An overview of teacher training in Portugal

International Conference

on Training Issues of

Chemistry Teachers

Conference Proceedings

TECHNICAL UNIVERSITV OF GABROVO

RESEARCH LABORATORV ON CHEMISTRV EOUCATlON ANO HISTORV

ANO PH

ILOSOPHV OF

CHEMISTRV-FACULTV OF CHEMISTRV ANO PHARMACV, SOFIA UNIVERSITV

APRILOV NATI

ONAL HIGH SCHOOL - GABROVO

Kredo-3M Gabrovo

2013

IN1ERNATmNAL

(ONFER~N(E

ON TRAINING ISSUES OF

CHEMISTRY TEACHERS

Conference Proceed

i

ngs

26th JUNE 2013

GABROVO, BULGARIA

Kredo-3M Gabrovo

2013

International Conferenee on Training Issues of Chemistry Teaehers Conferenee Proeeedings Kredo-3M Gabrovo 2013 ISBN 978-619-7100-02-0

Index of Conference Papers

Teachers' Training in the Fédération Wallonie Bruxelles ... 5

Myriam de Kesel, Bernard Tinant, Nathalie Matthys,

Divna Brajkovie, Jean-Lue Pieezynski

Innovative Teaching for Creative Learning: Teacher Training ... 13

Milena Koleva, Adriana Tafrova Grigorova, Milena Klrova

Teacher's Training in the Czech Republic ... 25

Zdenêk Hrdliéka. Eva Krel10vá

Training of ehemistry teaehers: International experience

and the G reek case ... 31

Katerina Salta and Dionysios Koulougliotis

Teacher Training in Science: Ireland ... 38

Marie Walsh

Training of Seience Teaehers in Italy ... .48 Maria Maddalena Carnaseiali, Laura Rieco, Aldo Borsese, Irene

Parraehino

Chemistry Education in Polish Schools ... 55

Aleksandra Smejda-Krzewiel<a

An overview of teacher training in Portugal ... 63 O. Ferreira, A. Silva and M.F. Barreiro

Chemistry Teacher Training In Slovakia ... 70

Katarina Javorová, Beáta Brestenská, Miliea Krizanová

Seience ~eco~dary ~eachers' training

perspectlves In S pa In ... 80

Antonio Jesús Torres Gil.

Chemistry Teacher's in-Service Training Needs in Turkey ... 86 Murat Demirba~, Mustafa Bayrakei, Mehmet Polat Kalak

Pre-service chemistry teachers' training at Sofia university in the frame of technological pedagogical content knowledge ... 91

Milena Kirova

Chemisll:V EdIleariOl/ in Polish Selmols

complele lhe chemical sludies lo be a good leacher 01 chemislry. The

conlinuous improvemenl and Iraining are equally importan\. The leacher should do Ihis lo share his passion olscience wilh his or her sludenls.

Relerences

[1] Kulawik T., Litwin M.: Chemia Nowej Ery. Program nauczania chemii w gimnazjum: www.mraLpl

12JDz.U.z6.02.2012NrO.poz.131.

\31 Balycka B.: Program nauczania chemii wgimnazjum: www.profesor.pl

[4] Hejwowska S., Marcinkowski R.: Chemia. Program nauczania dia liceum ogólnokszlaicqcego (w zakresach podstawowym i rozszerzonych), liceum profilowanego i technikum (w zakresie podslawowym), 2001, Wydawnictwo Pedagogiczne OPERON, Rumia; ISBN: 83-87518-43-3.

[5] I<ulig J., Bednarczyk J.: Rola doswiadczeri w procesie nauczania chemii. Wybrane doswiadczenia chemiczne dia licealislow,Aparatura Badawcza i Dydaktyczna, Vai. VIII, No. 4, 2003,p.313.

{61 Kulig J., Bednarczyk J.: Daswiadczenia chemiczne, Forum Nauczycieli Liceum 2, 45.50, 2003.

[7] www.gazetaprawna.pl.ww\.V.brilamer.pl

62

An Overview of Teacher Training in Portugal

'Polytechnic Institute 01 Bragança and Laboratory 01 Separation and Reaction Engineering 'Agrupamento de Escolas Abade de Baçal

Bragança/Portugal

olerreira@ipb.pt, , barreiro@ipb.pt

Abstract

This paper presents an overview 01 teacher(s training in Portugal concerning initial teacher training (ITE), specialized training and in-service teacher training, as considered by the Portuguese legislation. A special emphasis was given to training in inlormation and communication technologies (ICT) and to teaching 01 experimental sciences lar primary

school. Moreover, chemistry teacher's training was contextualized in this scenario. Present/y ITE corresponds to levei 7 01 the European Qualifications Frameworl( (master degree). It is

a

arising lrom 8010gna process implementation,

a

for ali teaching leveis; a lack 01 motivation to pursue teaching careers is

generally noticed in Portugal as

a

a

sllrplus and unemployment among the new teachers. Following ITE. in-service training allows teachers to complement, deepen and update their

knowledge and professional competences. This is an important measure for in-service long date teachers' and particularly relevant for the ones that, following teacher career reorganization, had to readapt to new curricula afld even new teaching subjects.

1.INTRODUCTION

Teacher education is an important issue being leacher quality idenlified as an important laclor lo enhance sludents' outcomes. From initial teacher lraining (ITE) lo conlinuous Iraining. lhe developmenl 01 a qualily cullure is importan\. In Ihal contexl lhe coordinalion belween ITE and conlinuous prolessional developmenl is an important lopic. Moreover, an effective way lo raise educalional qualily can be achieved by properly define inilial leacher education curricula and provi de adequale Irain (aclualizalion) lo leachers Ihal are already in-service. According lo lhe Portuguese

Ili

/111 O"(,I"V;(,U' oIT('(lcher Trail/i,,!:: ill Portrlgaf

legislation [1], teachers' training is organized in three different categories: (1) Initial training, (2) Specialized training, and (3) In-service training.

This work will give an overview 01 teacher's training in Portugal focusing the three points addressed by the legislation. A special emphasis was given to training in ICT and to teaching 01 experimental sciences lor primary school. Moreover, chemistry teacher's training will be contextualized in this

scenario.

2.INITIAL TEACHER TRAINING

In Portugal and following the 6010gna process, initial te ache r training (ITE)

comprises a first cycle, typically 01 3 years (180 ECTS) characterized by a

broad training in basic education lor class teachers and a lield 01 knowledge

oriented training (e.g. chemistry, mathematics, biology etc.) lor subjecl

teachers. Following this first cyele, a master degree is required. The duration 01 this second cyele is 01 1-2 years for class teachers. Table 1 specifies the duration of the second cycle lor class teachers according to the target teaching leveI. Class teacher's education lollows a concurrenl model being subjecl and pedagogical matters laught simullaneously, whereas subjecl teacher's education follows a consecutive model [2]. For Ihis last case, a second cycle wilh a typical duration 01 1.5-2 years (90-120

ECTS), where professional qualifications are acquired, is needed.

TCilchln levei Second c cle duriltion

Kinder arlcn cr basic education 1 ele 1 ear (60 ECTSI

t<inde arten and basic education {1 ete 1.5 ears 90 ECTS Baslc education ," and 2"" c eles 2 ems 120 ECTS

Table1. Duratlon of the second cycle for class teachers (based on [2]).

ITE in Portugal is currently [2]:

• A career-Iong prolessional developmenl being the lormation provided by Higher Education Inslitutions (HEls) and continued by in-service teacher education;

• A research-based levei 01 qualification, where a master degree is required

(levei 7 olthe European Qualifications Framework);

• A qualilication acquired in a teaching context that comprises supervised

practice and internship;

• Aqualification supported by a curriculum driven to learning outcomes. In Portugal, ITE lormation can be provided by public and non-public HEls. As an example, Table 2 presents an overview 01 the institutions offering firsl

cyeles lor elass teachers according to the dala published on the website 01

DGES-Dire3ro Geral do Ensino Superior -Ministry 01 Science, Technology

(,4

o.

and Higher Education (data lor higher education access 2013) [3]. The

chosen study area was "Educalion sciences and teacher's training". The lollowing key specific subjects have been chosen: mathematics, "physics

and chemistry", and "biology and geology". According to this website, the

number 01 elass leachers gradualed during the period comprised belween

lhe school year 2000/2001 and 2009/2010, was 17405. 2% of these

leachers are unemployed (nole: only teachers enrolled in a job centre are

laking into account), being 21 % ofthem looking lor lhe firstjob [3].

Teor HEllnstituUon NNumbcr of umbcr of ccurscs courscs oflllfl!d oflllfl!d

10 Unlvcr~11 10

li

"

Tablc2. Oislributions af first cycles affer for class teachers (based on [3]).

In what concerns chemistry teachers, lhe lormation pattern corresponds to

a subject oriented first cyele lollowed by a second cycle (master) mainly

focussed on prolessional qualifications. The second cycle entitled "Education in Physical-chemislry Sciences" (2 years, 120 ECTS) aims lo qualify leachers, both in physics and chemislry sciences, to teach basic

(3th cyele) and secondary education leveis [4]. To access Ihis second cycle

the applicanls need to have 120 ECTS in the two subject areas (physics

and chemistry) including no less Ihan 50 ECTS in each of them. Examples

01 the first cyele could be Chemislry, Physical-Chemistry Sciences and 6iochemislry, among olhers. This second cycle will provide training in

physics and chemistry didaclics, as well as, in educational psychology.

One of the positive aspects arising lrom lhe 6010gna process implemenlation seems lo be lhe valorisation 01 the teachers' soei 0-professional status based on the assumption 01 a higher professional qualifications (master degree), a curriculum driven lo learning outcomes,

and lhe valorisation olleacher practice. Neverthless, in a socio-economical

conlexl, lhe leaching prolession in Portugal is nowadays characterized by a

surplus and unemployment among lhe new teachers. As a consequence,

recruiling 01 sludenl leachers in ITE programmes is becoming difficult and a

lack 01 motivation lo pursue leaching careers is generatty noticed [5].

3. SPECIALlZED TEACHER TRAINING

Specialized training is intended lo provide qualificalion in complemenlary

educational lunctions. According to [6], they can be summarized as lollows:

• Special Education (provided by adequate Higher Education Institutions);

• Administration and inspection activities in schools, socio-cultural

Ali Ol'en'iCH' (~rTeac"('r Traillillg ill Portllgal

animation, basic education lor adults, among others, having in mind the development 01 the education system (provided by Higher Education Institutions).

4.IN-SERVICE TEACHER TRAINING

In-service training or continuous training allows teachers to complement,

deepen and update their knowledge and prolessional competences. The

training actions can be selected by the schools, according to the identified needs 01 their teachers or, simply, result lrom the individual initiative 01 the

te ache r [1]. It is important to mention that it has a direct impact in their careers, being one 01 the lactors considered to access mobility and

progression. In Portugal, the continuous teacher's training accredi!ation, in what concerns institutions involved, training actions and evaluation process is centralized in the "Conselho Cientifico-Pedagógico da Formação Continua" [7].

5. TEACHING EXPERIMENTAL SCIENCES FOR PRIMARY SCHOOL In this work, we will give an important example in teachers' training, not only lor its National dimension, but also by recognizing the importance of science teaching in primary school. In Portugal, a very ambitious National

Training Program in Teaching 01 Experimental Sciences lor Primary School

Teachers, was developed between 2006 and 2010, involving 5141 primary school teachers, 4245 schools and 149359 students [8]. Its impact is also huge, beca use it is very well supported by several documents (training plan, training programs, progress reports, final reports, externai evaluation

reports), publicly available, and though, to our knowledge only available in Portuguese, they can constitute very important sources 01 inlormation lor the development 01 similar programs in other countries. Another very important output 01 this training program was the teaching resources developed, including a didactic guide lor teachers and a notebook for students to register their observations. In the case 01 Physical-Chemical sciences, a lew can be mentioned:

• -Exploring ... Floating liquids • -Exploring ... Dissolution in liquids • -Exploring ... Physical changes 01 state

• -Exploring ... Sustainability in the Earth

A final report is also available that evaluates the impact 01 this training program [9].

66

o.

6.ICT AND TEACHER TRAINING

Dne 01 the main activities 01 the project is "to provide school teachers with existing resources and materiais (particularly online sources) to teach

Chemistry in a more innovative, attractive and interactive approach, locusing on the exploitation 01 ICT and the valorisation 01 enquiry based

methods and solutions" [10]. Therelore, it is very important to know the actual situation in Portugal relatively to the use 01 ICT in education, including the teachers' training in the ICTarea.

An important study was published in 2003 [11], concerning the use 01 ICT by portuguese teachers at ali leveis with the exception 01 higher education. The lollowing main conclusions were drawn by the authors:

• The majority 01 the Portuguese teachers own a computer and use it in

teaching related activities (prepare classes, worl<sheets, tests, internet searches, etc.). Nevertheless, its use in direct interaction with students was lound more limited. This was lound particulariy valid lor primary school 19achers;

• Sell-training and courses promoted by the Ministry 01 Education were generally adopted/attended by the Portuguese teachers;

• Internet, and particularly email, was more used by 3rd cycle and high school teachers. Young male teachers were the main users;

• Portuguese teachers, without distinction 01 age and leveis laught, need

and wish to have training in ICT applications. They generally have more

positive than negative altitudes towards ICT. However, many female teachers show nega tive altitudes.

• Two main obstacles were relered for integrating ICT in schools: the lack 01

lechnical means and human resources.

Alongwaywas crossed since 2003. Following, a strong investment is being carried out by the Ministry 01 Education, according to the Portuguese

Technological Plan for Education, approved in September 2007, encompassing severa I objectives [12]:

• Provide technological infrastructures to schools;

• Make available online contents and services;

• Promote the ICT skills of the schools' community.

A very recent interesting work [13], precisely studies this thematic in the

European context, making a survey in 2011, (over 190 000 online questionnaires posed to students, teachers and head teachers) in severa I

schools across Europe (EU27, Croatia, Iceland, Norway and Turl<ey). Two to pies will be highlighted here, with a special focus on the Portuguese

conlext:

• Schools' ICT inlrastructure: the results show that the percentage 01 67

T

..111 OI'l.'/Tiell'

oI

sludenls ai grades 4 and 11 by school, in terms of having digilal equipmenl, is above lhe EU average.

• The importance of a well-Irained teacher in ICT is menlioned by lhe aulhors as Ihey say "Sludenls' use of ICT for learning during lessons is

relaled lo leachers' confidence in Iheir own ICT compelences, Iheir opinion aboul lhe relevance of ICT for teaching and learning and Iheir access to ICT ai school". This work analysed lhe percenlage of sludenls Ihal are laughl by

"digilally confidenl and supportive leachers" reaching the following values:

20-25% for lhe EU average. In Portugal, lhe values are: 30 to 50% of

studenls at grades 4 and/or 8 and more than 45% in grade 11.

6. CONCLUSIONS

Presently, and following Bologna process implemenlalion in Porlugal, lhe

initial Iraining education corresponds lo levei 7 of lhe European

Qualifications Framework (masler degree). II is a career-Iong professional

developmenl, where researcll-based and in conlexl praclice are importanl

fealures. In particular for chemislry teachers, ITE comprises a firsl cycle

(subjecl oriented type) followed by a second cycle (master) mainly

focussed on professional qualificalions.

During professional life, teachers can access in-service Iraining to

complement, deepen and updale Iheir knowledge and professional

compelences wilh a direcl impact in tlleir mobilily and progression. In Portugal, the continuous teacher's Iraining accredilation, in whal concerns

involved inslilulions, training actions and evaluation process is centralized

in a Scientific-Pedagogical Counci! (Conselho Cientifico-Pedagógico da

Formação Continua).

A special emphasis was given to Iraining in information and communication

technologies and lo leaching experimental sciences for primary school. The firsl point was slrongly supported by the Portuguese government thal

has developed severa I initiatives in Ihis field. An example is lhe

"Technological Plan" Ihat resulted in well-equipped schools and lhe organization of several training opportunities for teachers.

References

[11 Decreto-Lei W 41/2012 de 21 de Fevereiro (available ai Diário da República Elelrónico· hllp:/Idre.pU).

{2] Campos, B., 8010gna and Inilial Teacher Educalion in Portugal. In: Hudson, B., Z9aga, P .. ASlrand, B. (Eds.), Advancing qualily cultures for leachereducation in Europe - Tensions and

opporlunilies, Umeà School af Educalion, Umeâ University, Sweden, 2010, pp. 13-32.

68

o.

i3J

(accessed on February 2013).

14) Decreto-Lei W 43/2007 de 22 de Fevereiro (avairable ai Diario da República Eletrônico _

http://dre.pV).

15) Flores, M.A., Curriculum of inilial leacher educalion in Portugal: new conlexts, old problems. Journal af Education farTeaching: International researcll and pedagagy. 37:4, 46

1-~

~

~~

~

~

}J

9/

2oo5

17) Conserho Cientifico-Pedagógico da Formação Contínua (htlP:llwww.ccpfc.uminllo.PI)

(f1tcessed on February 2013).

fá) programa de Formação. em

E

n~in.o

C

~

ê

n

ci

a~

Profe~sore

s

[g) Martms, r p, Vieira, C T, Vieira, R M, Sa, P, Rodngues, A V, Teixeira, F., Coucelro, F

Veiga, M.L., Neves. C .. Avaliação do rmpacle do programa de formação em enSinO

experimental das ciências: um estudo de âmbito nacionar, Ministério da Educação e Ciência. Direção-Gerai da Educação. 2012.

(lO) Chemislry is Ali Around Netwark Praject (htlp:llchemistrynetwark.pixer_ anline.orgnnfo/projecLphp) (accessed on February 2013).

111 ) Parva, J., Paiva, J.C .. Fiolhais, The use af informatian and communication technolagies by

portuguese teachers. In Llamas-Nislat. M.; Fernandéz-Iglesias, M.J.; Anido-Rifon, L.fed. lil. ]-Computers and Educatian - Tawards a Lifelang Learning Saciety. KJuwer Academic

PublJshers: Dordreclll. 2003. Capo 20. p. 239-250.

(12J The Technorogical pran for Education, (http://www.pte.gov.ptlpte/EN/index.hlm) (accessed on February 2013).

(13JWüstiau, P., Bramire, R., Kearney, C., Quiftre,

v..

lhe Programme Committee:

Assoe. Prof. Adriana TafroviI- GrigoroviI, PhD - Sofia University (Bulgaria) Assoe. Prof. Milena KoleviI, PhD· Technical University Df Gabrovo (Bulgaria)

Maria Maddalena Carnasdali - University Df Genova Ulaly)

: . - Assoe, Prof. Dionysio5 Koulougliotis, PhO -Technological Educationallnstitule (T.E.I.) of lonian Islands (Greece)

• Assoe. Prof. Murat Demitbil~1 PhO- Kmkkale University(Turkey)

Adj. Prof. Filomena Barreiro, PhD -Instituto Politécni<o de Bragança (Portugal)

Mari!! Walsh -limerick Institule ofTechnology (lreland)

Maria NikoloviI- Aprilov National High school- Gabtovo (Bulgaria)

FOR INFORMATlON PLEA5E CONTAU: Milena Koleva

Technical University Df Gabrovo 4, H. Dimitar street, 5300 GABROVO

BULGARIA

o

(~~MI~T

1\ All AROUND nnWORU

518300-LLP-2011-IT-COMENIU5-CNW

Project Portal: http://www.chemistryisnetwork.eu Project web site: http://www,chemistryisnetwork.eu/info/

€

15,00

Lifelong

Learning

Life Long Learning Programme

Comenius Sub Programme

,

Networks Action

Thl:i project has heen funded with !upport f tom lhe European Commlllion. This material reflectslhe view5 only oflhe autllor,

and lhe Comminion cannol be held respomible for any Uie whlch may be made Df !fle information contalned tltereln.

ISBN 978-619-7100-02-0