Thematic Interested Groups (TIGS)
Arts Education- To share and analyse purposes, practices and experiences of democracy and rights in kindergartens, schools and Institutions of Higher Education and all sectors of the child's community.
- To improve the quality of education by introducing and integrating democracy and human rights in education.
- To motivate participants to engage in joint research and collaborative projects.
- To publish research findings and reports of activities within the TIG area
- To use research findings in our professional work and to disseminate our work.
Through cross-cultural perspectives and understanding of cultural diversity, members and their institutions will benefit from the opportunity to particitpate in trans-national projects in relation to research, staff development, students exchange and curricular initatives. In turn these experiences will be disseminated to the whole ETEN network through conferences, published papers, the electronic highway and multi-media technology.
Goals of the TIG on Early Years Education are:
- to share practice and experiences around early years education and teaching across countries, agelevels and domains
- to promote educators'knowledge and understanding about recent developments and methodologies
- to promote meaningful applications and projects
- to engage participants in critical discussions about issues as different concepts of theory and practice and its impact upon educational values, norms and practices in todays schools, teacher education centres and universities
Desired Outcomes:
- Enhancing ethics and professionalism in educational programming and teacher preparation;
- Revive Ethics as a critical discussion area during teacher preparation and / or licensure;
- Encouraging appropriate and responsible dialogue for ethics among students, supervisors and educational communities;
- Assisting fellow professionals confronted by forces that would potentially subjugate education to serve special interests over broader goals of human development;
- Provide a clearinghouse for programs and research related to ethics and professionalism as applied specifically to educational endeavors; and
- Assist in the development of programs and standards for participants to review as resources for possible implementation or adoption.
All three subgroups are open for both practical and theoretical contributions.
The Internationalisation TIG is making a call for papers/workshops which specifically addresses to the conference theme "Building schools for the future".
As educators we truly believe that the concept of internationalisation can deliver a valuable contribution in future education. But how we can improve the quality of education by introducing the international dimension? This is the challenge we are facing to prepare the newly internationally qualified educator.
As always preference will be given to contributions that have a practical character stimulating the exchange of ideas, approaches and models in the different curricula.
We start with a general opening, where contributions can be presented which are linked with the Conference theme. After that subgroups have the opportunity to have their own or combined work sessions.
Because there is only limited time during the general session of the conference we have agreed to limit the number of workshops to three. A selection committee will assess the proposals and will make up the final list of accepted contributions for the conference. If your paper has not been selected there will be an opportunity for a poster presentation during the conference programme.
Please submit an abstract (max 300 words, including the personal details of presenter(s) of the proposed paper or workshop to TIG-leader ben.bartels@han.nl
The objectives of the Mathematics Education Thematic Interest Group are:
- to present and discuss particular realities of mathematics education in schools;
- to share and develop our own thinking about mathematics education;to discuss research or intervention projects on mathematics education;
- to promote joint research and collaborative projects between its members.
Topics for discussion are related to Physical Education, Human Development, outdoor activities, play, learning through movement, and lifestyle
The main intentions of the TIG :
- To share and analyse purposes, practices and experiences related to of movement activities, health, and outdoor learning in kindergartens, schools, Institutions of Higher Education and other area's such as home, playgrounds...
- To motivate participants to engage in joint research and collaborative projects.
- To publish research findings and reports of activities within the TIG area
- To use research findings in our professional work and to disseminate our work.
The TIG welcomes interested and committed participants.
Papers and other contributions in relation to this Theme are especially invited, but (OBS!) also any other contributions within the fields of: "The Use of Myths, Fairy Tales and Legends in Education" will be considered! As in previous conferences, this is expected to open up for both theoretical discussions and more practical reflections of different kinds of educational and didactical experience. All kinds of Papers, Power Points, Workshops, Videos, Slide Shows, Reports, Story-Telling, Exercises, etc. are warmly welcomed in the "Myths & Fairy Tales"-TIG!
The last four meetings of the Reflective Practice TIG have centred on the presentation of interactive workshops by participants from Denmark, Norway, Sweden, Belgium, Finland, The Netherlands, The USA and The UK. The workshops lasted around 45 minutes to one hour each and have ranged from issues considering the stimulation of critical reflective learning to fine-tuning reflective learning to various learning styles.
Two years ago, in Liverpool, the group focussed on 'alternative' forms of reflective learning like the use of dance, drawing, mind maps, poetry and synectics in reflective learning. We also looked at the possibility of bringing reflective learners to a deeper level of learning by exploring single-, double- and triple-loop learning. In the last meeting in Izmir, the group looked into what is needed in supporting others in a process of change or learning, and methods to help adult learners acquire a deeper level of reflection. We also looked at how research circles and overcoming unconscious competence can enhance an ongoing learning process in teachers and others.
As a group we want to go on exploring possibilities of
- opening new ways into reflection in order to cater to different learning styles,
- using creativity to stimulate or explicate reflection,
- improving or finding means to come to deeper reflection,
- reflecting collaboratively,
- using significant learning incidents,
- evaluating or assessing reflective learning,
- helping relationships in reflective learning,
- reflection as a way to help teachers and learners deal with profound change,
- and new issues that may show up as (the practice of) reflective learning evolves.
Our specific vision:
- To provide a forum for the exchange of knowledge and techniques for teaching about religion and culture on all levels
- To learn about and promote understanding, respect and tolerance for cultural and religious differences in teacher education and all educational curricula
- To encourage appropriate and responsible dialogue among teachers, students and administrators of all faiths and religious perspectives about the challenges of multicultural and multireligious classroom instruction.
At our next meeting in Helsinki we will continue our marvelous Izmir discussion on the challenges of making the knowledge of a wide diversity of religions and cultures a primary aspect of our students' self exploration. In addition, we will focus and reflect on concrete pedagogical practices. What difficulties do we find in our classroom presentations? What are our best practices for overcoming these difficulties and involving our students in the search for understanding of religious perspectives and cultural norms not their own? How can we insure that our classroom teaching will provide stronger motivation for students to explore each others beliefs and perspectives? How can we deal with conflicts and misleading expectations of our students? What pedagogical methods and approaches best serve these goals? We welcome proposals for papers, workshops, forum discussions, and pedagogical presentations
1. Discover the differences and similarities in science teacher training.
2. Take advantage of each others unique know how in different fields of teaching about science.
3. Produce a result that we can publish.
4. Discover new researching areas in science education.
5. Create a network for teacher trainers/trainees in sciences (biology, chemistry, ...)
Through this TIG teacher educators as well as their students will become more aware of each other's science curriculum and the usage of daily life situations in science subjects inside and outside the school. Participants will take the opportunity not only to compare each other's science curricula, but also our science teaching philosophies, our science teaching strategies and our reflections about how students and pupils understand science (knowledge, skills and attitude).
- to discuss and compare different practices and experiences of dealing with special educational needs (SEN), inclusion and diversity in different countries
- to share and promote the teaching of SEN in Teacher Training
- to publish research findings, articles and reports of activities
- to share examples of good practice relative to students with special needs and their families
For the 2010 conference in Helsinki we will have one day for a special topic (Friday) and one day for free presentations (Saturday) on all SEN-topics.
On Friday morning we will bring a short visit to a primary school with a good special needs policy.
The special topic in our TIG for the conference in Helsinki is the same as it was in Izmir: Good practices of inclusion and dealing with differences in primary school and in teacher training.
We request that all ETEN-ECO's ask colleagues working in the field of SEN to present a paper or give a short presentation (20 minutes + at least 10 min discussion) or an active workshop about one of their topics in the field of SEN or about the special topic (if it's possible: show short video segment of good practice + discussion)
A technology crisis facing today's western society is the apparent lack of the young generation's engagement in technology and in science in general. To better stress the link between technology and individuals/the society, contextualised in students' everyday life, may be a way to stimulate engagement and commitment - essential also for technological literacy.
Through sharing and comparing our experiences we shall try to develop an European/American common view and make students more interested in technology.
We invite you to join the TIG "Technology Teaching and Learning", we welcome your contributions such as presentations, outcome from projects, development work, research, etc in which your department is represented.
The Urban Education TIG values an open exchange of theoretical and practical ideas about pedagogy and teacher education. It is for this reason that the number of papers presented at the annual conference is limited. Proposals should consist of an abstract of the proposed paper (not more than 350 words), and include the names and contact information of all authors. Proposals must be submitted by e-mail no later than 2 November, 2009 to the TIG-leaders.