Creating Learning Communities for Continuing Professional Development of Teachers in Higher Education: A European Model?
Continuing Professional Development Teacher Training
The EU Lisbon Summit, March 2000, identified that investing in human resources was a European priority with the theme of the Summit aimed at making the EU a major stakeholder in the knowledge economy by 2010. In August 2007 the European Commission’s report, ‘Upgrading Syllabi and teacher training’, noted that ‘...the education system was finding it difficult to keep up with the pace and evolution of knowledge in a changing European society’. Therefore, the professional development of approximately 6,250 million teachers, of whom 40% are within the 45-64 age group, is clearly a major challenge for the EU. EU Member States have clearly recognised the necessity of investing in CPD in order to successfully prepare for recruitment of new teachers and the re-skilling of current teachers to ensure that we meet the needs for newer, more student-centred modes of study and delivery of courses as well as pastoral and learning support. With this in mind we argue that it is time to reflect on the nature of CPD for teachers in European higher education and consider a new and more flexible approach. We would argue, therefore, that other forms of co-operative learning now need to be included in all future CPD models for higher education; such as action learning sets, projects, peer observation together with constructive and critical reflection.
Teacher Training and Professional Development
Workshop Presentation in English
A paper has not yet been submitted.
Principal Lecturer in Higher Education (Collaborative Programmes), Department for Curriculum Quality and Enhancement, University of Portsmouth
Portsmouth, Hampshire, UK
Priscilla Rea is a Principal Lecturer in Higher Education with particular responsibility as an Educational Developer for the University's Collaborative Programmes and for leading initial teaching training and professional development in the Further Education sector. Her post is currently a joint appointment with the Department for Curriculum and Quality Enhancement and the School of Education and Continuing Studies. Her current responsibilities include programme leadership for the Further Education Teacher Training in Post-Compulsory Education Programmes and academic staff development for the Collaborative Programme Partner Associate Lecturers (PALs). Priscilla's research interests include teaching and learning theories and practice in Further and Higher Education and the development of professional educational auto-biographies. Priscilla is currently external examiner for the full-time Further Education PGCE at the University of the West of England and an HE/FE School Advisor at Bath Spa University College. She is also involved with the University of Southampton Auto-biography group and a member of the UCET Post-16 Committee. Priscilla's areas of expertise include:Further Education Initial Teaching Training, course design and experiential learning activity design,
assessment and feedback,Action Learning Sets including self and peer assessment, Educational Auto-biography and the development of learning communities with Collaborative Programmes Partners.
Principal Lecturer in Higher Education (CPD), Academic Development
Department for Curriculum and Quality Enhancement, University of Portsmouth
Portsmouth, Hampshire, UK
Phil Verrill is Principal Lecturer in Higher Education with particular responsibility for Continuing Professional Development. Phil works primarily in Academic Development but also acts as Deputy Course Leader for the PgCLTHE in the School of Education and Continuing Studies. Previously, Phil was Head of the Centre for Learning and Teaching at the University of Chichester. Research Interests Phil’s research interests include hearing the student voice, assessment and feedback. Professional Service Phil has been a consultant on learning and teaching to UK Higher and Further Education Institutions, Local Government Social Services Training Departments, Health Care Library Services and most recently, Ecole Hôtelière de Lausanne, Switzerland. He has been a peer reviewer for papers submitted to the Higher Education Academy annual conference and a reviewer for the project strand of the National Teaching Fellowship Scheme. His areas of expertise include:Individual and group consultancy work,Continuing Professional Development, Assessment and feedback,Student evaluation of learning and curriculum and course design