Dr. Daniela Worek acquired her degree of teaching for primary schools at Goethe University Frankfurt. Furthermore, she holds a teaching degree for secondary schools. During her extended practice period she received a PhD from the Institute of Sports and Sports Science from the Karlsruhe Institute of Technology. Next to many stays abroad during her study and practice phases, she has been active in schools, academic seminars, state education authorities, universities, The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, in the Ministry of Education of the Land Hessen, and its subordinated authorities. She was federal commissioner for the topic of teacher education in the European Commission until 2016 and co-author of the recently published policy paper “Shaping career-long perspectives on teaching: A Guide on Policies to improve Initial Teacher Education”. Currently, she is responsible for the systemic cooperation of the different phases in ITE. Dr. Daniela Worek is the German representative in ENTEP (European Network on Teacher Education Policies) and its president. Research Interests/Working Area: Digitalisation, Internationalisation and Diversity in Teacher Education.
Title: Teacher Education for Multilingual and Multicultural Settings - Discussing the Key Question
Abstract: Regarding the total population of Germany, every fifth child has a non-German cultural background, however, within teaching staff not even every twentieth. The Hochschulrektorenkonferenz comments on this, that only teachers, who possess the international and intercultural experience will be able to prepare their students for the chances, risks and uncertainties within a globalized society. The presentation offers different discussion possibilities regarding challenges and chances for additional concepts in teacher education programs and school teaching incorporating the aspects of interculturality and diversity. Thereby, a particular focus will be the present development towards the influence of cross border mobility within the European Higher Education Area. In this context, the opportunities presented by teachers from abroad for the German school system and which conditions of success contribute to creating a win-win situation are discussed. The current Hessian model will be presented and discussed in the light of the European spirit.
Deputy Head of Institute for Diversity Studies and International Relations at the University College of Teacher Education Styria, Austria
Title: Teaching international teaching competences
Abstract: From 2016 to 2020, the research project "Effects of student mobility - personality development and perceived benefits in education" was carried out at the University College of Teacher Education Styria. It was analysed whether Erasmus+ really offers students unique learning experiences that would otherwise not be possible, what (self-evaluated) direct benefits arise for their future profession, and what effects exist in terms of personality traits. This presentation will show some of the results of this research project as well as the implications of these results for the internationalisation of higher education in teacher education. We will also focus on the importance of eTwinning´s major role in helping to achieve internationalisation in education through projects and collaboration.
Charmaine Attard and Charmaine Bonello
Ms. Charmaine Attard has been teaching at Kindergarten Level for the past 7 scholastic years and has been serving 6 years of her career at San Gorg Preca College, Hamrun S.S Primary School in Malta. In the scholastic year 2016/2017 she started her first eTwinning project called “Make some Noise”, which later led her in being involved in several local and international projects. Her most recent successful eTwinning project was “S.T.E.A.M-tastic” which featured also on the eTwinning portal, for combining eTwinning and the emergent curriculum through S.T.E.A.M during school lockdowns. Ms.Attard is also one of the Maltese eTwinning Ambassadors since 2018.
Dr Charmaine Bonello is a Resident Academic Lecturer Early Childhood and Primary Education within the Faculty of Education at the University of Malta. Her areas of research interest include: the care and education of young children, the Emergent Curriculum, quality interactions in early childhood, gender and literacy. Dr Charmaine Bonello is also the co-founder and Vice President of the Early Childhood Development Association of Malta (ECDAM) and one of the Members of the Board of Administrators of The Malta Foundation for the Wellbeing of Society.
Title: The Emergent Curriculum and eTwinning: Reshaping Early Years Theory and Practice in a Digital Age
Abstract: The implementation of an Emerging Curriculum for the early years in the Maltese education system and Malta’s participation in the annual eTwinning conference of 2019 trigerred an idea which we think is worth exploring further. This talk aims to examine an identified blend of philosophical principles grounded in an Emergent Curriculum and eTwinning and how this is reshaping early years theory and practice in a digital age. Practical examples of how eTwinning may be used as a pedagogical tool to narrow the gap between theory and practice within a child-centred curriculum and a democratic early years pedagogy will be explored through a case study in one Maltese kindergarten classroom.
Dr Conor GALVIN is Director of Doctoral Studies at the UCD Dublin College of Social Sciences & Law, School of Education where he also lectures and researches on various education, public policy and research methods programmes. His research interests include policy networks, social capital, professional knowledge, and the impact of new and emergent technology on learning and society. He has been a lead researcher and external evaluator on EU funded projects and has acted as assessor on a number of EU actions relating to the Information Society and H2020. Dr Galvin holds The President’s Award for Teaching Excellence at UCD, and is also a Teaching Award Holder 2016 of the prestigious Universities Teaching & Learning Forum / USI Award. He was a Visiting Scholar at University of Cambridge Faculty of Education in 2000 and again in 2009. He is a past-President of the Education Studies Association of Ireland and an Appointee to the Minister for Education’s Working Group on the Schools Excellence Fund – Digital, Ireland. Dr Galvin is a long-time and passionate advocate for eTwinning. Before joining UCD, Dr Galvin worked at University of Wales, Swansea and University of Cambridge, England.
Title: The importance of collaboration and learning communities in initial teacher education
Abstract: There has been a lot of interest in Learning Communities and variations on this idea in Initial Teacher Education in recent years. And it has not been without its controversies. But the COVID-19 pandemic offers a forceful reminder of just how much we as teacher educators truly need both community and collaboration to do our work for the formation of the next generation of teaching professionals. In this eTwinning TTI keynote we will consider the value of learning communities, the transformative potential of real collaboration, and the lessons that the ongoing COVID Moment offers to us – if we choose to learn from the response of the ITE world to what has probably been the largest disruption globally to our activities and practices in a generation.
More specifically, this talk will focus on what Amin (2012) referred to as the prosaics of situated practice, involving learning in doing…and the assembly of expertise in application (p37). In short, it will focus on a view of collaboration and community that I will argue captures well the lived reality of so many teacher educators globally over these past 10 months or so. It will also draw on learning from the work of two individual teacher education programmes that turned to learning community and enhanced collaboration to power their respond to COVID – the Professional Masters in Education (PME) at University College Dublin, Ireland, and the Lateral Entry to Teacher Education (LETE) programme at the Technical University of Dresden, Germany.
The presentation will conclude with a series of observations on the potential for the eTwinning TTI to take what we are learning from the COVID Moment forward into sustainable future practice, and the challenges of doing so.
Maria Chiara Pettenati, Maria Ranieri and Francesco Fabbro
Maria Chiara Pettenati: Research Director INDIRE (National Institute of Documentation, Innovation and Educational Research). I’ve spent the last years learning a lot in teachers' training. I’m currently applying this knowledge in my role as Research Director at INDIRE, where since 2014 I’m responsible for the online environment to support newly qualified teachers' Induction period. On behalf of my institute and upon a mandate of the Italian Ministry of Education, University and Research, one of my latest challenge has been coordinating a national distributed research team participated by about 100 members to study the first three years implementation of the National Teachers CPD (Continuous Professional Development Plan) 2016/19. As Indire’s delegate in the Italian Alliance for Sustainable Development in Goal 4 (Quality Education) and Target 4.7 (Education for Sustainable Development) expert groups, I am passionate about bringing the United Nations’ Agenda 2030 in teachers training through Global Citizenship and Sustainable Development Education.
Maria Ranieri, PhD, is an Associate Professor of Education, Media and Technology at the University of Florence, Italy, specializing in the theory and methodology of media and technology in education.
Francesco Fabbro, PhD, is a Research Fellow at the University of Florence, Italy. His main research interests are Media Literacy Education and qualitative research methods in education.
Title: eTwinners’ innovative professional development. Preliminary results from a research study in the Italian context
Abstract: The presentation introduces the theoretical framing and the methodological approach adopted to investigate eTwinners’ professional development in the Italian context, while providing an overview of the preliminary research results from an empirical study carried out throughout the current Year. Firstly, the aim of the research study will be presented in the light of the highly debated issue of innovation of school and the training practices of teachers in order to highlight the prominent role of eTwinning in this respect. Secondly, the presentation will linger on the elaboration of the “Framework of eTwinner’s competences'' through which the “innovative professional development” has been defined into three intertwined areas of competence, namely teaching, professional attitude and school participation. Thirdly, the qualitative and qualitative data collected respectively with a survey completed by 1054 eTwinners from all over Italy and 9 in-depth interviews will be discussed with the purpose of answering to the following research question: to what extent – and how - does the engagement with eTwinning activities affect teachers’ self-efficacy in relation to teaching, professional growth and school participation?