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Inclusive education in Context of Social and Cultural Diversity Policies and practices for the preparation of teachers in Serbia

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Inclusive education in Context of Social and Cultural Diversity Policies and practices for the preparation of teachers in Serbia Serbian Country Team – PowerPoint PPT presentation

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Title: Inclusive education in Context of Social and Cultural Diversity Policies and practices for the preparation of teachers in Serbia


1
Inclusive education in Context of Social and
Cultural Diversity Policies and practices for
the preparation of teachers in Serbia
Serbian Country Team September 2009, Croatia,
Brijuni
2
Policy framework
  • The Law on Foundations of the Education System
    (August 2009)
  • NEW! 30 ECTS theory and 6 ECTS in practice in the
    areas of psychology, pedagogy, didactics of
    separate subjects and school practice
  • NEW! Pedagogue assistant and teaching assistant

3
Initial Teacher training
  • The Law on Foundations of the Education System
    (August 2009)
  • Teacher holds MA degree (5 years university
    education) according to the Law on Higher
    Education (2005)
  • Teacher holds university degree (4 years) those
    that finished before 2005
  • Exception those who finished 3 years university
    studies

4
Initial teacher training - examples
  • Methods of Working with Children with Special
    Needs - Teacher Education Faculty in Belgrade,
    along with the possibility of students
    specializing in working with children with
    special needs
  • Methods of Social Work with Students
    with Minor Developmental Disabilities -
    Teacher Training Faculty in Jagodina,
    University of Kragujevac,
  • Family Pedagogy course Education of Children
    with Special Needs and Education of
    Children with Behaviour Disorders.
  • The Faculty of Philosophy, both in Novi Sad and
    in Belgrade are offering specialized courses for
    students of psychology or pedagogy at
    Teaching and learning with children from
    vulnerable groups, doctoral course, University of
    Belgrade Basic, master or doctoral level

5
The teaching career
  • People are motivated by progression
  • Career - Competence Improvement and Professional
    Development
  • Teacher, preschool teacher or psychologist/pedagog
    ue may advance professionally by acquiring a
    title such as pedagogical advisor, independent
    pedagogical advisor, higher and senior
    pedagogical advisor.
  • Motivation In salary just on paper!

6
In-service teacher training
  • The Rulebook on Continuous Professional
    Development and Knowledge Acquisition for
    Teachers, Educators and Professional Service
    Providers.
  • The accrediting has been organized since 2003,
    new programs are being accredited and the
    existing ones are evaluated and re-elected
  • At least 100 hours of training in a period of
    five years.
  • Public tender based professional education
    programs
  • Catalogue of Programs approved (accredited) by
    the Institute for Education Improvement

7
In-service teacher training
  • Training providers
  • Academic institutions (faculties, reasearch
    institutes), NGOs (professional institutions and
    classical NGOs, Roma NGOs etc.),
    schools/teachers, preschool teachers, individuals
    (supported by apropriate institution)
  • Financing
  • Ministry of Education (public interest)
  • Local self governements
  • Donor/international organizations
  • Evaluation
  • Weak mechanisms (no unified methodology, ne
    external evaluation)

8
Number of programs promoting inclusive education
For example Education of Children with Special
Needs and the New School Quality Education for
All Active Learning for Work with Children from
Marginalised Groups Roma programme Active
Learning in Working with the Children from Small
Schools and Combined Classes
9
Pedagogue assistant and teaching assistant
  • Support for inclusive practice
  • Lower level of initial training (secondary school
    and higher, language of national minorities)
  • Working with community, parents

10
Weaknesses
  • Some of the reasons for weak implementation are
  • Ambitious planning
  • Lack of funding
  • Weak coordination
  • Weak synchronization of curricular reform with
    teacher training
  • Lack of monitoring mechanisms and early
    evaluation (excluding possibility for corrective
    measures)
  • Insufficient capacity for implementation
  • Insufficient capacity to create synergies between
    state actors, private sector and civil society
  • Weak coordination at the level of the local self
    government
  • Lack of funds at the level of the local self
    government for teacher training

11
Challenges Teaching as lifelong learning
12
Priorities
  • Valuing Existing policies
  • Evaluate the impact of the current in-service
    training and introduce changes according to the
    results
  • Reform pre-service training system
  • Valuing peer networks
  • Peer-learning for teachers, directors,
    pedagogues, psychologists (team work at the
    school level)
  • Motivating experienced teachers to innovate
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