LINKS - EXPERIENCES IN IMPLEMENTING EFFECTIVE CONTINUOUS PROFESSIONNAL DEVELOPMENT FOR STEM TEACHERS IN FIVE EUROPEAN COUNTRIES
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LEARNING FROM
INNOVATION AND
NETWORKING IN
STEM (LINKS)
EXPERIENCES IN IMPLEMENTING EFFECTIVE
CONTINUOUS PROFESSIONNAL DEVELOPMENT
FOR STEM TEACHERS IN FIVE EUROPEAN COUNTRIES
LINKS
Learning
from
Innovation and Networking
in STE M
Coordinators per country (in
alphabetical order),
Doris Arztmann, Austria
Risto Leinonen, Finland
Anna Pascucci, Italy
Frédéric Pérez, France
Andrew Thirlwell, United-Kingdom
Authors (in alphabetical order)
Maija Aksela
Tracey Baxter
Paola Bortolon
Karen Brunyee
Claire Calmet
Laurence Constantini
Matt Cornock
David Craven
Frances Dainty
Cédric Faure
Laurence Fontaine
Maria Angela Fontechiari
Andrea Frantz-Bittner
Gill Gunnill
Julia Halonen LEARNING FROM
Jaana Herranen
Pekka E. Hirvonen INNOVATION AND
Karen Hornby
Irina Kudenko
NETWORKING IN
Minna Korhonen STEM (LINKS)
Jérôme Lambert
Mark Langley
Anne Lejeune
Adam Little EXPERIENCES IN IMPLEMENTING EFFECTIVE
Tom Lyons
Elena Pasquinelli
Johannes Pernaa
Tuula Pesonen
CONTINUOUS PROFESSIONNAL DEVELOPMENT
Antoine Salliot
Clémentine Transetti
Murielle Treil FOR STEM TEACHERS IN FIVE EUROPEAN COUNTRIES
All partners of the LINKS project would like
to warmly thank the following persons who
accepted to provide their feedback on this This publication is funded by the Erasmus +
document: Programme of the European Union.
Critical friends (in alphabetical order),
H.M.C. (Harrie Eijkelhof, Utrecht University, the
Netherlands
The European Commission support for this
Cliona Murphy, Dublin City University, Ireland publication does not constitute endorsement of
Christel Op de Beeck, Flemish Ministry for Education the content which reflects the views only of the
and Training, Belgium authors, and the Commission cannot be held
Marco Signore, Stazione Zoologica Anton Dohrn, Italy responsible for any use which may be made of
Barbara Streicher, Science Center Network, Austria the information contained therein.
1
Table of contents
List of abbreviations........................4
Foreword.............................................. 5
Introduction..........................................7
1.1 Rationale of the study: STEM Education in a
Changing World.................................................... 8
1.2 Methodology and methods used to draft the
study................................................................... 11
The description of the main
features of the 5 systems.............15
AUSTRIA................................................................... 16
FINLAND................................................................... 18
FRANCE.................................................................... 18
ITALY......................................................................... 19
UNITED-KINGDOM................................................... 21
Main levers for effective
and impactful professional
development.....................................25
3.1 CPD core contents............................................. 26
3.2 CPD delivering.................................................... 38
3.3 Who do we work for, who do we work with?...... 49
3.4 What are the conditions for successful CPD pro-
grammes?........................................................... 59
The future of STEM CPD: the
vision of LINKS partners.............. 73
4.1 The proposed strategy ....................................... 74
4.2 The key challenges ............................................ 76
4.3 Recommendations to decision-makers.............. 77
3
List of abbreviations Foreword
ANISN: Associazione Nazionale Insegnanti di Scienze Naturali - Italy
The LINKS project (Learning from Innovation public authorities for the sake of the qualification
CBL: Context-Based Learning and Networking in STEM - science, technology, of teachers.
engineering and mathematics), funded by the
CERN: European Organization for Nuclear Research Erasmus + programme of the European Union and Thanks to this position, LINKS partners take up
coordinated by the Fondation La main à la pâte another key challenge which is the commitment of
CPD: Continuing Professional Development (France) is carried by a partnership composed decision-makers in the support to the expansion
of 9 institutions involved in STEM Continuing and sustainability of proposed CPD strategy.
ECTS: European Credits Transfer System
Professional Development (CPD) of teachers and
The principal objective of LINKS project is
ES: Education for Sustainable Development their educators in five countries: Austria (IMST/
therefore to develop a network focused on
NEP), Finland (LUMA Centres), France (Maisons
systemic change, in order to propose to their
IBL: Inquiry-Based Learning pour la science), Italy (ANISN) and the United
main targets (CPD providers, local and national
Kingdom (STEM Learning). They belong to (and
IBSE: inquiry-based science education governments, employers, the scientific community
some of them coordinate) national networks which
and the European Commission) long-term
all together represent 120 local CPD providers.
IMST: Innovations make schools top - Austria strategies to answer this central question: what
These national networks share the same should be considered –and thus promoted
ICT: Information and Communication Technology and supported- as innovative, effective and
convictions:
sustained STEM CPD programmes?
ITT: Initial Teacher Training
1. The challenges of our time require the
consideration of the role of broad science For that, the partners collate and share practices
LHC: Large Hadron Collider
and technology education as a basis for on the design and implementation of impactful
LINKS: Learning from Innovation and Networking in STEM securing the innovation potential and the CPD in their country, share experiences on five
sustainable social and economic development cross-cutting issues conducive to successful
LUMA: Matural sciences (LUonnontieteet) and Mathematics (MAtematiikka) - Finland in Europe. This involves increasing public CPD programmes, and have the objective to
understanding of science, interest and disseminate the outputs of the project to enhance
MOOC: Massive Open Online Course the mobilization of various stakeholders. The 5
motivation for innovation, civic competencies
as well as the achievements of students in cross-cutting issues targeted within that project
MPLS: Maisons Pour La Science (Houses for Science) - France are the following:
STEM (science, technology, engineering and
NEP: NaturErlebnisPark Science Education Centre - Austria mathematics).
-- working with the schools,
2. For the crucial task of preparing young
NGO: Non-Governmental Organisation -- working with the scientific community,
people to live in a complex world marked
by rapid change, key players are teachers. -- working with the employers,
NoS: Nature of Science -- quality assurance and evidence-based impact
Just like their students, they need to constantly
learn and develop their skills. evaluation,
STEAM: Science, Technology, Engineering, Arts and Mathematics
3. Continuous Professional Development is -- building comprehensive partnerships and
STEM: Science, Technology, Engineering and Mathematics the most effective leverage to support alliances.
teachers in their task and enhance the quality
OECD: Organisation for Economic Co-operation and Development The first step of the network’s work was to
of STEM teaching.
propose a common framework for STEM CPD
PCK: Pedagogical Content Knowledge However, to make the most of CPD benefits, it is based on the experience of the 5 national
crucial to design and implement programmes that networks and to draw some recommendations
PFL (in German): Pedagogy and Teaching Didactics for Teachers for its implementation. This took the form of a
target effectively the needs of teachers. LINKS
RECCs: Regional Educational Competence Centres (Austria) partners, in their diversity, actually share a number capitalisation of best practices which is the core
of similarities in terms of content, formats and content of this study that analyses conditions
RRI: Responsible Research and Innovation the organisation of professional development, for innovative and successful CPD on the basis
that draw the lines of such programmes, in any of activities and programmes that have been
SCK: Subject Content Knowledge peculiar context. developed within qualification networks and that
have proven themselves beneficial in different
RCUK: Research Council Cutting Edge Science programme in UK Finally, they also share a similar intermediate European countries.
position as network structures that connect
SID PROJECT: Scientiam Inquirendo Discere project - Italy
teachers, schools, researchers, pedagogical
sciences, science studies, economy and the
5
1
Introduction
6 7
1.1 Rationale of the study: relevant. In all scientific disciplines, we find a claim
for “Responsible Research and Innovation” (RRI).
to connect logical-analytic insights with other,
qualitative forms of cognition as well as with ethical
When looking at research however, meta-analysis
(Guiso and colleagues, 2008) consistently show
STEM Education in a Scientific communities regard a multi-perspective considerations in order to maintain dialog-ability that girls and boys are on average much more
Changing World approach on research topics and interdisciplinary
scientific cooperation as promising frames to deal
in an increasingly heterogeneous society. Thus,
we aim to foster complex civic competences.
similar than they are different across a range of
skills. For instance, a research conducted in 2008
The main intention of teaching has always been with complex environmental and societal problems. by Guiso and Monte (ibid.) in gender differences in
to support children and young people in the mathematics found that girls outperformed boys
Considering these far-reaching trends and transfor- STEM education and the economy overall in primary school. Additionally, there was
acquisition of skills and competencies they need
mations, Europe faces severe challenges to ensure During our LINKS twinning meetings, we repeatedly no difference in secondary school and there was
for a successful personal life and their responsible
its sustainable development of society, economy met employers complaining about an educational only a very slight and inconsistent male advantage
participation in society.
and ecology. Europe´s educational systems are system that leads to young people leaving school for complex problem solving.
Global trends of the beginning of the 21st century obliged to offer adequate structures to enable without acquiring the necessary competencies
pose manifold challenges to teachers that cannot young people to tackle these and future challenges. to start their working life. A changing world of The international standard test PISA brought
be met by previous means and methods of the employment increasingly requires crossover skills. to light that even though gender differences in
Responsible STEM education therefore considers Employers seek workers who take initiative, think science performance tend to be small, on average,
profession. In a rapidly changing society characte-
social contexts of scientific contents. Some critically, solve problems creatively, innovate, are in 33 countries and economies, the share of top
rised by globalisation, technical innovation,
national curricula face this challenge by turning capable of working in teams, communicate clearly performers in science is larger among boys than
digitalisation and social upheaval, classic subject
towards more holistic and interdisciplinary didactic and successfully process a flood of information. To among girls. Finland is the only country in which
teaching is getting aware of its limits. Furthermore,
settings while others include aspects of social frame these needs related to economic and social girls are more likely to be top performers than boys.
educational policy makers expect schools to
learning, multi-perspective views and personality well-being, OECD refers to a framework developed In the 2015 PISA study, the average difference
foster a holistic personality development covering
development into subject curricula. by the Partnership for 21st Century Skills (P21). The between high-achieving boys and girls was 19
cognitive, physical, social and cultural aspects.
so called “21st century skills” serve as a central points. This is roughly the equivalent of about half
The educational systems should prepare the next STEM education and citizenship guideline with extensive implications for schools a year at school. When factoring in reported levels
generation for a life in an increasingly complex world, and the ways children and young people learn of self-confidence or anxiety towards mathematics
where knowledge, skills and expertise are key for Recent societal challenges for STEM CPD pose
and are being taught. However, these 21st century however, these differences disappear according
a successful participation in the global economy. political discourses that claim “alternative facts” or
skills go beyond the question of employability of to the study. On average, girls were more anxious
dispose of theories like Darwin’s Evolution theory.
a (future) workforce. about tests than boys were, and this seems to
Movements like “March for Science” take a stand
have affected their score. Research from these
1.1.1 The challenges for STEM against anti-science agendas and policies. They
different perspectives converges on the idea
education are based on the conviction that science as a STEM education for all students that there is little to no difference in boys’ and
tool for seeking broadly discussed, theoretically With the rapid development of Europe’s girls’ average ability at STEM subjects. However,
STEM education and sustainable and empirically proved answers is essential for a knowledge economy and new technologies on PISA numbers also elucidate that on average
development democratic society. To counter current post-truth the rise, it is important to attract and keep more across OECD countries, and after considering
attitudes, as scientist Antonio Gomes da Costa people interested in STEM studies. The goal of
According to the UN (United Nations) Sustainable their socio-economic status, immigrant students
puts it, CPD efforts need to strengthen science including all students, whatever their gender,
Development Goals “all people may have access are more than twice as likely to perform below the
based validation criteria as opposed to authority age, abilities, socio-economic background or
to lifelong learning opportunities that help them to baseline level of proficiency in science as their
based ones: culture is paramount, especially, as recent studies
acquire the knowledge and skills needed to exploit non-immigrant peers. (Pisa, 2015: 4). In order
opportunities to participate fully in society and still indicate a severe gap in participation when to attract students and to encourage them to
“ T h i s p o s t-t r u t h a t t i t u d e h a s d r e a d f u l
contribute to sustainable development” (A/70/472/ closer looking at interest rates in STEM fields. thrive in STEM subjects, CPD activities need
consequences: democracy assumes – requires,
Add.8 - United Nations Decade of Education for Facts and figures evidence a disadvantage for to tackle the gendered and socio-economic
actually – that decisions made by the citizens are
Sustainable Development: Report of the Second socially marginalised groups (PISA 2015, Danish stereotypes students and teachers are exposed
based on factual evidence and rational choices.
Committee, Dec.2015). The overall aim is to “ensure Technological Institute, 2015). For one, research to and (unwillingly) tend to pass on. Especially at
Our contemporary societies, our well-being, our
responsive, inclusive, participatory and represen- indicates a gender-gap throughout Europe. Often a time, when science literacy is increasingly linked
progress, health, economy, and justice, all require
tative decision-making at all levels” (A/RES/70/1 termed as a (leaky) pipeline issue, its effect is to economic growth and is necessary for finding
truth and facts and logic to be the basis of our
- Information and Decision -Making, Institutional that fewer girls than boys choose to study STEM solutions to complex social and environmental
collective actions and decisions. Post truth is a
Arrangements, International Cooperation, Sept. subjects at secondary school and university. The problems, all citizens, not just future scientists and
serious threat to democracy. [….] We need to help
2015). pervasiveness of gender stereotypes that prevent engineers, need to be willing and able to confront
citizens grasp the difference between authority-
girls and young women from choosing and thriving science-related dilemmas.
based and science-based validation”. (Gomes
The LINKS partnership agrees that these guidelines in STEM is another, often-highlighted reason for
da Costa 2017)
should be considered in designing and implemen- this bias. For example, research shows that girls STEM CPD should urgently take on this challenge
ting CPD programs. The partnership fully supports We share the vision that STEM education can and boys internalize gender norms at the individual by scrutinizing its own activities for making STEM
teachers’ individual evolvement as well as teachers’ contribute to strengthening rational worldviews. level from an early age on. This means that when education a more inclusive project for students
involvement in communities through materials Moreover, we agree that scientific literacy is a basic they encounter STEM education activities, they and for optimizing those science experiences
and methods that enable active participation and precondition to participate in social structures and already have well-established gender identities to be accessible to an even broader range of
collaboration. Engaging in educating the educators processes. Socially engaged STEM education that encourage a seemingly natural affiliation actors: within teaching and studying STEM alike.
activities, we see considering and responding to encourages critical discourse and democratic with STEM fields for some while for others STEM This way, inclusive endeavors to STEM teaching
teachers’ needs as key to meet these goals. acting1. In our efforts, we LINKS partners strive attachments are socially discouraged. This again and learning can help old and young people get
means that to avoid feeding into a sense that study a deeper and more nuanced understanding of
These developments result in relevant changes fields are ‘not for them’, CPD activities should what STEM study fields entail, and allow them to
in the way scientists work. More than ever the 1
Bartosch, I, Lembens, A. (2012). Naturwissenschaftliche be carefully designed to be inviting to everyone, make better-informed choices about their fields
profession faces the needs to contextualize Bildung: ein Menschenrecht!. In IMST Gender _ Diversitäten irrespective of their entering knowledge, interests, of (prospective) interest.
scientific research within societal systems. Netzwerk (Hrsg.): Gender _ Diversity-Kompetenz im naturwis- experiences, and sense of identity (Nagy, 2009).
Research ethics and questions regarding the senschaftlichen Unterricht. Fachdidaktische Anregungen für
greater good of scientific knowledge are most Lehrerinnen und Lehrer. Klagenfurt, Institut für Unterrichts-
und Schulentwicklung.
8 9
References: world through knowledge of the basic concepts of creativity to face the need for innovation they will for School Reform at Brown University in 1996
science, scientific modes of inquiry, the nature of meet in almost every walk of life (see: Europe 2020 (Dunne and Honts, 1998), the Critical Friends
Guiso, L., Monte, F., Sapienza, P., the scientific endeavour, and the historical, social Flagship Initiative - Innovation Union). model for collegial dialogue aims at fostering
Zingales, L. (2008). Culture, Gender, and intellectual contexts within which science reflective learning within educational settings.
and Math. In Science, June 2008. is practiced. The ability to apply such scientific References: In addition to its implementation within schools
DOI: 10.1126/science.1154094. knowledge to aspects of one’s personal and civic and universities, it is now also applicable as a
Bybee, R.W. & Towbridge, L.W. (1996).
life is referred to as scientific literacy.” (Bybee & model of organisational learning or learning in
Nagy, G. (2009). Forschungsprojekt Teaching secondary school science –
Trowbridge 1996) networks. In the initial stages of this model, some
„Geschlechteraspekte in der schulischen Strategies for developing scientific literacy
practitioners have expressed their concern that
Leistungsbewertung“ Teil I: Bericht. According to Gräber et al. (2007): scientific literacy (6. Ausgabe). New Jersey: Prentice-Hall Inc.
the “critical” in critical friends will lead to the
Verfügbar unter: https://bildung. consists of three dimensions:
Gomez Da Costa, A. (2017). From depreciation of colleagues’ work. Within this model,
bmbwf.gv.at/schulen/unterricht/ba/
Ear Candling to Trump: Science however, “critical” implies “crucial,” “essential,” or
vs_fb_t1_21126.pdf?61ecim [17.02.2018] -- k n o w l e d g e ( l a n g u a g e c o m p e t e n c e ,
Communication in the Post-Truth “significant”—in other words, colleagues participa-
epistemological competence), ting in this process are eager to provide important
PISA. (2015). Results in Focus. Online World. In: SPOKES # 27.
-- age ncy (c ompete ncy, c ommunic ative assistance to professionals in a shared field of
Ressource http://www.oecd.org/pisa/pisa-2015-
competence, social competence, procedural Gräber et al. (2007). Scientific Literacy: expertise. Through analysis and critical advice,
results-in-focus.pdf Download 04.05.2018.
competence), Der Beitrag der Naturwissenschaften zur everybody involved collectively develops strategies
-- and evaluation (ethical-moral competence, Allgemeinen Bildung. Leske und Budrich to improve the organizational learning of the home
1.1.2 How to address these aesthetic competence). Bybee, R.W. & Towbridge, L.W. (1996). as well as the host context. Costa and Kallick (1993)
challenges? This means that for us the goal of STEM education
Teaching secondary school science – describe a critical friend as a trusted person who
Strategies for developing scientific literacy asks provocative questions, provides data to be
in the end is to foster broad civic competencies examined through another lens, offers critiques
The need for new educational that enable to draw conclusions based on informed
(6. Ausgabe). New Jersey: Prentice-Hall Inc.
patterns for children and teachers of organisational work and takes the time to fully
debates. Krainer, K. (2003). Journal of understand the context of the work presented and
as well
Mathematics Teacher Education. 6: the outcomes that the group is working toward.
Considering the importance of action-oriented, 93. doi:10.1023/A:1023918616310
situated and problem-oriented teaching methods, A way forward: fostering innovation
To produce the study, the partners went through
there is a large degree of consensus among Innovation is an “evolutionary” process. Being Meyer, M. and Kearnesm. M. (2013). a process of deep mutual understanding of what
the LINKS partners that inquiry-based science aware of the continuously changing constitu- Introduction to the special section: is realised in other countries thanks to specific
education (IBSE) in particular offers good tion of our natural and social environment in an Intermediaries between science, meetings (‘critical friends’ meetings).
conditions to foster personality development among ever changing development (in Piaget’s words policy and the market. Science and
children (e.g. it fosters problem solving, creativity, modulating between “adaptation” and “assimila- Public Policy, 40, p.432-429. Indeed, all partners have taken part in some
cooperation, communicative abilities), supports tion”) it is necessary to keep an institution in a vivid transnational meetings for the purpose of sharing
reflecting on individual every-day decisions and relation with its contextual framework. Adapting to Owen, R., Macnaghten, P. M., & Stilgoe, their practices in STEM CPD. During these
contributes to responsible citizenship. an actual situation or challenge can be achieved J. (2012). Responsible Research and meetings, the organizer presented to participants
either by modification of established methods or Innovation: from Science in Society to its experience focusing on the expertise and
In addition, we aspire to broaden inquiry-based by breaking totally new grounds. Science for Society, with Society. Science the innovative aspects developed in the specific
educational settings by including perspectives of and Public Policy, 39(6), 751-760. context. Questioning and exchanges between
humanities, economy, language teaching, etc. to Innovative institutions therefore are characte- participants, after visiting an illustrative activity,
enable lifeworld orientated teaching and learning. rized through “iterative, continuous and flexible sought the identification of best practices both
In LINKS, we found a broad spectrum of implemen- processes of adaptive learning” (Owen 2013) 1.2 Methodology and during the meeting and after.
tations that support embedding IBSE activities
into a global view of social and environmental
taking place in circles of action, reflection and
development. Ethical foundations and their
methods used to draft These visits were organised among sub-groups
responsibility and change. constant re-negotiation are paramount. Questions the study of countries, to allow for an extensive first stage
like the following link innovation to participation, of comparison in order to draw some lines for
With IBSE activities, educational action research informed citizenship, community building and Using a qualitative content analysis approach the study. Once the process of ‘critical friends
and further CPD activities within STEM, we do not equal opportunities: Whom will these innovations (Mayring, 2014), this study aims at describing meetings’ was completed, reports of each visit
only intend to promote academic competencies but serve? Who is taking part in their shaping? Who is and understanding experiences made and have been analysed and the final plan of the
also aim to foster dialogue and debate capability, absent? What will the benefits and costs of these documented within the various national STEM study was produced for further writing (See the
evaluation and reflection skills, ambiguity tolerance innovations be? How sustainable are its effects? education networks. flow-chart on the following page).
and informed and community contested truth
seeking as basic civic competencies as described Innovation in this sense of inquiry and activity The objective of this study is to capitalise and We developed a template for compiling the
in concepts of “scientific literacy.” is resonant with the basic approach of Action analyse processes of STEM CPD best practices necessary information for each network. Amongst
Research. developed by partners in their national networks. others, the template requested to collect data
OECD defines scientific literacy as the capacity to use In engaging and discussing common trends and on the following indicators: information on the
scientific knowledge, to identify questions, and to draw Regarding the actual discourse about responsible issues with related European networks in the field, funding, the source of information on the networks
evidence-based conclusions in order to understand research and innovation (RRI) “innovation” has a ultimately we want to suggest next and future including overall aims and objectives, the design
and help make decisions about the natural world dual significance for our work. steps in developing innovative and sustainable of the conducted fields of work within CPD, as
and the changes made to it through human activity. STEM education policies and networks. well as information on the addressed fields of
First we strive to be innovative in our methods,
STEM and on the geographical scope. One factor
“School science education contributes to the settings and approaches to tackle actual With this aim in mind, a key methodological
becoming a challenge for this cross-national
broader goals of education by providing students challenges. Second, our activities aim to foster framework we draw from is the critical friends’
analysis was the variation of languages. As most
with a scientific understanding of the natural students’ attitudes, competencies as well as their method. Developed in the Annenberg Institute
of the findings from national projects were only
10 11
available in the respective national language, the picture of the main characteristics developed Some important points concerning While some readers may regret the lack of scientific
partners had to translate and provide the info in by all partners to address the issue of quality CPD. this study evidence of the impact of CPD on teachers and
English as our common language. The template students, we assume the choice of witnessing
was used to offer first-hand information on the The draft has been revised by all partners and The heterogeneity about our experience and our conviction that our
partners’ situation. The second purpose of the submitted to a pool of “external critical friends” activities effectively answer the needs of teachers,
template was to guide the analytical focus of the then finally edited. An executive summary of this The merging meta-analysis of the individual LINKS as testified by all our qualitative evaluation findings.
visiting partners as critical friends. first output of the project was produced by La systems of partners forms the basis for common Besides this, numerous activities presented in the
main à la pâte for the purpose of paper edition visions, potential development guidelines but course of this document have scientific evidence
After the field visits and exchanges between partners in all languages of the project (translations in also the pointing out of regional and structural supporting their impacts as they are conducted
some key issues were identified as common to all French, Italian, German and Finnish, done by heterogeneity. as parts of research projects.
partners. Not all are developed with the same partners themselves). The full study is available
extent in all countries, but all together they draw online, in English. Analysing data on the reported experiences, we References:
looked at issues across various national contexts.
In doing so, we came across linguistic boundaries Costa, A.L., Kallick, B. (1993).
and different scientific and application-oriented Through the Lens of a Critical Friend.
cultures, we had to question the equivalence of Educational Leadership. 51(2): 49–51.
START
concepts and terms, and we faced difficulties
LINKS STUDY
regarding the consistency of data because there Dunne, Faith & Honts, Frank. (1998).
September 2016
are interferences due to differing contexts of That Group Really Makes Me Think!
application. All these factors moderate the actual Critical Friends Groups and the
comparability of findings. Nevertheless, working Development of Reflective Practitio-
with the differing contexts, this study aims to ners, Paper presented at the annual
The partners agree to visit each other to enhance their own knowledge make a case in point as it draws its knowledge meeting of the American Educational
on CPD perspectives, approaches and activities, using the Critical and expertise from a variety of perspectives and Research Association, San Diego, CA..
Friends Model of Collegial Dialogue (Dunne and Honts, 1998) shared common grounds within a partnership in
the European Union. Mayring, P. (2014). Qualitative content
analysis: theoretical foundation, basic
The compilation of effective practices procedures and software solution-
Klagenfurt. URN: http://nbn-resolving.
Report on network’s In this study we have made the choice of presenting de/urn:nbn:de:0168-ssoar-395173
expertise and innovative
approaches prior to
some key CPD practices that have been developed
friends’ visits over the years and have proven their relevance
and effectiveness. This does not mean that we
have had only successes. All these activities and
programmes are the results of long processes, still
ongoing, that were punctuated with many trials
The five partners visit one –in and progressive improvements.
some cases two- partner networks,
start a critical friends’ dialogue and write a The place of research
report after each visit, following a template
designed by La main à la pâte This study does not intend to be a research work.
It is neither a state of the art of CPD in Europe, nor
an evaluation report. Its aim is to provide readers
with a set of instruments on how reflective practice
within CPD was developed. These introduced
instruments do rely on qualitative evaluations,
La main à la pâte analyses
surveys and iterative processes of observation.
these reports and suggests a
structure for the Study Thus, this report gives first-hand elements about
the practical experience of 5 national networks
that have been developing STEM CPD activities
for many years in their respective countries and
contexts.
The Study is written in
a transnational, collaborative
process. Critical feedback from
experts is included in its revision
Final version: May 2018
12 13
2
The description of the main
features of the 5 systems
14 15
AUSTRIA IMST includes three strands: NaturErlebnisPark–Science Education Center
has longstanding experience in the fields of
The thematic programmes focuses on CBL and development and research of educational settings
IMST/NEP IBL to stimulate innovative projects in STEM. Each for science education. The institution acts as a
programme supports about 20 school projects place for out-of-school learning. It offers a broad
Within the LINKS project, the two
a year, which were selected by an annual call range of didactic activities to support science
institutions IMST (“Innovations
(application process: application, reviewing, jury). teaching at all levels of education from kindergarten
Make Schools Top”) and NEP
After the projects were granted, the teachers up to secondary school as well as for out-of-school
(“NaturErlebnisPark Science
are supported by the TP-Teams. The support is groups. The institution is part of the National
Education Centre”) represent
focused on accompanying teachers and school Science Center Network and focusses on the
Austria. These two are characte-
teams in their working process to enable good cooperation between formal and informal learning
ristic for the complex and dynamic
practice of the projects initiated by the teachers as well as the training of explainers and teachers.
A u s t r i a n ST E A M - L e a r n i n g
themselves.
community network as they are
Objectives and activities
two examples for the several The IMST Network-Programme supports regional
national and regional networks for networks in all nine Austrian provinces, and three In our work, we focus on the personality building
science education and science thematic networks which operate at national level. function and the social importance of science
communication. In Austria, Within the IMST thematic programmes, teachers education and science communication. In a world
Fig. 4: IMST activities within Austria.
STEAM networks connect themselves loosely put into practice innovative instructional projects shaped by science and technology, scientific
through independent organisations with the main The initiative was taken in 1998 by the Alpen-Adria- and receive support in terms of content, organisa- literacy is an essential precondition for reasoned
purpose of enhancing network thinking as well University Klagenfurt to set up STEM as a tion and finance bottom-up. The goals of the decisions and for participation in social discourse.
as network activities. Usually, single institutions cooperative structure between schools, school networks are threefold: Raising the attractiveness We consider science education as a synthesis of
are involved in several of these networks at the administration, universities/teacher training and quality of lessons in mathematics, biology and imparting ways of thinking and acting, conceptual
same time while engaging in different cooperation colleges and businesses. From the beginning, ecology, chemistry, physics, information technology, knowledge, values and attitudes as well as basic
programmes. These networks usually do not form a the initiative received support from one or two geography, descriptive geometry and related competencies. Scientific methodologies represent a
hierarchic relationship with each other; engagement ministries. Initially, the initiative was limited to subjects, as well as promoting cross-curriculum prototype of an efficient, rationality-based problem
and participation are based on the respective secondary education. However, gradually, initiatives and school development in grammar, solving strategy and contribute to face social
institution’s own volition. Often, participation takes kindergarten and primary education (and the vocational and secondary modern schools, primary relevant challenges in a reflected way.
place during a certain time-period due to common professional development of their teachers) and schools and kindergarten, Professional development
projects. pre-service teacher training were involved. The of teachers while involving as many schools as STEM-CPD is organised in different ways:
IMST initiative is coordinated by the Institut für possible. The IMST Gender_Diversity Network
In this sense, IMST contributes to the LINKS -- CPD activities for pre-service teachers are
Unterrichts und Schulentwicklung/IUS (Institute supports the development of gender and diversity
partnership with perspectives of a nation-wide embedded in the regular curriculum of teacher
of Instructional and School Development) at the sensitivity in the quality of teaching. Teachers who
network structure, NEP adds its experiences of training at the University College of Teacher
Alpen-Adria-University Klagenfurt. gained these competences make better use of
what it is like to work as an independent organiza- Education Styria (Primary school and lower
potentials and resources of their students and are
tion that engages in different STEAM networks. The activities of IMST target teachers at all levels secondary school teachers) and the Karl
enabled to better understand individualities.
IMST and NEP often collaborate with each other of education, schools and members of the school Franzens University Graz (Grammar school
but neither is part of the other. management teams, pupils, prospective teachers Thus, gender mainstreaming and gender sensitivity teachers)
who are also involved in IMST initiatives, universities are principles that aim at broadening educational -- CPD for in-service teachers of all educational
IMST – Alpen-Adria_University and teacher training colleges, regional education opportunities, life plans and opportunities for all levels is organised within the framework of the
Klagenfurt1 leaders, businesses and civil organisations, NGOs, individuals. The network itself offers workshops, advanced training programme of the University
research institutes and science centres, actors teaching materials, counselling and networking College of Teacher Education Styria or the
Main features in informal and non-formal education and other activities. STEM professionalisation activities of the
education projects at national, European and Austrian Science Centre Network
IMST is a nation-wide support system and network The main results so far
international level. -- Long-term CPD activities usually are included
to provide quality based innovations in STEM and
Since its establishment, the IMST network has in special programmes founded by the Austrian
German education. For this purpose, teachers The IMST headquarters are based at Klagenfurt
successfully helped to establish a systemic Government.
and teacher educators implement innovative University.
school projects and exchange their experiences approach within educational systems (see the Generally, the CPD activities are (a series of)
through networks. IMST not only aims at affecting Objectives and activities vast list of publications the impact of this initiative). face-to face workshops, preferably combined with
the individual instruction, but also the school It sees itself as a learning community and thus is an action research process of self-assessment
development and the structures of the educational The overall goal of IMST is to contribute to establish very open to further development in a changing focusing on pedagogical contents like Inquiry
system itself. Colleges of teacher education and a culture of innovative quality development to educational landscape. based learning as a structured process of gaining
universities as well as schools (see e.g., Krainer foster the STEM education at Austrian schools.
knowledge, problem based learning, Puppet
& Zehetmeier, 2013). This means to improve instruction in Mathematics,
Science, IT, German and related subjects, to NaturErlebnisPark Science Education Science, scientific competencies, development of
raise the attractiveness of STEM fields of study Center interest, contextual learning, dealing with diversity
and participatory research with children.
through promoting cross-curricular initiatives and
school development and through the professional Main features
1
The following description is a condensed version of Yves The scientific contents refer to the curricula and to
Bernard’s “Description of STEM Knowledge Networks development of teachers. NEP is an independent association, partly financed the local context and cover the fields of biology,
in Europe” (http://www.flanders.be/en/publications/ by the City of Graz. The institution is involved in chemistry, physics, geography and technics, often
detail/description-of-stem-knowledge-networks-in- several networks and acts as a long-term partner provided in an interdisciplinary synopsis.
europe,Download 14.11.2016). We recommend reading the of the IMST network.
longer version.
16 17The main results so far Regarding activities of the LUMA Finland network, of ‘paths’ consisting of 80 hours of professional
there is a national binding strategy that guides the development, some of them are recognised by
NaturErlebnisPark Science Education Center activities implemented in the centres. However, this an official certification. These paths include both
offers five workshops per semester, each for 25 document affords an adequate amount of freedom face-to-face sessions and distance-learning
participants. Long-term CPD projects last one or so that all centres can have their own focuses. activities (blended professional development).
two years and are available for 6 schools.
The most important activities are related to The major innovation of the network relies on the
collaboration with schools and other learning close involvement of the scientific community
FINLAND communities, formally, non-formally, and informally, in professional development activities for teachers
at various levels. These activities include but and their educators. The network has both
LUMA is an abbreviation standing for natural are not limited to organising annual science capitalised on the existing ASTEP programme
sciences (LUonnontieteet) and mathematics fair contests (StarT festival) for local schools, (involving scientists and scientific students in
(MAtematiikka), and generally it is translated developing and distributing new materials for support activities provided to primary teachers),
as STEM. LUMA Centre Finland is an umbrella schools in cooperation with teachers, organising and developed new forms of cooperation.
organization for LUMA Centres in Finnish universi- school visits for LUMA Centres and their science Aquitaine Researchers, engineers, technicians, coming
ties and university campuses. Currently, there classrooms, educating teachers, and lending Alpes-Dauphiné from the university and other public research
are LUMA Centres in all 13 Finnish scientific and equipment for schools. Another important form Alsace institutions or the industry, co-create and co-lead
technological universities as seen in Figure 1. of activity is conducting research related to the Auvergne professional development actions, promoting a
The network is led by the national board of LUMA themes introduced above; most of the employees in living science that encompasses digital sciences,
Bretagne
Centre Finland which has representatives from LUMA projects are PhD students or post-doctorate cognitive sciences, engineering sciences… as
all member universities. Each LUMA Centre has Centre – Val de Loire
with a teacher educational background. LUMA well as a deeper comprehension of the nature
various numbers of employees (nation-wide: Lorraine
Centre Finland also collaborates internationally with of science, the skills and the openness to other
approximately 90) who are responsible for the various quarters. Besides this LINKS project, there Midi-Pyrénées disciplines required, especially when addressing
coordination of activities, conducting research are also mutual agreements with other countries, Nord-Pas-de-Calais complex issues such as sustainable development.
and developing materials, etc. such as China. National Centre
Annually, LUMA activities reach approximately The main results so far
4000 teachers, thousands of pupils and students, Fig.3: Geographical locations of the Houses for
-- 9 Houses and their 21 satellite centres covering
and some thousands of other people, such as science in France.
their regions, plus 1 national centre
collaborators, parents, etc. People of LUMA Centre While the regional Houses target mainly teachers -- 1,500 face-to-face PD sessions, all coupled
Finland publish approximately 40 articles each – from primary and lower secondary levels, the with a collaborative platform and monitored
year in both international and national journals. National Centre’s focus is on teacher educators through pre and post questionnaires, for the
Besides, there are some PhD dissertations and and the production of resources. Moreover the benefit of 30,000 teachers and educators
numerous bachelor’s and master’s theses done National Centre acts as the coordinator, ensuring -- 3,000 students involved in scientific support
each year under LUMA activities. the respect of the general frame, the quality of the for the benefit of primary teachers and their
activities and the building –and possibly scaling classes
FRANCE up, of the network on the basis of the exchange
of best practices and experience (capitalisation).
-- 50% of scientists associated as contributors
and trainers in the professional development
The national network of the Maisons pour sessions
At local level, the network has developed the
la science au service des professeurs is a -- 2 MOOCs followed by 3,000 teachers
inclusion of pre-existing structures, known as La
large scale multi-stakeholders experiment for the main à la pâte pilot centres that are now, in regions -- Resources available on the Foundation website
professional development of teachers in science. where a House has been settled, associated in the visited by 350,000 users per month
regional network as well as the new satellite centres.
Main features
The network is funded mainly by the Programme ITALY
The network was launched in 2012, for an initial Investissements d’Avenir and by the hosting
duration of 7 years. universities, with some additional support from the The ANISN (Associazione Nazionale Insegnanti
Fig.1. Geographical locations of LUMA Centres employers and the Ministry of national education. di Scienze Naturali) CPD network consists of
in Finland. 9 houses have been created within regional science 10 IBSE centres. It represents the evolution of
50 full-time equivalent staff are mobilised as well as
universities. They are governed in partnership with the SID programme, which was triggered by the
The funding for the network comes mostly from a budget of 26 M€ corresponding to an anticipated
the Rectorats (regional boards of the Ministry of experience developed by ANISN in the European
the Ministry of Education and Culture and member average cost of 685 € per beneficiary.
Education) and the Foundation La main à la pâte. project Fibonacci. The continuous cooperation
universities with additional funding coming from Besides, the Foundation hosts the National Centre since 2009 with the Foundation La main à la
other sources, such as companies, trusts, and of the network. Objectives and activities pâte as well as with other European reference
the European Union (Erasmus+). With respect centres for CPD on IBSE and partnership in five
The mission of this network articulated from the
to the partners, LUMA Centre Finland works in EU projects has been pivotal for the development
national to the local level, is to provide large-scale
cooperation with the departments of science of the network and its systemic strategies. The
professional development in the 9 targeted
and education in universities, schools and cooperation with the Accademia dei Lincei in the
regions, with an objective of accessibility across
teachers, pupils of various ages, municipalities framework of the SID programme, has represented
the territory.
and companies. a fruitful synergic enrichment and has empowered
The network also aims at developing in-depth the scaling up of the network.
professional development activities in the form
18 19ANISN is a non-profit Italian Association devoted centres feeding the availability of a growing amount - connected actions at international, national -- nineteen STEM Ambassador Hubs across the
to improve CPD of Science teachers since forty of resources at National level. Trainees receive free and local level. External and internal evaluation UK linking individuals and STEM employers
years with thousands members organised in 26 of charge theoretical and experimental materials supports the main evidences with data. Key elements with schools, colleges, youth and community
local sections (www.anisn.it). It is recognized by the (kit boxes) and support (also in presence for novice are at the core of the impact and effectiveness groups supporting young people in STEM.
Ministry of Education as external body to hold CPD teachers) of experienced teachers or trainers of the ANISN CPD network of IBSE centres: a)
courses. ANISN mission and commitment in many during the implementation with students at school. the bottom-up approach to the organisation of The Network reaches directly into every UK
activities, has represented the breeding ground in The target teachers belong mainly to primary and professional development courses; b) the clear secondary school and FE college, and over 80%
which the establishment and development of the lower secondary schools, within the different progress in the professional development from of primary schools. Three thousand educators
systemic network of IBSE centers has been rooted centres, there is a variable ratio of teachers of beginners to advanced; c) the participation of ANISN benefit from residential CPD or other activities at
and fostered. The key contribution of the internatio- different school levels. in European projects, which resulted in capitalization the National STEM Learning Centre each year, with
nal cooperation combined with the adoption of and cross-fertilization; d) the strong link with schools another 20,000 engaging with local, high quality
systemic strategies and the improvement of Over the years, an average of 80% of attending and school development projects; e) the commitment STEM-specific CPD. More than 30,000 STEM
effective networking at various level, has allowed teachers have followed the CPD courses for at of dozens of volunteers; f) the permanent evaluation Ambassador volunteers, representing around
to build the sufficient architecture to sustain the least three years, thus improving consistently by teachers who took a professional development 2,500 employers, take part in over 50,000 activities
processes, but the value of the human interface, their expertise in IBSE. A cohort of typically course, as well as their students. with schools, colleges and other young people’s
persons who have assisted and assist others in the holds different tasks in their school or at local groups annually.
adoption and implementation of plans for change, centre or at National level. Systemic actions are
has represented and represents the necessary guaranteed not only by the existence of National UNITED-KINGDOM The STEM Learning Network operates a wide
range of activities in STEM education. Their
condition for the positive results achieved so far. governance bodies, but also by different strategies
which act as connections’ strings on the common major programmes cover CPD, resources, STEM
To date the National network involves 10 Italian structural and functional architecture, such as: an STEM Learning enrichment and STEM inspiration, and include:
regions where centres for CPD courses on annual agreement of a shared updated guidelines The National STEM Learning Network is the
Project ENTHUSE - providing opportunities and
IBSE connected to local ANISN sections have (with roles, responsibilities, general actions and largest provider of STEM education and STEM
bursaries for teachers and technicians, schools
been created progressively over ten years. The models of multilevel training courses) signed by careers support to schools, colleges and other
and colleges to benefit STEM subject-specific
centres, hosted mainly at universities or (science) all those locally responsible; National meetings groups working with young people across the
CPD, through:
museums, share the same governance model (or training courses) in person and at distance UK. Supported by a partnership of Government,
(1 or 2 responsible; 4 – 8 trainers; a panel of for advanced teachers or trainers; cooperation learned bodies, charitable trusts, employers
-- transformational residential CPD at the National
scientific referees) and strategies to a long lasting among members of different centres as working and STEM professional bodies, the Network is
STEM Learning Centre in York
involvement of local schools/teachers networks as groups to develop new resources or to contribute dedicated to raising young people’s engagement
in European projects; sharing of new resources -- bespoke support for schools and groups of
well as the local scientific community involved in and achievement in STEM subjects, and increasing
in local courses by National trainers. schools
joint working groups, in co-organising professional the numbers progressing in STEM studies and
development courses or in holding seminars on into STEM-related careers post-16. -- online CPD
cutting edge scientific topics. The different centres The lack of a unique partnership able to sustain -- STEM Insight teacher placements with
have different dimensions dependent upon the most of the financial needs of the network of IBSE STEM Learning enables teachers, technicians and employers and universities
time of their foundation and the contribution of centres has forced, along the years, to a local others working with young people to engage with -- local support in Scotland, Wales and Northern
synergic activities developed in the framework and national multisource funding partnerships STEM-subject specific, career-long continuous Ireland
of European projects. with scientific institutions, foundations, local professional development (CPD). The Network
educational authorities. Funding at National level provides free online resources for STEM teaching Science Learning Partnerships – a network
to assure financial sustainability for system actions and learning, based on the national curriculum. of school-based organisations in England which
and to partially contribute to local actions, comes In addition, STEM Learning supports the STEM are led by practicing teachers and deliver locally
from Ministry of Education thanks to a project Ambassadors programme, STEM Clubs and a accessible CPD for STEM subjects- for all
recently approved (i.e. School for Inquiry) and wide range of other STEM enrichment activities educational phases (early years to post-16).
from a Foundation. In the last two years, some with proven impact on outcomes for young people.
CPD courses have introduced fees, trainees pay Working with employers of all sizes who wish to HEaTED – providing CPD, networking and
these from their personal bonus (500 euro) given engage in STEM education, STEM Learning helps professional support to those working as
by Ministry of Education to all the Italian teachers them maximize the impact of their investment technicians across FE and HE, including in STEM.
to improve their PD. Funding from European on young people, teachers, schools and local
The National STEM Learning Centre – an
projects are vital to support economically the communities.
inspirational venue in York that houses the UK’s
network and to promote cross-fertilization within
The Network comprises: largest repository of resources for STEM education,
and among the centres as well as with other
state-of-the-art facilities for STEM-specific CPD,
European CPD institutions. Schools contribute to
-- the National STEM Learning Centre at York, including residential experiences.
the dissemination process and indirectly also to
Fig.2: Geographical locations of ANISN Centres with state-of-the-art facilities for intensive
the financial sustainability of the centres, through Curriculum Resources - free of charge access
in Italy. teacher CPD and an extensive library and
their participation to the European PON (Piano to over 11,000 collated and curated curriculum
Operativo Nazionale) for Italian regions, these repository of resources;
All the centres organise long term, in presence, resources from early years to post-16, accessible
periodic and multilevel training courses (novice, funding options allow the organisation of join -- the www.stem.org.uk website containing over
through the Network’s website www.stem.org.uk,
advanced and expert teachers; trainers) to improve training courses (and events) at school level with 11,000 quality assured resources;
the adoption of inquiry based teaching and learning the support of trainers and teachers of the local -- a network of forty five Science Learning STEM Ambassadors – linking volunteers from a
at school. The courses follow a common architec- centre. Partnerships in England offering local access wide range of STEM backgrounds and disciplines
ture and mostly adopt the same resources, even if to subject-specific support; with schools, colleges and informal educators
The success and impact of the network is sustained -- our partners in Scotland, Wales and who work with young people. STEM volunteers
each centre is, obviously, a rich hotbed of modified
by systemic, shared strategies fostered by cross Northern Ireland;
or new resources which are shared among the
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