Resultado intelectual # 2

Indicadores de evaluación basados en el contexto para el desarrollo de competencias CTIM de los docentes

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).

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