CIDREE Seminar, Helsinki, 13-14 October 2016
Video-enhanced teacher development: from research to innovative practice
This two-day seminar was held in Helsinki, Finland and co-hosted by the Finnish National Board of Education and the Oulu University of Applied Sciences with support from a CIDREE grant. The event was targeted to Finnish and International researchers, trainers and policy makers involved in the use of video for teacher development and curriculum renewal. The event involved both presentations from selected speakers and group work sessions to discuss how video methodologies can be used to support teacher development and in particular the current Finnish national curriculum renewal process.
30 people from 11 different countries (10 European countries – Austria, Finland, UK, Ireland, Netherlands, Spain, Norway, Sweden, France, Switzerland, and the USA) participated in the event. Fifteen international speakers and two Finnish speakers were involved.
The two days involved a wide range of presentations on research and practice topics focusing on how to use video and build associated methodologies and infrastructure to support teacher development. Group work was also facilitated to engage participants in dialogue with respect to how learning from research and practice can be summarized to support development work for in-service training and curriculum renewal with an emphasis on the Finnish context.
CIDREE International Seminar, Lyon, France, 16 – 18 March 2015
Professional vision and video-enhanced teacher development: aims, means and issues
The 1st CIDREE international seminar was hosted by the French Institute of Education of the Ecole normale supérieure de Lyon. Key figures: 12 CIDREE members, international experts (DE, NL, USA), 14 countries.
Conceived as a two-year research and development program on video-enhanced teacher development, the 1st session of the seminar focused on the concept of Professional Vision (PV), according to the definition given by Sherin (2001). PV has been identified as an important element of teacher expertise that can be developed during teacher education and professional development in general and that should be developed by teacher video-enhanced education to enhance teachers’ classroom practice.
Within three round tables, researchers, teachers, experts and video-training device designers shared their vision of European and American education contexts, cultural and epistemological approaches. In addition, workshops on the publication of a collective work and common research projects or on teacher video-enhanced device design enabled to identify new opportunities for common work.
Challenging prospects: research (2nd seminar in 2016, common research projects), video-analysis and IT workshops, international platform on the teachers’ training practices (pre-service, in-service)…
International Seminar on Teacher Video-Training, Lyon, January 21-23, 2014
Design, uses and study of video-training devices
The French Institute of Education-ENS Lyon hosted a three-day seminar on teacher video-training, on 21st-23rd January 2014. It entailed workshops dedicated to video-training design and support, and a scientific review on video-training within a conference organized by the ENS de Lyon francophone UNESCO Chair entitled “Training teachers for the 21st century”. It highlighted theoretical presuppositions, training purposes and didactic processes implied by designing innovative video-based resources (professional didactics).
Participants: French Institute of Education-ENS de Lyon (France), National Education Institute (Slovenia), University of Glasgow, with support from Education Scotland (UK), Hungarian Institute for Educational Research and Development (Hungary), University of Tartu (Estonia), University of Valencia (Spain), University of Geneva (Switzerland), HUB-KAHO (Belgium), University of California Irvine (USA).
Goals of the project:
- Enabling European researchers and training-device designers share concerns, knowledge and practices about teachers’ video-based education and professional development
- Promoting activity-centred approaches in research-design processes
- Designing and promoting efficient and innovative video tools and devices
- Producing scientific knowledge on issues in video-based teacher education
- Enhancing collaborative projects and activities within the CIDREE network
Project outcomes: Teacher video-training has become a major concern among CIDREE members. The different actions undertaken since 2013 (study visit in 2013, international seminar in 2014) have enabled the highlighting of how CIDREE contributes to:
- Developing research on the different forms of practices and education in Europe
- Supporting the development of educational systems at all levels
- Contributing to piloting and evaluating educational policies and life-long learning
- Making available relevant scientific resources for education
- Creating opportunities for debate on contemporary issues in education
Research outcomes have been published as articles in international scientific journals and communicated in international conferences. A European network on teacher video-training is currently taking shape which will enhance CIDREE cooperation on video-based teacher education beyond Europe.
Click here to watch the video report
Click here to read the full programme of the event
Dalian China Assessment Conference 2013
International Conference on Assessment and Evaluation, Dalian, China
May 21 - 23, 2013
The conference was attended by over 300 educational leaders from across China and involved contributions from a number of organisations including three CIDREE members: Netherlands National Institute for Curriculum development (SLO), National Education Institute of the Republic of Slovenia (ZRSS) and Education Scotland (ES).
7th SIRikt 2013 International Conference was held from 13th to 17th May 2013 in Kranjska Gora, Slovenia.
This year's International Conference SIRikt was organized by the project E-Education for the fourth consecutive year, held in collaboration with the Ministry of Education, Science and Sport, the National Education Institute of the Republic of Slovenia, the Academic and Research Network of Slovenia (ARNES), the Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes and the Institute of the Republic of Slovenia for Vocational Education and Training. The central theme of the conference remains the way towards E-competent schools which is also the objective of the project E-Education, building the way to E-Competent Teachers, Principals and IT Experts.
1,162 Participants and Lecturers attended the SIRikt Conference 2013.
The conference brought together five different events:
- Videoconference Day, where eight primary and secondary schools actively cooperated. Videoconference's themes: New skills for new times; Not every piece of information is gold that glitters; We knit nets, but we are not spiders; Connect the worlds, know the people; New idea for a penny.
- Online Video-Conference Round Table entitled "Social Media has changed our social lives, is it about to transform our schools?"
- Arnes 2013 Conference - USER MOBILITY. The participants learned about mobile trends in the European education and research sector, and the current situation in Slovenia.
- Forging a pathway to the future conference. 162 lectures/papers were presented: 9 plenary lectures, 88 presentations, 22 workshops, 33 interactive posters, one panel discussion, Teachmeet and Open Space.
- The KONFeT or eTwinning Event united teachers, who include ICT and international cooperation in their lessons. Within the prize-giving ceremony of the SIRikt Conference was also the Awards ceremony Golden Cord 2013 for the best eTwinning projects of the previous school year.
The International Conference SIRikt 2013 presented an overview on e-learning and teaching at home and abroad with a variety of domestic and foreign papers. It was also an opportunity for personal and professional growth. As this year is the European Year of Citizens, we could already think about what kind of citizenship we want, since the digital citizenship is largely included.
• Conference website: www.sirikt.si
• The recording of the videoconference day: www.sirikt.si
• The recording of the online videoconference roundtable: https://vox.arnes.si
• Recordings of plenary lectures and other lectures of the conference: www.sirikt.si
First Spring School in Porto May 30 - June 1, 2012
The theme of the three day Spring school (from May 30 – June 1, 2012 in the University of Porto, Portugal) was to strengthen the relationships between curriculum research, policy and practice. The Spring school brought together European curriculum 'nestors', doctoral students, early career curriculum researchers and professionals with research involvements within member institutions of CIDREE. In total 38 participants of 15 different countries participated.
In preparation to the spring school, participants mapped out the relationship of policy-practice-research in their country and prepared a couple of key points/recommendations for increasing the relevance of curriculum research based on selected reading materials (to be found on the website) http://curriculuminnovationbyschoolsandteachers.mixxt.org.
On Wednesday, May 30th, 2012, all participants were welcomed with music of the Tuna (choir) of the faculty. During the first two days, the three keynote speakers, Jan van den Akker (SLO and University of Twente, the Netherlands), Mats Ekholm (Karlstad University, Sweden) and Uwe Hameyer (Kiel University, Germany), introduced and illustrated an additional layer/perspective to the discussion (policy-, practice- and research-related) and coined a subset of statements and questions. After each keynote, a referent, respectively Kirsten Sivesind (University of Oslo, Norway), Kay Livingston (Glasgow University, Scotland), Ana Mouraz (Porto University, Portugal) reacted on the keynotes and raised some additional issues. The statements and questions raised by the keynote speaker and referent were discussed in small working groups and results were collected.
During the final day, participants were grouped into three teams with a keynote speaker and a referent chairing the discussions. Based on the results of the first two days, each participant presented an 'elevator pitch' on his or her current work and the main lessons learned/ideas for improving the relevance of it. In this way participants worked collaboratively towards a list of recommendations for increasing the relevance of curriculum research in general and their own research activities more specifically. The main aim of building and strengthening relationships has been accomplished. The discussions will be continued in upcoming ECER conferences and can potentially lead to collaborative publications on the issues addressed. It is intended to offer a second course in 2013.
The programme committee consisted of representatives of:
EERA Network 3 Curriculum innovation: Nienke Nieveen (chair),
University of Porto: Carlinda Leite, Ana Mouraz, Preciosa Fernandes,
University of Twente: Adam Handelzalts,
CIDREE: Jan van den Akker
For more information, please contact Nienke Nieveen, n.nieveen(at)slo.nl
Chinese-European Conference on Curriculum Development of Basic Education, Guilin China, 2012
Impressions of the Third Chinese-European Conference on Curriculum Development of Basic Education in Guilin China, from March 27th – 29th, 2012 in Guilin, China
The conference was attended by more than 400 Chinese participants and twenty participants from Europe, twelve of them CIDREE members. What did the CIDREE participants experience? Here are some statements:
"Presentations had alternated plenary lectures and parallel sessions with some official speeches, but mostly presentations of scientists and innovative practitioners on educational reform. The high quality of the Chinese-English simultaneous translation encouraged the involvement and exchange."
"This conference taught me a lot, on China and on educational reforms underway. In 2001 China introduced a new curriculum for compulsory education with a view to develop a local curriculum and greater institutional autonomy, and also significant educational recommendations, which are: more student-centred and school-based curriculum development. This new curriculum for compulsory education seems a critical issue for China today. Yangshuo province, of which Guilin is the capital, will be among the last provinces to introduce the new curriculum next year."
"I also enjoyed the visit of the schools, the High School affiliated to Guangxi Normal University, and Guilin n° 1 High School, and the exchanges with the teachers. I found the relationship of the schools developed with the university, for instance with the Science Education Students of Guangxi Normal University, an important contribution to the teaching of science and technology."
"Beyond the diverse presentations the conference provided many informal exchanges with Chinese colleagues. We were able to have many informal discussions about actions or projects, also with CIDREE colleagues, which favoured the strengthening the CIDREE-network. A really great experience. New experiences like these make life a bit easier when back to every day reality again. China was an exceptional experience for me. I have learnt a lot, and now I am working on to include my new insights to our own reality."
“Thank you to Guangxi Normal University for the impeccable organization of such an important event, a special thank you to all the young student volunteers, smiling, caring and open-minded. Thank you to SLO which has offered us the opportunity to attend such an important conference."
International Conference: Beginning Teachers, Lyon 2011
Beginning teachers: A challenge for educational systems
International Conference organised by the ENS de Lyon on 9 November 2011
On behalf of the Consortium of institutions for development and research in education in Europe (CIDREE), the French institute of education (IFE) arranged an international conference “Beginning teachers: a challenge for educational systems” in Lyon on November 9th 2011. The conference gathered ministerial representatives from 16 European partner countries, experts, teachers and academics.
The focus was on beginning teachers and teacher induction. Respective contributions from CIDREE, the European Commission (DG EAC), OECD and IFE all emphasised the significant gap between initial teacher education and actual classroom practice.
Presentation of the Glow Project (LTS), April 2008
Glow for CIDREE (PDF)