investigating lenses
Lenticular lenses are used in 3D displays that do not require glasses, and are
obviously a key part of camera systems
2.5 Optical Storage Interference patterns form the basis of holography, and holographic 3D TVs are
expected to move from development to production stage in the next few years.
2.6 How do sunglasses
work?
Polarization of light and acceptance/rejection by polarization filters is the method
by which current-generation 3D movies (eg. Avatar, Tintin, etc) display different
images to each eye
14
ESTABLISH UNITS www.establish-fp7.eu/
15
ESTABLISH - TEACHER EDUCATION
o ESTABLISH units central in TEP.
o Time f2f - 10 hours (minimum)
o TEP is delivered over (a minimum of) three stages;
• Introduction; workshop,
• Internalisation of information; teachers trial materials and methodologies in classroom/ invest own time in reflect on the materials,
• Follow-up; workshop to capture feedback
o Activities are trialled in the classroom.
o Recommendations:
• minimum of two teachers per school attend the workshops.
• workshops are hosted in the schools.
• workshop take place in a relevant industrial setting.
WP leader: Dr. Christina Ottander,Umea 16
I Establish view of IBSE
II Industrial Content Knowledge
III Science teacher as Implementer
IV Science teacher as Developer
ESTABLISH FRAMEWORK TEACHER EDUCATION
V ICT
VI Argumentation in the classroom
VII Research and design projects
VIII Assessment of IBSE 17
I: ESTABLISH VIEW OF INQUIRY
characteristics of inquiry, benefits to learning, role of inquiry in curriculum, provide direct experience of inquiry.
Inquiry is the intentional process of :
diagnosing problems, critiquing experiments, and distinguishing alternatives,
planning investigations, researching conjectures, searching for information,
constructing models, debating with peers and forming coherent arguments. (Linn, Davis & Bell, 2004)
Types of Inquiry • Interactive demonstration • Guided discovery • Guided inquiry • Bounded Inquiry • Open Inquiry
Student independence (Wenning, 2005) 1
8
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4
II: INDUSTRIAL CONTENT KNOWLEDGE (ICK)
define ICK, relevance of ICK to support IBSE, experience contexts with links to units/activities, develop own ICK content
Level Description
I The activity is linked to industry or everyday context.
II An industry or a product is studied, preferable by a site visit. The challenges in
that industry are used to introduce science activities.
III Analysing an industry’s main product or process based on a site visit and study of
both the science content and the design process.
IV An activity where the students need to follow all steps in a design process. During
the process they will learn science and do experiments.
V Contacts with industry lead to a design task with a customer.
19
III: TEACHER AS AN IMPLEMENTER
• Teachers‟ reflect on practice of inquiry within the classroom.
• Map the attitudes towards and understanding of IBSE and
“brainstorm” on what inquiry-based science education means and
what one wishes to achieve by employing it.
Sample Activity:
• Teachers divided into small groups (~ three per group).
• The groups are given cards that shows a model that describes IBSE.
• Groups brainstorm on three themes:
1) what inquiry-based teaching is,
2) which skills/competence one seeks to develop
3) which special teaching skills are needed in the teacher to lead this work?
prepare for implementing inquiry teaching/learning in their own classroom, identifying challenges and sharing experiences.
20
Activity Inquiry Type
7 Model of the electric circuit (why is it more or less resistive?) Interactive discussion
8 Does the human body obey Ohm‟s Law? Bounded inquiry
9 Intriguing behaviour of bulbs
9.1 Two identical bulbs in series Guided inquiry
9.2 Two different bulbs in series Guided/bounded inquiry
9.3 Switch on the circuit Bounded inquiry
9.4 Two identically labelled bulbs Bounded inquiry
10 Build your own battery
10.1 Coins in solution Guided inquiry
10.2 Fruit cell Guided inquiry
10.3 Lead storage battery Interactive demonstration
11 Battery and its basic parameters
11.1 Terminal voltage Guided discovery
11.2 Power transfer to the load Guided inquiry
11.3 Power transfer efficiency Guided inquiry
11.4 Build up a model of battery behaviour Bounded inquiry
12 Batteries in series and in parallel Bounded inquiry
13 How does an electric eel kill its prey Bounded inquiry
14 How much energy is stored in a battery? Guided inquiry
15 Batteries and their reasonable use Open inquiry
16 Other alternative electrical sources Bounded inquiry
E.g. D.C Electricity unit
21
IV: TEACHER AS A DEVELOPER
empower teachers to develop own inquiry lessons.
• criteria for inquiry activities.
• turning activities into inquiry.
• appropriate resources online/printed media - sourcing topics, scientific
background, ICK, etc.
• supporting teachers manage and evaluating resources.
• facilitating reflection and feedback on self-developed inquiry lessons.
• discussing classroom issues/challenges
• developing community of practice – sharing experiences
• scaffolding activities/lessons - layered design that includes start,
examples, links, chat.
22
Unit Activities Teacher Education Element Unit Title I II III IV V VI VII VIII DC Electricity
Batteries and their reasonable use ● ● Bulb ● ● Does human body obey Ohm’s Law? ● Fuel cell ● How electric eel kills its prey ● How is it connected inside the black box? ● Other elements in a dc circuit (diode) ● ● Photovoltaic cell ● Power transfer efficiency ● Power transfer to the load ● Resistor ● ● Terminal voltage ● Thermistor ● ● Two different bulbs in series ● ● Two identical bulbs in series ● What element is hidden in the black box? ●
DC Electricity 6 3 2 1 9 1 Designing a Low Energy Home (DLEH)
An open Inquiry about Infrared thermography ● ● ● ● ● ● ● Analysis of the cooling processes of an hot body. ● ● ● ● ● ● ●
Build and use home-made radiometers ● ● ● ● ● Experimenting different kinds of convection ● ● ● ● ● ● ● How is the temperature distributed inside your house? ● ● ● ● How to maintain warm your house model ● ● ● ● Illuminating objects of different colours. ● ● ● ● ● Measuring insulation properties of different materials ● ● ● ● ● ● ● Observing convection currents ● ● ● Observing ice melting in plates of different materials ● ● ● ● ● Radiation from hot and cool bodies ● ● ● ● ● What is the effect of sunlight inside your house model? ● ● ● ● ● ●
ESTABLISH TEP 50 teachers completed 4-days teacher training (12 hours) in IBSE.
Average age =44 years, 91% female, varied in teaching experience from 1 to 37 years Use of inquiry is appropriate to achieving learning goals 70% to 94%
Partners: Marian Kires, Zuzana Jeskova (UPJS).
E.G. NATIONAL TEP - SLOVAKIA
24
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5
Addition: Innovative methods of science education
65 hours - 40 hours f2f and 25 hours online. 25 science teachers (12 physics, 6 chemistry and 7 biology) Focus on the (V) role of ICT in IBSE and (VII) research and design projects for students.
Name of activity Level of inquiry Who was Archimedes (Part I, II) Interactive discussion, guided inquiry
Archimedes principle (Part I, II) Guided inquiry, bounded inquiry
Data coded and subjected to Multidimensional analysis (MDS) which examines similarity/dissimilarity between data. MDS was used to compare the dissimilarity between the different country groups by using the country average response for each question as the input for MDS. The distribution of the responses based on each teacher cohort was then mapped relative to an ‘ideal’ response. 2
9
UNDERSTANDING OF INQUIRY
I
H B
A
D
G
C
E
F
ideal
0.2
0.4
30
• I don’t fully understand inquiry based science education. • I don’t fully understand my role as a teacher in an inquiry classroom. • I don’t fully understand the role of the students in an inquiry classroom.
7/9/2014
6
I
H B
A
D
G
C
E
F
I*
H*
B* A* D*
C*
E*
F*
ideal, G*
0.2
0.4
Cluster 1
Cluster 2
Cluster 3
Cluster 4
UNDERSTANDING OF INQUIRY
31
ATTITUDE TO INQUIRY
I
H
B
A
D
G
C
E
F
I*
H*
B*
A*
D*
G*
C*
E*
F*
ideal
0.2
0.4
Cluster 1
Cluster 2
Cluster 3
32
• I think inquiry takes up too much classroom time for me to implement.
• The use of inquiry is appropriate to achieving the aims of the curriculum.
• Inquiry based teaching is only suitable for very capable students.
I
H
B
A
D
G
C
E
F
I*
H*
B*
A*
D*
G*
C*
E*
F*
ideal
0.2
0.4
Cluster 1
Cluster 2
Cluster 3
ATTITUDE TO INQUIRY
33
BEGINNERS EXPERIENCE PROFILE
• View science as static body of knowledge and more unsure of
the nature of science;
• Adopt more factual approach to teaching science;
• Classroom management with different activities a potential issue;
• Lack scientific knowledge to relate classroom science to outside
phenomena and to teach by inquiry
• More unsure of themselves in terms of their scientific knowledge
base, their degree of comfort dealing with unknown within
classroom
• Are not as happy with their current teaching method, are willing to
try other teaching methods but are more apprehensive about
changing teaching methods.
34
CONCLUSION: BEFORE TEP, N=548
Practices associated with inquiry more difficult for BE teachers:
•more likely to „tell the students the right answer/result‟ in an investigation.
•more uncertain of how to ask „higher order questions that promotes thinking‟.
•managing a classroom where each student group is doing different activities is difficult .
•many feel uncomfortable with teaching areas of science that they have limited knowledge of and of asking questions that they do not know the answer to.
•feelings of inadequacy if they do not know answers to student questions.
35
CONCLUSION: AFTER TEP, N=233
• increase in teachers understanding of inquiry and
the role of the teacher and student in the inquiry
classroom.
• more positive attitudes to inquiry.
• increased confidence in asking higher order
questions that promote thinking and also their own
science knowledge.
• biggest changes in „Beginners‟ cohort.
36
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7
IMPACT ON STUDENTS:
Students (12-18 years)
N=5,602
o increased student‟s motivation and communication during
science lessons;
ogreater student attitude towards science and taking up
careers in science or technology;
o increased interaction between those teaching and learning
about science and those using science.
WP leader: Dr. Leos Dvorak, CUNI.
Developed Questionaires
Lower secondary
Upper Secondary
Before and after Inquiry Lessons
37
OVERVIEW
Models for teacher
education and assessment in
IBSE
Models?
Motivation for IBSE
ESTABLISH Teacher
Education
Assessment
Skills & Competences
SAILS
Framework & Strategies
38
IBSE
ASSESSMENT
CURRICULUM TEACHER EDUCATION
39
Ref: SAILS | SMEC2014 Conference, Dublin, June 2014. 40
THE MAIN PURPOSES OF ASSESSMENT
Summative assessment: Assessment of current individual level of knowledge and competence (in order to monitor educational progress and to compare student learning to the standards of performance or to their peers).
Formative assessment: Assessment to assist learning (trough providing teachers and students with feedback – for the teachers to revise their teaching and for students to monitor their own learning)
Accountability assessment (evaluation): Assessment to evaluate educational programs (national performance, school performance, etc.) (in order to drive changes in practice and policy)
The terms describe the purposes for which the assessment is done, not the task itself – all assessment tasks can be used summatively as well as formatively!
[Jens Dolin, ASSIST-ME Project] 41
AN ASSESSMENT RESEARCH PROJECT
Students divided into 4 groups:
A: got marks for their assignments
B: got written comments (and no marks) to their assignments
C: got both marks and comments
D: got no feedback (control group)
A: Same improvement as the control group
B: 30% better than the control group
C: Same improvement as the control group [Judith Butler 1988]
Point: Summative assessment does not enhance learning!
Time spent on summative assessment and evaluation is taken from
time spent on learning. [Jens Dolin, ASSIST-ME Project] 4
2
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8
ASSESSMENT IN PRACTICE
43
Ref: SAILS | SMEC2014 Conference, Dublin, June 2014.
FP7 FUNDED SAILS PROJECT Strategies for Assessment of Inquiry Learning in Science
SAILS - A EUROPEAN APPROACH
(2012-2015)
Coordination: Odilla Finlayson, Eilish McLoughlin, Paul van Kampen, Deirdre McCabe, Dublin City University, Ireland.
“SAILS aims to prepare teachers not only
to be able to teach through IBSE, but also
to be confident and competent in the
assessment of their students’ learning
through inquiry.”
SAILS Kick off Meeting,
January 2012, DCU, Ireland
53
WP 3
(KCL )
Pilot & Evaluation
WP 2
(US)
Inquiry Approaches
to Assessment
WP 1 (DCU)
Review & Mapping
WP 4 (HKR)
Teacher Professional Development in IBSE
WP 5 (INTEL)
Development of a Community of Practice
SAILS WORK PROGRAMME
54
7/9/2014
10
55
Understanding of conceptual knowledge
Inquiry skills
• Fomulating Hypothesis
• Planning Investigations
• Debating with Peers
• Teamwork
Reasoning skills
Scientific literacy
ASSESSMENT OBJECTIVES IN IBSE
Key
concepts
and ideas
Scientific
literacy
Topic
Suggested
learning
sequence
Suggested
assessme
nt items
Case study
Case study
Learning
sequence
Inquiry skills
Evidence
Criteria
Case study
SAILS UNIT FORMAT
Inquiry
skills
Reasoning
skills
Example
Student
dialogue
Written/
video
Diagnosti
c
C
R
I
T
E
R
I
A
Part B Part A
Case study
SELECTION OF SAILS UNITS
Plant nutrition Living conditions of wood lice
Tooth decay Natural selection
Speed Electricity
UV radiation Speed of reaction
Galvanic cell Plastics
Up there, how is it?
Which is the best fuel?
57
CASE STUDIES (TEACHER STORIES)
provide a narrative on how teachers:
• have implemented or adapted the learning
sequence (differentiation/age level),
• what skills did they assess and how,
• what evidence did they collect on student
learning
• and how they judged this assessment data
(criteria and explanation/justification)
58
FORMS OF EVIDENCE
59
Worksheet
Student-teacher dialogue
Peer assessment
Teacher observation (Listening / Watching)
Progress Report
Student experimental workings, journal, plan, predictions, results, experiment report etc.
Ample Cups / Traffic Light System
Worksheet
Summative test
Portfolio
Poster
Peer assessment
Student experimental workings, journal, plan, predictions, results, experiment report etc.
Newspaper story
Presentation
During Activity:
Post Activity:
Developing a hypothesis
Helpful questions:
What do you expect
to happen?
Why does the
occurance happen?
Can you explain you
hypothesis from what
you have learnt?
The student
formulates
presupposition, but
is unable to
explain the
hypothesis
The student
formulates the
presupposition
and is able to
explain the
hypothesis with
the helpful
question
The student
explains the
hypothesis and
supports it with
scientific facts
Planning the investigation
Helpful questions:
How can the
experiment be
implemented?
Which physical variable
should be studied?
How can connection be
found between
variables?
What can you do in
order to accurately fix
the measurements?
More exact questions in
teacher support.
The student
gives
recomendations
on how the
experiment
should be carried
out, but is unable
to proceed and
does not
understand the
process.
The student gives
recomendations
on how the
experiment should
be carried out and
understands the
process, but is
unable to proceed.
The student gives
recomendations on
how the experiment
should be carried out
and understands the
process, can
proceed with the
planing of the
experiment.
EXAMPLE OF CRITERIA:
60
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11
CASE STUDY ON WOOD LICE:
SKILL: FORMULATING HYPOTHESIS, LEVEL 1
The student formulated a prediction about what would happen
within their light intensity experiment. However, when they
attempted to explain why they thought this would happen, their
answer showed no relevant connection to their prediction.
61
The student made their prediction about what would happen
during the experiment, and explained why they believed this
would happen based on their experiences with woodlice. 62
CASE STUDY ON WOOD LICE:
SKILL: FORMULATING HYPOTHESIS, LEVEL 2
This student made a
detailed prediction and
explained why they
believed this would
happen using their
scientific content
knowledge (indicating
differences in different
types of wood, and that
woodlice are
decomposers.
63
CASE STUDY ON WOOD LICE:
SKILL: FORMULATING HYPOTHESIS, LEVEL 3
SAILS TEACHER EDUCATION
64
1: Experience inquiry and experience/realise assessment
opportunities
based on SAILS Units
2: Support trialling in schools
planning, implementing, reflecting
3: Support developing own units/materials
OVERVIEW
Models for teacher
education and assessment in
IBSE
Models?
Motivation for IBSE
ESTABLISH Teacher
Education
Assessment
Skills & Competencies
SAILS
Framework & Strategies
65
1. Learning about teaching involves continuously conflicting and competing demands.
2. Learning about teaching requires a view of knowledge as a subject to be created rather than as a created subject.
3. Learning about teaching requires a shift in focus from the curriculum to the learner.
4. Learning about teaching is enhanced through (student) teacher research.
5. Learning about teaching requires an emphasis on those learning to teach working closely with their peers.
6. Learning about teaching requires meaningful relationships between schools, universities and student teachers.
7. Learning about teaching is enhanced when the teaching and learning approaches advocated in the program are modelled by the teacher educators in their own practice.
7 PRINCIPLES TEACHER EDUCATION PROGRAMMES
Korthagen, F., Loughran, F., & Russell, T. (2006). Developing fundamental principles for teacher education programs and
practices. Teaching and Teacher Education, 22, 1020-1041. 66
7/9/2014
12
PROFESSIONAL DEVELOPMENT FOCUSSED ON
STUDENT’S LEARNING
• Collaboration as a powerful strategy
• Continuous reflective and transformative
activity at school level
• Researching teachers’ own practice
• Practice-oriented
Ponte, J. P. (2012). A practice-oriented professional development programme to support the introduction of a new
mathematics curriculum in Portugal. Journal of Mathematics Teacher Education, 15(4), 317-327. 67
• Appropriate Inquiry materials.
• Teacher Education Continuum (ITE-CPD).
• Sharing Practices – Integrating research (Case
Studies).
• Providing immediate feedback to learners is
essential but skills and competencies take time
to be developed.
• Assessment linked to learning progression of
both concepts and skills.
68
MODELS FOR TEACHER EDUCATION?
COLLABORATORS
CASTeL, Dublin City University : www.castel.ie/ • Odilla Finlayson, Paul van Kampen, James Lovatt, Sarah Brady, Deirdre McCabe.
ESTABLISH (2010-2014): www.establish-fp7.eu/ • Ton Ellermeijer, Ewa Kedzierska, et al, Foundation CMA Netherlands;
• Claudio Fazio, Rosa Maria Sperandeo-Mineo, Giovanni Tarantino, Nicola Pizzolato, Onofrio Rosario Battaglia,
University of Palermo, Italy;
• Marian Kires, Zuzana Jeskova, et al, Safarik University in Košice, Slovakia;
• Leos Dvorak, Irena Dvořáková, et al, Charles University Czech Republic;
• Nicos Valanides Frederick University, Cyprus;
• Christina Ottander, et al, University of Umea; Margareta Ekborg et al, Malmo University, Sweden;
• Iwona Maciejowska, Pawel Bernard et al, Jagiellonian University Poland;
• Ilka Parchmaan, Wolfgang Graber, IPN Institute; Martin Linder, Martin Luther Universitaet Halle, Germany;
• Miia Rannikmae, Jack Holbrrok, Tartu University, Estonia;
• Maryrose Francica, Angele Guiliano, Annalise Duca, AcrossLimits, Malta.
• Anna Gethings, Jim Salisbury, Rory Geoghegan, AG Education Services; Ireland.
SAILS (2012-2015): www.sails-project.eu/ • Marian Kires, Zuzana Jeskova, et al, Safarik University in Košice, Slovakia;
• Pawel Bernard, Dagmara Sokolowska et al, Jagiellonian University Poland;
• Paul Black, Christine Harrison, Brian Matthews, King's College London, UK;
• Beno Csapo, Csaba Csíkos, et al, University of Szeged, Hungary;
• Gunnar Friege, Maximilian Barth, Universität Hannover Germany;
• Mats Lundström, Malmö University, Anders Jönsson, Kristianstad University, Sweden;
• Claus Michelsen, Morten Rask Petersen, University of South Denmark,
• Cecília Galvão, Cláudia Gonçalves, Instituto de Educação da Universidade de Lisboa, Portugal;
• Gultekin Cakmakci , Yalcin et al Hacettepe University Turkey;
• Simeos Retalis, Yannis Psaromiligkos, University of Piraeus, Greece;