This document aims to enhance understandings on the state-of-affairs in terms of STEM teachers’ competence development in Greece, the Netherlands, Bulgaria and Spain. Presented are the processes and outcomes of the exploration of the national contexts, under the scope of identifying the space of intervention for supporting STEM teachers’ professional learning for competence development. The national contexts are explored via documentary analysis of policy documents, STEM teachers training curricula and students’ STEM curricula in each country. The analysis allows to provide insights on the dimensions and aspects of competences (knowledge & understanding, skills, dispositions and attitudes) that are explicitly and implicitly evident at policy, policy mediation and teaching practice levels in each country. As an outcome of the exploration of the national contexts, prominent issues for consideration in each country are identified and presented. Complementing the analysis of four national contexts from the perspective of parents, the document “Teacher competences for parental engagement in STEM secondary schools” is presented - providing ground for discussion and reflection among STEM education stakeholders on how to improve teacher training and competence development.
Position of the European Parents’ Association (EPA) on policy envisions & requirement for STEM teachers’ competence development in Greece, the Netherlands, Bulgaria & Spain. [EN]
Intellectual Output 1: Policy envisions and requirements for STEM teachers’ competence development: the case of Greece, Netherlands, Bulgaria and Spain. [EN]
IO2 documents the processes and outcomes of the synthesis of the national reports of IO1 and their mapping into EU policy envisions relating teachers’ competence development (EC, 2015). The scope of analysis/mapping is to identify and propose indicators for evaluating impact of initiatives for STEM teachers’ competence development.
Aspects of STEM teachers’ competences required in Greece, the Netherlands, Bulgaria & Spain: comparative insights [EN]
Provided is this document is an overview of Science, Technology, Engineering and Mathematic (STEM) teachers’ competences that are required in the national contexts of Greece, the Netherlands, Bulgaria and Spain. Considered are three dimensions of competences (knowledge & understanding, skills, dispositions & attitudes), while aspects in each dimension have been adopted by EC (2013) teacher competences’ framework. Information is provided on aspects of competences explicitly evident (referring to evidence as demonstrated in the national policy documents and the curricula for STEM teachers’ training) and on aspects implicitly evident (referring to evidence as demonstrated in students’ STEM curricula).
Indicators & sub-indicators for evaluating the impact of initiatives on STEM teachers’ competence development [EN]
In this document proposed are indicators (and sub-indicators) for evaluating the impact of initiatives on Science, Technology, Engineering and Mathematics (STEM) teachers’ competence development, relevant to the national contexts of Greece (GR), the Netherlands (NL), Bulgaria (BG) and Spain (ES). Identified indicators and sub-indicators are based on EC (2013) framework for teachers’ competence development. The report “Policy envisions and requirements for STEM teachers’ competence development: the case of Greece, Netherlands, Bulgaria and Spain” provided the information relating the national contexts in which each sub-indicator is relevant to (explicitly as evident in national policy documents and the curricula for STEM teachers’ training; implicitly as evident in students STEM curricula).
This output documents systemic opportunities and challenges to implement initiatives for STEM teachers' competence development in Greece, the Netherlands, Bulgaria and Spain. The document comprises of 4 national reports (in English), informed by the outcomes of the communication and negotiation process among policy makers, policy mediators and practitioners in each country (multiplier events 1, 2 3 and 4). Each national report is accompanied with a concise "key-messages" document (both in English and in the respective country's language), for dissemination purposes.
Eight digital scenarios per participant country in the respective language (Greece, the Netherlands, Bulgaria and Spain) under inquiry methodology are presented to be used in teachers' professional learning activities. Scenarios are structured in the weSPOT inquiry platform. For each country, 3 scenarios will be on general teaching learning thematic, 3 scenarios on STEM related issues and 2 scenarios on teachers/parents relating issues. Scenarios cover the spectrum of structured to open inquiries. A brochure with an outline of the scenarios is also produced for dissemination purposed in each respective language.
This document aims to support teachers changing practice towards competence development. It provides guidelines for good practice towards developing knowledge, skills and attitudes for effective STEM teaching. It also provides guidelines for effective participation in the professional learning community for exchanging and communicating well practice. The document (in English) is accompanied with a concise "key-messages" document (both in English and in the 4 country's language), for dissemination purposes.
This report documents the process and outcomes of the evaluation of the projects' learning in teaching approach via e-inquiries.
This document presents the framework or STEM teachers' competence development under an inquiry approach for informing policy and curriculum design for STEM secondary teachers' continuous professional development.
This document propose recommendations for policy and policy making, informed by outcomes from the negotiation process with policy makers and policy mediators (multipliers events E5, E6, E7, E8). The document (in English) is accompanied with a concise "key-messages" document (both in English and in the 4 country's language) , for exploitation purposes.