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GENERAL LYCEUM OF MELESES

EUROPEAN EDUCATIONAL CONFERENCE

FUTURE TEACHERS ACCORDING TO LISBON STRATEGY

In the frame of the Long Life Learning Program Teachers Training Kit According to the Lisbon Strategy-Future European Teachers

PROCEEDINGS

Peza of Heraklion Crete, Greece 25 & 26 OCTOBER 2010

Publishing GENERAL LYCEUM OF MELESES Meleses, Heraklion, Crete, Greece 70300 mail@lyk-meles.ira.sch.gr

February of 2010 Editing KALATHAKI MARIA Krioneri, Ano Archanes, Heraklion, Crete, Greece 70100 Kalath04mar@yahoo.gr

ISBN 978-960-93-3780-9

CONTENTS
CONFERENCE ANNOUNCEMENT.1 NOTICES FOR THE AUTHORS ..2 COMMITTEES OF THE CONFERENCE ....6 PARTICIPATIONS OF THE CONFERENCE ..8 TITLES OF THE PRESENTATIONS OF THE CONFERENCE.10 WELCOME TO OUR CONFERENCE by Antigoni Plataki, Director of the Guest Institution Meleses Lyceum ..12 WELCOME TO THE EUROPEAN EDUCATIONAL CONFERENCE by Kalathaki M., Coordinator of the Conference & Papastefanaki A., President of the Organizational Committee 13 BIODIVERSITY: ECOLOGICAL EVOLUTIONAL ASPECTS, HUMAN EFFECTED ENVIRONMENTAL CHANGES, ENVIRONMENTAL ETHIC AND PROTECTION, by Joseph Lykakis, Peer Professor of Patras University, Department of Biology...14 UNIVERSITIES: A GATE TO INTRODUCE SCHOOL CHILDREN TO THE MAGIC OF RESEARCH, by M.A. Efstratiou, Ass. Professor of Marine Microbiology, Department of Marine Sciences, University of the Aegean ..17 SUPPORT OF THE ENVIRONMENTAL EDUCATIONAL OFFICE TO THE TEACHERS by Sfakianaki Maria and Apostolakis Dimitrios ..19 IMPROVING THE QUALITY OF TEACHER EDUCATION ACCORDING TO THE LISBON STRATEGY, by Rosella Mastodonti ...21 INTERCULTURAL EDUCATION, by Anca Niculae .27 TEACHER EDUCATION AS A COMPONENT OF THE REFORM PROCESS, by Gabriela Iancic ...29 CRITICAL THINKING IN ELT CLASSES, by Laura Nadaban .31 EUROPEAN TEACHER IN POLISH SCHOOL, by Agnieszka Bobrowska ......35 THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT, by Maria Kircheva .41 THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHER, by Mariyana Angelova..42 INITIAL TEACHER EDUCATION IN PORTUGAL, by Liseth Ferreira ...53

TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR, by Vaida Aleknaviciene .60 ENVIRONMENTAL EDUCATION AND TEACHER TRAINING IN CYPRUS by Savva koula ....67 TEACHERS NEED GOOD EDUCATION TOO!, by Beyza Tipi ...71 QUALIFICATIONS OF THE FUTURE EUROPEAN TEACHERS, by Beyza Tipi, Cengiz Erser, Lale Ozbal ...74 BRIDGING THE GAP BETWEEN THE WORLD OF EDUCATION, TRAINING AND WORK: CHALLENGES FOR THE FUTURE VOCATIONAL EDUCATION AND ENTREPRENEURSHIP AS A TEACHING METHOD, by Marianne Nygard...78 YOUNG ENTERPRISE IN MOSJOEN UPPER SECONDARY SCHOOL, by Massi Oksendal ...80 PRE-DIAGNOSYS OF SPECIAL NEEDS IN SECONDARY EDUCATION, by Amalio Verd ..82 INTEGRATION OF IMMIGRATE PEOPLE ON THE EDUCATIONAL SYSTEM, by Beatriz Tourn ..85 HOW THE PROFESSION OF THE TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER, by Braulio Avila ..87 IDEAL TEACHER: A SECONDARY SCHOOLS JOINTED SURVEY, by Tipi B., Angelova M., Tzurbakis S., Kalathaki M. .90 TEACHERS EDUCATION: FROM THE LISBON STRATEGY TO EUROPE 2020, by Kalathaki Maria 93 EMERGING EDUCATIONAL ORIENTATIONS N NIKOS KAZANTZAKIS WORKS, by 1Kalathaki M., 1Skivalaki C., 2Varitaki M. ...103 RIGID BODYS MECHANICS OF SOLID BODY: CIRCULAR MOTION, by Rodolphos Karaiskakis .109 JOINTED EXEMPLARY TEACHING OF TEACHERS OF SECONDARY EDUCATION WITH APPLICATION OF THE DIDACTIC METHOD OF SOCRATES (OBSTETRICAL METHOD), WITH THEATRICAL ACTIVITIES, by Kalathaki M, Karageorgiou N, Papastefanaki A ...110 SYNOPSIS OF THE RESULTS OF THE CONFERENCE AFTER THE LISBON STRATEGY, by Maria Kalathaki, President of the Scientific Committee .........115

GENERAL LYCEUM OF MELESES

EUROPEAN EDUCATIONAL CONFERENCE FUTURE TEACHERS ACCORDING TO LISBON STRATEGY In the frame of the Long Life Learning Program Teachers Training Kit According to the Lisbon Strategy-Future European Teachers Peza of Heraklion Crete, Greece 25 & 26 OCTOBER 2010 CONFERENCE ANNOUNCEMENT This Conference takes place in the frame of our Long Life Learning Comenius Program that has as subject the Lisbon Strategy of the Future European Teachers, focusing on the Secondary Education. By organizing and carrying on this Conference, we wish to promote and disseminate the basic principles and directions of Lisbon Strategy for the Future European Teachers preparation and establish partnerships and experience exchanges on training issues and other education topics of schools from all over the Europe. THEME FIELDS OF THE CONFERENCE A. Educational European Police for the Future Teachers B. Skills and abilities of the Future European Teachers C. Studies and Training of the Future European Teachers D. Qualifications of the Future European Teachers The Official Language of the Conference is English. Registration is out of fee. The Local Municipality of N Kazantzakis covers all expenses of the Conference. The Conference Venue is the Municipality N Kazantzakis Hall Congress at Peza of Heraklion Crete, Greece. Contact Person: Kalathaki Maria, PhD. Phones: 00302810751469, Fax: 00302810741356, Mobile: 00306946500408 E-mail: kalath04mar@yahoo.gr

IMPORTANT INFORMATION The works must be sent by email to the Conference Coordinator 1. The title of the speech and the names of the participants - by the 10th of June. 2. Abstract submission by the end of June. 3. Full paper submission until 15th of September (Word article, Word presentation, Power Point Presentation) Your experience is very important to us! We shall be very honoured with your participation! With Our Best Regards Rosella Mastodonti, President of the Conference Antigoni Plataki, Director of the Guest Institution
NOTICES FOR THE AUTHORS This Conference takes place in the frame of our Long Life Learning Comenius Program that has as subject the Lisbon Strategy of the Future European Teachers, focusing on the Secondary Education. So, the bibliography for our conference works should be based on the documents of the European Commission. Additionally, it would be very interesting, to have the results of our content analysis of the European documents discussed and compared to results of similar surveys that have been reported. THEME FIELDS OF THE CONFERENCE: A. Educational European Policy for the Future Teachers B. Skills and abilities of the Future European Teachers C. Studies and Training of the Future European Teachers D. Qualifications of the Future European Teachers SUGGESTED SUBJECTS ON THEME/ FIELD A. Educational European Policy for the Future Teachers 1 POLICY-MAKING PROCESSES AT EUROPEAN AND NATIONAL LEVELS BY DEVELOPING A SOLID BASE FOR THE FUTURE TEACHERS EDUCATION AND TRAINING 2 THE CONTRIBUTION OF THE TEACHERS IN THE LONG-TERM VIABILITY OF EUROPEAN SOCIAL MODEL 3 THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT 4 EDUCATION FOR SUSTAINABLE DEVELOPMENT: DEMANDS AND CHALLENGES IN THE PREPARATION OF THE FUTURE TEACHERS

7 5 TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR 6 THE LIFELONG LEARNING PROGRAMME: ONE UMBRELLA FOR EDUCATION AND TRAINING PROGRAMS FOR EUROPEAN TEACHERS 7 SOCIAL ACTION AND SOCIAL INTERVENTIONS RELATED THE CULTURE OF THE ACTIVE CITIZEN-TEACHER 8 TEACHERS IN ENHANCING ENTREPRENEURSHIP AT ALL LEVELS OF EDUCATION AND TRAINING

B. Skills and abilities of the Future European Teachers 1 CO-OPERATION AND PARTNERSHIP IN THE DEVELOPMENT AND IMPLEMENTATION OF LIFELONG LEARNING STRATEGIES TO THE FUTURE TEACHERS 2 THE PROMOTION OF THE CROSS-CULTURAL SKILLS, THE DEMOCRATIC VALUES, THE RESPECT FOR FUNDAMENTAL RIGHTS AND THE FIGHTING AGAINST DISCRIMINATIONS 3 THE DEVELOPMENT INNOVATION OF THE TEACHERS CREATIVITY AND

4 THE DEVELOPMENT OF THE SKILLS OF THE CRITICAL THINKING AND THE PROBLEM SOLVING TO THE FUTURE TEACHERS 5 THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHERS 6 THE CULTIVATION OF THE SKILL OF USING ICTs TECHNOLOGIES 7 THE DEVELOPMENT OF THE SKILL OF COLLABORATION OF THE TEACHERS IN THE EDUCATIONAL PROJECTS 8 TEACHERS AS PROMOTERS OF GOOD PRACTICES 9 SKILLS DEFICITS OF THE TEACHING WORK C. Studies and Training of the Future European Teachers 1 BEST GRADUATES, HIGH QUALITY INITIAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT OF THE TEACHERS FOR A HOPEFUL FUTURE 2 THE EDUCATION AND TRAINING OF THE TEACHERS IN A WELLFUNCTIONING KNOWLEDGE TRIANGLE EDUCATION RESEARCH INNOVATION

8 3 TRAINING OF THE FUTURE TEACHERS ON EDUCATIONAL STRATEGIES, METHODS, TECHNIQUES AND ACTIVITIES 4 EQUITY AND SOCIAL COHESION AS THEMATIC AXES OF THE EDUCATION AND TRAINING POLICY OF THE FUTURE TEACHERS 5 THE TRANSNATIONAL MOBILITY OF TEACHERS AS ESSENTIAL ELEMENT OF THE LONG LIFE LEARNING PROCESS 6 THE TEACHERS AS EVALUATORS IN THEIR PROFESSIONAL WORK 7 THE EVALUATION IN THE STUDIES AND TRAINING OF THE TEACHERS 8 OUTDOOR TRAINING OF THE COMMUNITIES AND IN THE NATURE FUTURE TEACHERS, IN THE

9 PRACTICAL ACTIVITIES IN THE TRAINING OF THE FUTURE TEACHERS 10 IMPROVING THE QUALITY AND EFFICIENCY OF EDUCATION AND TRAINING OF THE FUTURE TEACHERS D. Qualifications of the Future European Teachers 1 THE PERSONAL AND PROFESSIONAL DEVELOPMENT TEACHERS THROUGH THE MATERIALIZATION OF EDUCATIONAL PROJECTS 2 THE EVALUATION OF THE EDUCATIONAL WORK 3 NATIONAL QUALIFICATIONS FRAMEWORKS THAT CONCERN THE TEACHERS, LINKED TO THE ESTABLISHMENTS OF THE NEW EUROPEAN QUALIFICATIONS FRAMEWORK (In Portugal,in 2000 there was created a national network of centres for the recognition, ratification and certification of qualifications, RVCC) 4 HOW THE PROFESSION OF TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER THEMES FOR INVITED PERSONS OF THE CONFERENCE 1 THE CHALLENGES IN THE FIELD OF EDUCATION AND TRAINING OF TEACHERS THAT POSSESS DISTINGUISHED PLACE IN THE NATIONAL PROGRAMS OF REFORMS OF THE MOST STATES MEMBERS, ACCORDING TO THE LISBON STRATEGY. 2 THE EVALUATION OF THE POLICIES, AS A DRIVER OF IMPROVING PROGRESS TO THE FULL USE OF RESEARCH RESULTS AND OF CREATION OF A CULTURE OF EVALUATION 3 THE EDUCATION OF THE ENVIRONMENTAL CITIZEN: FROM THE TEACHERS TO STUDENTS

OF THE VARIOUS

The papers must have the following features: format A4, 20mm equal sides in Times New Roman 12 justify, Word files. The file name must be the name of the author and the letter of the Theme Field (for example C Kalathaki M). The name of the author is written in the follow way: Surname and the first letter of her/his name. The title of the paper must be in Times New Roman 11 Bold Central. The name of the author and the names of the school and the Country must be written bold, one row below, central, and one row below the work paper must begin. Inside the text, the references must be written in parenthesis (for example Papaste A., 1998). The paper can include maximum 2 pictures. The first page of the paper must contain the title, the name of the author, the name of the school, the name of the Region and the Country, the email address of the author, the abstract and the key words. The work paper must begin on the second page. The final structure of each paper must be according to the academic manuscripts format: introduction, methodology of research, results, discussion, conclusions and references. The paper must end with Bibliography/References in the following order: the authors name, the title of the work, publishing journal and house, year of publication. If the reference is from Internet we write it by the following way: Chou, L., McClintock, R., Moretti, F., Nix, D. H. (1993). Technology and education: New wine in new bottles: Choosing pasts and imagining educational futures. Pulled out at 24 2000, from Columbia University, Institute for Learning Technologies Web site: http://www.ilt.columbia.edu/publications/papers/newwine1.html Each final presentation must consist of I. A Word document of the full paper not more than 12 pages. The structure of this is suggesting the type of academic manuscripts: introduction, methodology of research, results, discussion, references II. A Word document of a 10 minute presentation III. A Power Point file with the slides of the presentation All your works will appear in the Conference Timetable and the CD of the Conference. You will also receive a certificate of participation to this Conference. All the papers must be submitted in the email address: kalath04mar@yahoo.gr and then will be delivered to the 4 persons responsible for each theme field. All the teachers, members of the Comenius meeting at Crete, can choose and prepare one subject of the suggested fields or a new one of their own wish. We can choose one from the above titles, to change it or to make a new one by ourselves. After this, we have to prepare our presentations. Contact Person: Kalathaki Maria, PhD, Coordinator of the Conference Phone: 00302810751469, Fax: 00302810741356, Mobile: 00306946500408 E-mail: kalath04mar@yahoo.gr

With Honour Maria Kalathaki, Coordinator of the Conference

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EUROPEAN EDUCATIONAL CONFERENCE Future Teachers According to Lisbon Strategy President of the Conference: Rosella Mastodonti, Istituto Magistrale Statale "F. Angeloni", Terni, Italy Vice-President/ Conference-holder: Antigoni Plataki, Director of the Guest Institution Coordinator of the Conference: Maria Kalathaki

EUROPEAN EDUCATIONAL CONFERENCE Future Teachers According to Lisbon Strategy ORGANIZATIONAL COMMITTEE SITE NAME SCHOOL/COUNTRY PRESIDENT ANNA PAPASTEFANAKI ANTIGONI PLATAKI ALBERTO DIAZ AMALIO VERD GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE INSTITUTO DE EDUCACIN SECUNDARIA A SANGRIA, A GUARDA, SPAIN ISTITUTO MAGISTRALE STATALE "F. ANGELONI", TERNI, ITALY GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE

VICE-PRESIDENT

SECRETARIAT

MEMBERS

ROSELLA MASTODONTI CHRYSOVALANTI SKIVALAKI IRENE PAHAKI

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EUROPEAN EDUCATIONAL CONFERENCE Future Teachers According to Lisbon Strategy SCIENTIFIC COMMITTEE SITE NAME SCHOOL/COUNTRY MARIA KALATHAKI, GENERAL LYCEUM OF MELESES, PRESIDENT ph.D School Teacher of HERAKLION, CRETE, GREECE Biology MARIYANA 105 SREDNO OBSHTOOBRAZOVATELNO VICEANGELOVA, ph.D, UCHILISHTE ATANAS, DALCHEV, PRESIDENT University and School SOFIA, BULGARIA Philosophy Teacher LICEUL PEDAGOGIC DIMITRIE A MEMBER ON LAURA NADABAN, English Teacher TICHINDEAL, ARAD, ROMANIA THEME FIELD A.Educational European Policy for the Future Teachers MARIA VARITAKI, GYMNASIUM OF MELESES, HERAKLION, B MEMBER ON English Teacher CRETE, GREECE THEME FIELD B. Skills and abilities of the Future European Teachers MARIA KIRCHEVA 105 SREDNO OBSHTOOBRAZOVATELNO C MEMBER ON Msc English Teacher UCHILISHTE ATANAS, DALCHEV, THEME FIELD SOFIA, BULGARIA C. Studies and Training of the Future European Teachers BEATRIZ TOURON, INSTITUTO DE EDUCACIN D MEMBER ON Ph.D on Spanish SECUNDARIA A SANGRIA, A GUARDA, THEME FIELD Language SPAIN D. Qualifications of the Future European Teachers DRAKAKIS GENERAL LYCEUM OF MELESES, OF GENERAL NIKOLAOS, ph.D HERAKLION, CRETE, GREECE DUTIES Sociology School Teacher OF e-DUTIES TZURBAKIS STAVROS Msc in ICTs GENERAL LYCEUM OF MELESES, HERAKLION, CRETE, GREECE

12 PARTICIPATIONS OF THE CONFERENCE FUTURE TEACHERS ACCORDING TO LISBON STRATEGY In the frame of the Lifelong Learning Comenius Programme FUTURE EUROPEAN TEACHERS:TRAINING KIT ACCORDING TO THE LISBON STRATEGY-ESkillsKit 2009-2011 Multilateral Partnership 25 & 26 of October 2010, Peza of Heraklion, Crete, Greece UNIVERSITY OF PATRAS, DEPARTMENT OF BIOLOGY Peer professor Joseph Lykakis AEGEAN UNIVERSITY, DEPARTMENT OF MARINE BIOLOGY Professor Diamanti Eustratiou ISTITUTO MAGISTRALE STATALE "F. ANGELONI", TERNI, ITALY (Coordinator) 1. Rosella Mastodonti 2. Albano Scalise MOSJEN VIDEREGENDE SKOLE DEPT. KIPPERMOEN, MOSJEN, NORWAY 1. Massi Oksendal (f) 2. Marianne Nygard (f) INSTITUTO DE EDUCACIN SECUNDARIA A SANGRIA, A GUARDA, SPAIN 1. Beatriz Tourn (F) 2. Amalio Verd (M) 3. Alberto Daz (M) ZEL DOU LISESI, ISTANBUL, TURKEY 1. Beyza Tippi (F) 2. Cengiz Erser (Headmaster) (M) 3. Lale Ozbal (F) LICEUL PEDAGOGIC DIMITRIE TICHINDEAL, ARAD, ROMANIA 1. Laura Nadaban (F) English 2. Anca Niculae (F) Chemist 3. Gabriela Iancik (F) Primary School .Mirela Aldescu Computer Science School Inspector JONISKIO ZEMES UKIO MOKYKLA, JONISKIS-LIETUVA, LITHUANIA 1. Irena Grigenciene (F) History 2. Grazina Kalnaite (F) Projects Manager

13 105 SREDNO OBSHTOOBRAZOVATELNO UCHILISHTE ATANAS, DALCHEV, SOFIA, BULGARIA 1. Mariyana Angelova (F), PhD -University and school Philosophy teacher 2. Maria Kircheva (F) - English teacher ESCOLA BASICA E SECUNDARIA PADRE MANUEL ALVARES, RIBEIRA BRAVA-MADEIRA, PORTUGAL 1. Alda Almeida (f) 2. Liseth Ferreira (f) 3. Gil Carvalho (m) IX LICEUM OGLNOKSZTACCE CENTRUM EDUKACJI W ZABRZU, ZABRZE, POLAND 1. Agnieszka Bobrowska English teacher 2. Joanna Hajduga English teacher 3. Marian Kitel Headmaster, history teacher LICEUL TEORETIC GEORGE CALINESCU, CONSTANZA, ROMANIA 1. Alexandrina Vlad 2. Andrea Artagea LYCEUM OF POLEMIDION, LEMESSOS, CYPRUS 1. Rodolphos Karaiskakis 2. Anna Zografou 3. Koulla Savva 4. Nandia Karagiorgi GENERAL LYCEUM OF MELESES, MELESES HRAKLION CRETE, GREECE 1. Antigoni Plataki, director 2. Maria Kalathaki 3. Anna Papastefanaki 4. Stavros Tzurbakis 5. Valia Skivalaki 6. Irene Pahaki 7. Eleftheria Pantelaki

14 TITLES OF THE PRESENTATIONS OF THE CONFERENCE INVITED DISCUSSANTS Joseph Lykalis University of Patras, Department of Biology BIODIVERSITY: EDUCATIONAL NEED OF STUDENTS AND TEACHERS Diamanti Efstratiou Aegean University, Departments of Sciences of the Sea CHILDREN TO THE MAGIC OF RESEARCH ROMANIA Anca Niculae Dimitrie Tichindeal Pedagogical Highschool, Arad, Romania INTERCULTURAL EDUCATION Gabriela Iancic Dimitrie Tichindeal Pedagogical Highschool, Arad, Romania TEACHER EDUCATION AS A COMPONENT OF THE REFORM PROCESS Laura Nadaban Dimitrie Tichindeal Pedagogical Highschool, Arad, Romania CRITICAL THINKING IN ELT CLASSES POLAND Agnieszka Bobrowska Centrum Edukacji in Zabrze, Poland EUROPEAN TEACHER IN POLISH SCHOOL BULGARIA Mariyana Angelova THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHER Maria Kircheva 105 Sou Atanas Dalchev, Sofia, Bulgaria THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT PORTUGAL Liseth Ferreira, Escola Bsica e Secundria Padre Manuel lvares, Portugal INITIAL TEACHER EDUCATION IN PORTUGAL LITHUANIA Vaida Aleknaviciene Joniskis Agricultural School, Lithuania TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR

15 NORWAY Marianne Nygard Mosjen videregende skole Dept. Kippermoen, Mosjen, Norway BRIDGING THE GAP BETWEEN THE WORLD OF EDUCATION, TRAINING AND WORK: Challenges for the future vocational education and entrepreneurship as a teaching method Massi Oksendal Mosjen videregende skole Dept. Kippermoen, Mosjen, Norway Mosjen Upper Secondary School, Norway CYPRUS Savva koula, Polemidhia Lyceum, Limassol, Cyprus ENVIRONMENTAL EDUCATION AND TEACHER TRAINING IN CYPRUS SPAIN Braulio Avila Instituto de Educacin Secundaria A Sangria, A Guarda, Spain HOW THE PROFESSION OF THE TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER Beatriz Tourn Instituto de Educacin Secundaria A Sangria, A Guarda, Spain INTEGRATION OF INMIGRATE PEOPLE ON THE EDUCATIONAL SYSTEM Amalio Verd Instituto de Educacin Secundaria A Sangria, A Guarda, Spain PRE-DIAGNOSYS OF SPECIAL NEEDS IN SECONDARY EDUCATION TURKEY Beyza Tipi, zel Dou Lisesi, Istanbul, Turkey TEACHERS NEED GOOD EDUCATION TOO! Beyza Tipi, Cengiz Erser, Lale Ozbal, zel Dou Lisesi, Istanbul, Turkey D. QUALIFICATIONS OF THE FUTURE EUROPEAN TEACHERS ITALY Rosella Mastodonti, Coordinator of the LLP Comenius, Istituto Magistrale Statale "F. Angeloni", Terni, Italy THE TRAINING OF TEACHERS OF SECONDARY EDUCATION ACCORDING TO THE LISBON STRATEGY (Key tone Lecture) GREECE Maria Kalathaki, General Lyceum of Meleses, Heraklion, Crete, Greece TEACHERS EDUCATION: FROM THE LISBON STRATEGY TO EUROPE 2020

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WELCOME TO OUR CONFERENCE By Antigoni Plataki, Director of the Guest Institution Meleses Lyceum

The teachers of Meleses Lyceum and I personally welcome you in our place, in N Kazantzakis and Socrates birthplace and wish you a pleasant and creative stay. We hope that their perspectives on Education will enlighten and guide you to productive educational roads. We have them as Mentors in our professional development. I wish to address a great Thank You to all the members of the Scientific and Organizational Committees who worked hardly in order this Conference to become a reality today. Special thanks to Professor Joseph Lykakis and to the responsible of the Environmental Education Mrs Maria Sfakianaki. Especially, we thank the Mayor of N Kazantzakis Municipality Mr Rousos Kypriotakis who sustained our effort. Its a great honor of us the presence of 4 teachers from Polemidion Lyceum, of Cyprus who contributed a lot to the preparation of this Conference. I also, thank you all for your participation to this Conference and welcome you to our European Educational Conference.

17 WE WELCOME YOU TO THE EUROPEAN EDUCATIONAL CONFERENCE by Kalathaki M.1 & Papastefanaki A2. 1Coordinator of the Conference 2President of the Organizational Committee Maria and I welcome you in our European Educational Conference which takes place in the frame of our Comenius program. We have 39 participations from 12 schools and 2 Universities. This Conference has been a reality today because many people worked hardly, such as our colleagues, our families, our friends. I wish to address a great Thank You to all the members of the Scientific and Organizational Committees who worked hardly during the last months and specially Rosella for her contribution in this. I am thanking also the Local Municipality of N Kazantzakis, and specially the Mayor Roussos Kypriotakis and the Vice-Mayor Manthos Politakis for their exceptional collaboration, support and sustain that offered to us. Professor Lykakis, thank you for your honored participation!! I also, thank all of you, for your participation to this Conference and welcome all of you to our European Educational Conference with the prediction that your aspects will immerse a new, improved type of the Future Teacher who can guide the young Europeans to the success and the happiness in a Europe without boundaries and social exclusions, with a sustainable prospect.

18 BIODIVERSITY: ECOLOGICAL EVOLUTIONAL ASPECTS, HUMAN EFFECTED ENVIRONMENTAL CHANGES, ENVIRONMENTAL ETHIC AND PROTECTION By Joseph Lykakis, Peer Professor of Patras University, Department of Biology

1. THE CONSTRUCTIVE EVOLUTION OF THE CONTINENTS: The rind of the Earth was created before 4.6 billion years. The continents were connected in a huge land called Pangea. Last 100 million years, Pangea split into continents as we know them today. 2. FOOD WEBS OF A MARINE ECOSYSTEM: The illustration of a food mesh of a marine ecosystem of the tidal area of the benthic zone expresses characteristically the site of the human specie in the biodiversity of the ecosystem. Human, as the unbreakable link of all the ecosystems, possesses the top of many food chains, so in the future, human is going to affect the constructional and functional balance of the global ecosystems. 3. ECOLOGICAL BALANCE OF THE POPULATION SIZE: The size of a natural population is effected to a small or large extent of 4 functions: The birth rate and the migrations contribute in the enlargement of the population, while mortality and immigration reduce this size. Of course the human population is not subject to this automatic increases and decreases because it has the possibility of making choices. 4. CONJUGATED DEMOGRAPHIC FLUCTUATIONS OF NATURAL POPULATIONS: Here is a characteristic example of conjugated demographic fluctuations of two species which have the relation of predatorprey: the lynx (Lynx Canadensis) and of its prey, the hare (Lepus americanus). These demographic fluctuations are more intensive at ecosystems of polar and under-polar areas. 5. FOOD PYRAMIDS OF ENERGY: The Food Pyramids of Energy illustrate the total amount of energy of the biomass of all the organizations, per food level, usually per year. The energy that is enclosed in the biomass of one food level of an Energy Pyramid is consumed for the functions of the organizations and it converts into heat which can not be utilized by the organizations again. The rest amount of the original is about 10% and it is available to the organizations of above level of the Pyramid. The total number of the levels of the Energy Pyramids do not exceed the 5 because of the extremely small of the remaining energy for transportation in upper levels. 6. STROMATILITHI: They are alive fossils of Cyanophicus. When hydrological conditions encourage the presence of Nimatoedes Cyanophicus give birth to stromatolithi, trapping sediments at the same time. Cyanophicus are the primary types of life on the Planet, which were appeared before 3.5 billion years. Interesting presence of stromatolithi is at Shark Bay of Australia. 7. PHYLOGENETIC TREE OF HOMINIDAE (PRIMARIES MAMMALS): The phylogenetic tree of the African origin of apes comes is the result of DNA analysis of the content species. The family of Hominidae which has now 23 pairs of chromosome

19 and Africans apes, who have 24 pairs of chromosome seem to had common ancestor and divorced before 7-5 million years. After this divorce, the human specie followed an evolutional route according to anagenisis model. 8. ASTEROIDES AND KRATIRAS SINGRUSIS: The crater which was shaped 50.000 years ago from the collision of a 300.000-tone asteroid in Arizona), is 250 m deep and 1 mile wide and caused dramatic environmental changes in that period. 9. GREAT INTERCHANGES OF HOT AND COLD PERIODS IN PLISTOKENOS: From the measurements of Oxygene isotope 16 and 18 and of differenced proportions of their percentages in the shells of trimatophores, reveal the existence temperatures during hot and cold periods of the Earth. 10. GREENHOUSE PHENOMENON (GLOBAL WARMING): A percentage of the he solar radiation which reaches on the Earth surface returns back to the space and a law percentage arrives on the ground, the half of this becomes infra-red radiation. The clouds and the green-house gazes (carbonate dioxygen, methane and nitrate oxydians) absorb the greater amount of this reflected radiation from the Earth surface, and as a result, this trapped energy is re-radiated back to the earth surface and warm it more. 11. THE FULL MELTING OF THE FROZEN SUBSOIL IN THE TUNDRA is expected with global warming. This melting is going to release large quantities of methane, now trapped in these ecosystems, and cause the dissociation of the trapped turf which is going to emit carbon dioxide in the atmosphere. 12. DISORDER OF THE NATURAL GREENHOUSE PHENOMENON: large quantities of carbon dioxide emitted in the atmosphere affect its cycle. Carbon dioxide concentration is over 350 ppm nowadays. Average global temperature, for land and sea, is increasing constantly and the prognostics for the next 50 years expect 1-50 C rise in global temperature. 13. EXTINCTION OF MEGA-FAUNA: In the Plistokenos period took place extended climatic changes of iced centuries. For the extinction of Mega-Fauna, the man-hunter was the mainly responsible of big herbivore mammals and big birds extermination. In the cemetery of the Mega-Faunas superior distinguished position possesses the first victim of biodiversity, the Mammuthus Primigenius, close relation of the African elephant (Loxodonta Africana). Its extinction is the herald of the following dramating decrease of the Biodiversity of the Ecosystems, which now is on the top following the rapid increase of the human population. 14. CORAL REEFS are ecosystems of high biodiversity and in this term they are similar to rainforests. They consist of marine polypodes. The negative factors that undermine their sustainment are numerous: the rise of the sea and ocean temperatures, increasing pollution and tourism. Due to these reasons corals are left without protection from solar radiation which leads to their depression and death. The dead symbiotic algae has white colour. 15. ECOTOURISM is an important investment for a lot of countries and is an alternative means of income for local communities, for example in the case of Zaire in

20 Africa. It is more prosperous than agriculture, when organized carefully and properly, both for the flora and fauna and for the people. 16. ELEPHANT POACHING reached its peak in the 70s when 20.000 elephants were killed within just one year. In the 80s, 90% of tusk and ivory trade was a product of poaching. A measure against tusk poaching was the decision of Kenya to incinerate a large number of tusks. 17. BLUE FIN TUNA: within 20 years there was a 95% fall in the population of the blue fin tuna due to over fishing in the Atlantic Ocean and the Mediterranean Sea. apid reduction of natural fisheries reserves for preparing the famous Japanese SUSI 18. BIG MARINE ECOSYSTEMS produce 95% of global fish harvest and they are critical. Therefore, they are the centre of scientific research attention by international organizations in terms of fish population decrease, pollution and over fishing. The rise in human population, land waste, industry pollution and intensive coastal agriculture are some of the reasons for the loss of appropriate ecological (dwelling) which are used by fish and other animals as hatcheries. 19. Also BIG MARINE ECOSYSTEMS, numeric illustration 20. NATURAL SHELTER IN CORAL REEFS It has designed for retaining the fisheries resources, avoiding the intensive fishery. 21. TROPICAL FORESTS DESTROY. An example of extreme deforestation is that of Brazil, where they deforest massively in order to grow soya. 22. RUINATION OF THE TROPICAL ECOSYSTEMS: full deforestation of rain forests for timbering and other natural products of such ecosystems, for the construction of highways and new built-up areas leads to global warming and this deforestation is underestimated in all major meetings for the interception of global warming. 23. ACID RAIN: this kind of atmospheric pollution harms coniferous trees affecting their leaves and photosynthesis making them extremely vulnerable to insects and finally leads to their desiccation. Acid rain also affects monuments, marbles and statues and leads to their plastering (carbonate calsium).

21 UNIVERSITIES: A GATE TO INTRODUCE SCHOOL CHILDREN TO THE MAGIC OF RESEARCH By M.A. Efstratiou Ass. Professor of Marine Microbiology Department of Marine Sciences University of the Aegean Different levels of education (elementary, secondary, colleges and universities) have distinct target groups and distinct roles to play. The traditional and well established practice of teaching / being taught within your narrow age limit has proven successful and is time honoured. Nevertheless the last few decades we come across incidents of young pupils visiting university settings and gaining benefit from the interaction with environment, practices and knowledge far beyond their assumed level, both in science and arts. In this presentation I would like to discuss the benefits school visits to universities offer to the schoolteacher and the teaching outcomes. Having fun and learning away from the classroom and local community are excellent aids in childrens education, as they aim to broaden a young persons outlook and experience of life which can often become so insular and narrow. Getting children to visit a University surrounding seeks to nurture creativity, entrepreneurialism and lateral thinking as well as developing a young persons love and thirst for learning. A University aims to develop young people wanting to learn, in order to create independent lifelong learners. Together with a positive, optimistic and confident approach it is possible to induce young people to develop a mentality and realise that they all possess a special talent and should never miss an opportunity to use it. Invitation to visit a university attracts all sorts of teachers, volunteering to do extra work escorting their class because they enjoy it and see a purpose and incentive for learning. It provides an opportunity for them to help their pupils discover and unleash their skills and talents in ways in which they thought impossible. University provides learning experiences for young people either supporting schools in their delivery of the national curriculum or in simply introducing them to aspects of science or arts that broaden their perspectives in life. A visit in the different educational surrounding of a university and listening to a lecture by a university professor can offer a child opportunities for self determination and self direction. It can broaden contexts and opportunities for learning, allow children to experience fulfilment and empowerment which come from experiencing success in understanding notions they probably thought well beyond their abilities. Venturing beyond school and beyond the immediate neighbourhood is the first step for many children into a world previously closed to them. Universities are described as learning destinations because they can offer an emotional and mind expanding experience if they are appropriately structured to engage and challenge. In the University of the Aegean, Department of Marine Sciences, we have in the last decade offered lectures and laboratory visits to a great number of school children. We invited visits and had positive responses from teachers of all levels (primary through to 6-grade classes). The invitations were given mostly during seminars we organised to explain to teachers methods of making environmental education palatable to pupils already heavily loaded by the demands of the national curriculum.

22 The result is admittedly overwhelming success. Teachers reported delighted by the opportunity a visit offered to the children. Pupils we could hardly cope with their endless questions and interest. Laboratory visits always produced great participation and inquisitiveness from children. We find that such visits inspire young people to take an interest in science. We feel certain that visits to a college of Arts or to a Department of History would equally inspire children to take an interest in the respective fields. May I finish this presentation reminding and stressing just how strong and significant is the case for provision of learning opportunities beyond the school curriculum. Also by prompting teachers to seek opportunities to take their classes to visit university departments whenever possible.

23 SUPPORT OF THE ENVIRONMENTAL EDUCATIONAL OFFICE TO THE TEACHERS By Sfakianaki Maria and Apostolakis Dimitrios On behalf of the Environmental Education Office of the Directorate of Secondary Education of Heraklion I welcome you to our area and I wish you a pleasant stay in our island. I would like to congratulate for the initiative of this organization, the teachers of Meleses Lyceum , especially the Director Antigone Plataki and my collaborators Anna Papastefanaki and Maria Kalathaki, who support for many years actions for the environment and inspire our students. Environmental Education began in our country in the early 90, and in nowa days has been established in the mind of teachers and students. Its not a particular subject at school, but its implemented through projects, applying the basic principles of environmental education such as the interdisciplinary approach, the experiential approach, the teamwork, the opening of school in the society, the development of democratic dialogue and the cultivation of critical thinking. Environmental projects last about 5 months with a teacher as coordinator and a group about 25 students participating. During the implementation of the projects, teachers and students explore environmental issues within the curriculum subjects (physics, biology, mathematics, literature, etc). The students participate actively, take initiatives, explore the local environment, collaborate with local stakeholders, scientists, volunteers and nongovernmental environmental organizations. At the same time they visit Environmental Education Centers, organize school events, exhibitions, publish leaflets and perform various activities. Thus they are sensitized and adapt environmental behavior with values, knowledge, skills and new approaches for the protection of environment. The implementation of Environmental Projects in the curriculum of Primary Education its an optional process and these projects are integrated either through the different subjects or in the frame of flexible zone, a new innovation where teachers and pupils can choose a theme and work on it from 2 4 hours every week. They are supported by the Coordinators of Environmental Education, located in the Directorates of Education of all prefectures, as well as by the Environmental Education Centers. Last school year in Heraklion 150 projects in Primary Education and 110 in Secondary Education were implemented, with a big variety of topics for the environment. The objectives of Environmental Education Offices are: the active participation of teachers and students, the continuous training of teachers, the effective implementation of projects , the disposal of educational material, the dissemination of good practices, the emergence of local environmental problems, the collaboration with local stakeholders and the opening of school in society. Linking schools with daily life, prepares students to be active and responsible citizens in the future and of course initiatives like this connect school and local authorities (municipality and stakeholders of the region). And we have to thank them because they always support the actions of school community. Now days Environmental Education transformed into Education for Sustainable Development, which is none other than the development that meets the needs of

24 present without compromising the ability of future generations to meet their own needs. Following the Unesco decade, 2005 to 2015, each thematic year, teachers and students work on similar issues. This school year is dedicated to education and human Rights. The connection with sustainability includes the involvement, awareness and finding solutions to the problems of poverty, health, democracy, human rights and peace. I wish you every success in the conference.

25 IMPROVING THE QUALITY OF TEACHER EDUCATION ACCORDING TO THE LISBON STRATEGY by Rosella Mastodonti There are around 6.25 million teachers in Europe. Teachers play a vital role in helping people develop their talents and fulfil their potential for personal growth and wellbeing, and in helping them acquire the complex range of knowledge and skills that they will need as citizens and as workers. It is school teachers who mediate between a rapidly evolving world and the pupils who are about to enter it. The profession of teaching is becoming more and more complex. The demands placed upon teachers are increasing. The environments in which they work are more and more challenging. Many Member States are reviewing the ways in which teachers are prepared for the important tasks they perform on behalf of European society. The council of the European Union and the Representatives of the Governments of the member states, meeting within the council, in October of 2007 had regard to the improving of the quality of teachers education. The main points were: 1. The Lisbon European Council conclusions of 23-24 March 2000, which emphasised that investing in people was crucial to Europe's place in the knowledge economy, and which called upon Member States to "take steps to remove obstacles to teachers' mobility and to attract high-quality teachers". 2. The Education Council's February 2001 report to the European Council on the concrete future objectives of education and training systems, which emphasised the changing role of teachers who, while continuing to impart knowledge, "also function as tutors, guiding learners on their individual pathway to knowledge". 3. Objective 1.1 of the 'Education & Training 2010' work programme - Improving education and training for teachers and trainers, which highlights the importance of attracting and retaining well-qualified and motivated people to the teaching profession, of identifying the skills that teachers require to meet the changing needs of society, of providing conditions to support teachers through initial and in-service training, and of attracting recruits to teaching and training who have professional experience in other fields. 4. The Council Resolution of 27 June 2002 on lifelong learning, which invited the Member States to improve the education and training of teachers involved in lifelong learning so that they acquire the necessary skills for the knowledge society. 5. The joint interim report of the Council and the Commission of 26 February 2004 on progress towards the Lisbon objectives in the fields of education and training, which gave priority to the development of common European principles for the competences and qualifications needed by teachers in order to fulfil their changing role in the knowledge society. 6. The joint interim report of the Council and the Commission of 23 February 2006 on the implementation of the 'Education & Training 2010' work programme, which emphasised that "investment in the training of teachers and trainers and the strengthening of leadership for education and training institutions are crucial to improving the efficiency of education and training systems". 7. The conclusions of the Council and the Representatives of the Governments of the Member States, meeting within the Council, of 14 November 2006 on efficiency and equity in education and training, which stated that "the motivation, skills and competences of teachers, trainers, other teaching staff and guidance and welfare

26 services, as well as the quality of school leadership, are key factors in achieving high quality learning outcomes" and that "the efforts of teaching staff should be supported by continuous professional development". 8. The conclusions of the Council and the Representatives of the Governments of the Member States, meeting within the Council, of 14 November 2006 on the future priorities for enhanced European cooperation on vocational education and training, which emphasised the need for highly qualified teachers who undertake continuous professional development. 9. Decision n 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning, which includes, under the Comenius Programme, the specific objective of enhancing the quality and European dimension of teacher education. 10. The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, which sets out the minimum knowledge, skills and attitudes which all pupils should have acquired by the end of initial education and training in order to take part in the knowledge society and which, given their transversal nature, imply a greater degree of collaboration and teamwork between teachers, as well as an approach to teaching that goes beyond traditional subject boundaries In the welcome of the Commission to the Council and the European Parliament of 23 August 2007 on improving the quality of teacher education, which identifies the quality of teaching and teacher education as key factors in raising educational attainment levels and achieving the Lisbon goals, and accordingly, sets out proposals aimed at maintaining and improving these. Reaffirmed that, while responsibility for the organisation and content of education and training systems and the achievement of objective 1.1 of the 'Education and Training 2010' work programme rests with individual Member States, and while schools in many Member States enjoy a considerable degree of autonomy, European cooperation has a useful role to play in helping the Member States to meet common challenges, particularly by means of the open method of coordination, which involves the development of common principles and goals, as well as joint initiatives such as peer learning activities, the exchange of experience and good practice and mutual monitoring. They considered that 1. High quality teaching is a prerequisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals and in conjunction with other relevant policy areas such as economic policy, social policy and research. 2. Equally importantly, teaching provides a service of considerable social relevance: teachers play a vital role in enabling people to identify and develop their talents and to fulfil their potential for personal growth and well-being, as well as in helping them to acquire the complex range of knowledge, skills and key competences that they will need as citizens throughout their personal, social and professional lives. 3. The ability of teachers to meet the challenges of increasing social and cultural diversity in the classroom is crucial for the development of more equitable education systems and for progress towards providing equal opportunities for all. 4. The education and training of teachers is a crucial element in the modernisation of European education and training systems, and future increases in the overall level of educational attainment and the pace of progress towards the common objectives of the

27 'Education and Training 2010' work programme will be facilitated by the existence of effective systems of teacher education. 5. In view of the above considerations, Member States should give high priority to sustaining and improving the quality of teacher education within a career-long perspective. They agreed, within the framework of their responsibilities, to 1. Endeavour to ensure that teachers: - hold a qualification from a higher education institution which strikes a suitable balance between research-based studies and teaching practice - possess specialist knowledge of their subjects, as well as the pedagogical skills required - have access to effective early career support programmes at the start of their career - have access to adequate mentoring support throughout their careers - are encouraged and supported throughout their careers to review their learning needs and to acquire new knowledge, skills and competence through formal, informal and non-formal learning, including exchanges and placements abroad. 2. Endeavour to ensure that teachers with leadership functions, in addition to possessing teaching skills and experience, have access to high quality training in school management and leadership. 3. Aim to ensure that provision for teachers' initial education, early career support and further professional development is coordinated, coherent, adequately resourced and quality assured. 4. Consider the adoption of measures aimed at raising the level of qualifications and the degree of practical experience required for employment as a teacher. 5. Encourage closer links and partnerships between schools - which should develop as "learning communities" - and teacher education institutions, whilst ensuring that those institutions provide coherent, high quality and relevant teacher education programmes which respond effectively to the evolving needs of schools, teachers and society at large. or, in the case of those working in the field of initial vocational education, are highly qualified in their professional area and hold a suitable pedagogical qualification 6. Promote during initial teacher education, early career support and through continuous professional development the acquisition of competences which will enable teachers to: teach transversal competences such as those outlined in the Recommendation on key competences, create a safe and attractive school environment which is based on mutual respect and cooperation, teach effectively in heterogeneous classes of pupils from diverse social and cultural backgrounds and with a wide range of abilities and needs, including special education needs, work in close collaboration with colleagues, parents and the wider community, participate in the development of the school or training centre in which they are employed, develop new knowledge and be innovative through engagement in reflective practice and research, make use of ICT in their various tasks, as well as in their own continuing professional development,

28 become autonomous learners in their own career-long professional development. 7. Provide appropriate support for teacher education institutions and teacher educators, so as to enable these to develop innovative responses to the new demands on teacher education. 8. Support mobility programmes for teachers, student teachers and teacher educators which are designed to have a significant impact on their professional development, as well as to foster better understanding of cultural differences and an awareness of the European dimension of teaching. 9. Take any appropriate steps to make the teaching profession a more attractive career choice. Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning - OJ L 394, 30.12.2006. The Lisbon European Council in March 2000 stressed that people are Europes main asset and that investing in people will be crucial both to Europe's place in the knowledge economy and for ensuring that the emergence of this new economy does not compound the existing social problems." The Barcelona Council in March 2002 adopted concrete objectives for improving Member States education and training systems, including improving education and training for teachers and trainers. The Council in March 2006 noted that 'Education and training are critical factors to develop the EU's long-term potential for competitiveness as well as for social cohesion'; it added that 'Reforms must also be stepped up to ensure high quality education systems which are both efficient and equitable.' However, progress has been insufficient towards goals such as reducing the number of early school leavers, expanding the share of young people who finish upper-secondary school, or reducing the number of 15-year-olds with poor reading skills. The quality of teaching is one key factor in determining whether the European Union can increase its competitiveness in the globalised world. Research shows that teacher quality is significantly and positively correlated with pupil attainment and that it is the most important within-school aspect explaining student performance (its effects are much larger than the effects of school organisation, leadership or financial conditions). Furthermore, other studies have found positive relationships between in-service teacher training and student achievement and suggest that an in-service training program raised children's achievement (and) suggest that teacher training may provide a less costly means of increasing test scores than reducing class size or adding school hours. In 2004, the Council and Commission Joint Report on progress towards the Lisbon Objectives in the fields of Education and Training called for the development of common European principles for the competences and qualifications needed by teachers and trainers. The Council in November 2006 stated that 'the motivation, skills and competences of teachers, trainers, other teaching staff and guidance and welfare services, as well as the quality of school leadership, are key factors in achieving high quality learning outcomes' and that 'The efforts of teaching staff should be supported by continuous professional development and by good cooperation with parents, pupil welfare services and the wider community.' Improving the quality of Teacher Education is, therefore, an important goal for Europe's education systems if quicker progress is to be made towards meeting the common objectives that have been established under the Education and Training 2010 programme. Ensuring a high quality of Teacher Education is also important, of

29 course, to secure sound management of national resources and good value for money: approximately two thirds of expenditure on schools is allocated to teacher remuneration. Changes in education and in society place new demands on the teaching profession. For example, as well as imparting basic knowledge, teachers are also increasingly called upon to help young people become fully autonomous learners by acquiring key skills, rather than memorising information; they are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers rather than excathedra trainers. These new roles require education in a range of teaching approaches and styles. Furthermore, classrooms now contain a more heterogeneous mix of young people from different backgrounds and with different levels of ability and disability. They are required to use the opportunities offered by new technologies and to respond to the demand for individualised learning; and they may also have to take on additional decision-taking or managerial tasks consequent upon increased school autonomy. These changes require teachers not only to acquire new knowledge and skills but also to develop them continuously. To equip the teaching body with skills and competences for its new roles, it is necessary to have both high-quality initial teacher education and a coherent process of continuous professional development keeping teachers up to date with the skills required in the knowledge based society. As with any other modern profession, teachers also have a responsibility to extend the boundaries of professional knowledge through a commitment to reflective practice, through research, and through a systematic engagement in continuous professional development from the beginning to the end of their careers. Systems of education and training for teachers need to provide the necessary opportunities for this. However, systems for Teacher Education are not always well equipped to meet these new demands. The challenges facing the teaching profession are, in essence, common across the European Union. It is possible to arrive at a shared analysis of the issues and a shared vision of the kinds of skills that teachers require. The Common European Principles for Teacher Competences and Qualifications, referred to above, were written on the basis of the experience of teachers and teacher educators across Europe and validated by stakeholders. It describes a vision of a European teaching profession that has the following characteristics: it is well-qualified profession: all teachers are graduates from higher education institutions (and those working in the field of initial vocational education are highly qualified in their professional area and have a suitable pedagogical qualification). Every teacher has extensive subject knowledge, a good knowledge of pedagogy, the skills and competences required to guide and support learners, and an understanding of the social and cultural dimension of education. it is a profession of lifelong learners: teachers are supported to continue their professional development throughout their careers. They and their employers recognise the importance of acquiring new knowledge, and are able to innovate and use evidence to inform their work. it is a mobile profession: mobility is a central component of initial and continuing teacher education programmes. Teachers are encouraged to work or study in other European countries for professional development purposes.

30 it is a profession based on partnership: teacher education institutions organise their work collaboratively in partnership with schools, local work environments, workbased training providers and other stakeholders. Initial education cannot provide teachers with the knowledge and skills necessary for a life-time of teaching. The ideal approach would be to set up a seamless continuum of provision embracing initial teacher education, induction into the profession, and career-long continuing professional development that includes formal, informal and non-formal learning opportunities. This would mean that all teachers: - take part in an effective programme of induction during their first three years in post / in the profession; have access to structured guidance and mentoring by experienced teachers or other relevant professionals throughout their career; take part in regular discussions of their training and development needs, in the context of the wider development plan of the institution where they work. Teachers have a key role to play in preparing pupils to take their place in society and in the world of work. At every point in their career, teachers need to have, or be able to acquire, the full range of subject knowledge, attitudes and pedagogic skills to be able to help young people to reach their full potential. In particular they need the skills necessary to: identify the specific needs of each individual learner, and respond to them by deploying a wide range of teaching strategies; support the development of young people into fully autonomous lifelong learners; help young people to acquire the competences listed in the European Reference Framework of Key Competences; work in multicultural settings (including an understanding of the value of diversity, and respect for difference); and work in close collaboration with colleagues, parents and the wider community. Teachers help young people to take responsibility for mapping out their own learning pathways throughout life. Teachers should be able to take charge of their own learning pathways also. Furthermore, as with members of any other profession, teachers have a responsibility to develop new knowledge about education and training. In a context of autonomous lifelong learning, their professional development implies that teachers: continue to reflect on their practice in a systematic way; undertake classroom-based research; incorporate into their teaching the results of classroom and academic research; evaluate the effectiveness of their teaching strategies and amend them accordingly assess their own training needs. The incentives, resources and support systems necessary to achieve this would need to be put in place. REFERENCES COM(2007) Improving the Quality of Teacher Education Communication from the Commission to the Council and the European Parliament 392 final DOCUMENTO2 Brussels, 3.8. COUNCIL OF THE EUROPEAN UNION (2007) Draft conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on improving the quality of teacher education, No. prev. doc. : 13930/07 EDUC 161 SOC 371 Brussels, 26 October 2007

31 INTERCULTURAL EDUCATION By Anca Niculae Culture is the result of dynamic cohabitation between the dominant culture and various subcultures. A subculture could represent groups like: ethnical minorities, religious minorities, special needs people, people practicing a specific trade, the employees of a corporation or members of an entire generation. Intercultural communities are groups of different, ethnic or religious background, living in the same space that interact and respect the values, traditions and way of life of everyone. Contacts and exchanges between cultures are not done programmatically, but through interactions of individuals. The contemporary world is increasingly multicultural. There is an ongoing debate to establish if the methods used by educational systems from kindergarten until university , methods that deal with interculturalism are adequate. Teachers could consider intercultural preparation unnecessary as being just artificially pursuing the fashionable euro-atlantic trends. There are plenty of studies stressing the importance for the preparation of teachers in the intercultural spirit. We could identify two levels of action for achieving the intercultural preparation for the teachers. The first level implies the cooperation between different cultures and countries. The second level requires the collaboration between different cultural and ethnical segments envisaging integration of all the members of the society regardless ethnicity but with respect to the cultural individuality of the group. The intercultural schools policies should ensure the equality of chances for all students. For a better understanding of cultural diversities, those could be transformed in pedagogical resources used in curriculum. Promoting a natural process of tolerance and acceptance between peers, recognitions and respect for the cultural differences based of equality are few of the intercultural education goals. The school should encourage cherishing the multicultural values. There are not superior or inferior values, there are only specific values that should not be judged applying ethno-centrist criteria but only appreciate for enhancing and adding nuance to the culture they interact with. In school, it is necessary to preach moderation for the predominant group ethnic pride and to encourage the self esteem for minorities. It is imperative that the teachers will become the messengers of change. In this context it is important for the teachers to assimilate theories and concepts regarding stereotypes, prejudice, and ethnocentrism. The teaching strategies should be tailored to fit the cultural background for each student hence the importance of understanding the characteristics for different ethnic or social groups. The teacher should be fully aware of his or her own cultural identity and should understand the interaction with the cultures of different social or ethnical groups. If necessity arises the teacher should work as a mediator for solving social or ethnic groups clashes by using a positive attitude and strategies based on understanding and accepting the differences between groups. Intercultural education is not a compensatory education for foreigners. More often the challenges are not created by the immigrant student but especially by the educational establishments that have difficulties coping with cultural diversity. Intercultural education is not a new academic discipline, or an extension of the curriculum by "teaching the others". It is important for teachers to take advantage of the different origins of the students to highlight aspects of their culture and create awareness of cultural diversity. Intercultural education pedagogy takes a differential

32 approach for each student, approach based on previous knowledge accumulation and cultural particularities. Banks JA distinguished in his Introduction to multicultural education (1999), the following features found in multicultural schools: Teachers have high expectations from all students and a positive attitude towards each of them. Teaching styles used by teachers meet the learning styles and different motivations of students. Teachers treat with respect the first languages and dialects of their students. Educational materials used reflect events, situations and concepts from the perspective of several ethnic and cultural groups. Evaluation and assessment procedures applied in school take account of different cultural identities. The school environment and the school curriculum reflect the ethnic and cultural diversity. School counselors encourage and help each student, not considering race, ethnicity or language to aim for a career and to achieve it.

Intercultural education should have an interdisciplinary approach and not be limited exclusively to the transmission of specific content within a particular discipline. Also the intercultural education should reach beyond the school environment by involving family, social groups, institutions, communities and mass media. BIBLIOGRAPHY UNESCO Guidelines on Intercultural Education, 2006 C. Cuco - Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000

33 TEACHER EDUCATION AS A COMPONENT OF THE REFORM PROCESS By Gabriela Iancic As already known, the reform of the teacher training system is a priority. In fact, it is an urgent matter for at least two reasons: (i) the need for a consolidated consciousness, according to which teacher education is a vital factor in the success of reform. It does not matter how complex and elaborated the reform is as a project, if it is not accompanied by a change of mentalities, attitudes, and behaviours, very little will change. (ii) The system of teacher training has registered a slower development, a certain discrepancy of rhythm and efficiency, as compared with the other elements of reform, particularly curriculum and instruction, evaluation, and management. Recent research (Vlasceanu et al., 2002) shows that the large majority of teachers adhere to the spirit of the reform, but one-third of them fail to acquire the codes of reform. They are not sufficiently familiar with the concepts and methodological principles of reform. For this reason, they fail to apply them consistently. The delays in the design and implementation of a new teacher education system have certain causes. There is a gap, natural to a certain extent, between the consolidation of the principles of the strategies and goals of reform and the renewal of the teacher education system. The Universities, that were particularly concerned to acquire and to consolidate their autonomy and to realize academic and managerial changes, failed to grant much importance to teacher training. The National Council for Teacher Training began its activity later than the other reform Councils began theirs. A rather passive reaction has been observed on the part of the teachers, confronted, as they are, with changes resulting from reform and with difficulties of assimilating their new roles. The professional identity of teachers needs to be reconsidered. Currently, there are signs that the vision and structure of teacher education will pass through important changes, both at theoretical and conceptual level, and in regard to the teacher training practice. Some of these signs are presented below In February 2001, the Teacher Training Department of the Faculty of Psychology and Educational Sciences of the University of Bucharest organized a seminar on Priorities for Teacher Training Policies in Romania. The strategic directions for teacher training and career development were identified. Internal and external factors affecting teacher education were identified: global changes in society, educational reform in all sectors, achievements of scientific research in relevant fields, European and international standards of teacher education, and the recommendations of international institutions (The World Bank, the European Commission, and UNESCO). The concept of professionalism was linked to the teaching career, and the emergence of a new type of professionalism was forecasted (Paun, 2001). The participants discussed the legitimacy and importance of national standards for teacher education, and a framework for building them was presented (Potolea, 2001). A discussion on teacher education based on credit points, initiated by the work of Iucu and Pacurari (2001), had some influence on certain decisions taken by the Ministry. Curriculum projects for teacher training were also drawn up. The conclusion was that the voice of the University has to be clearer and stronger in proposing and running teacher education projects. An important part of the recommendations of this seminar

34 were integrated into official policy documents of the Ministry of Education and Research. As mentioned above, higher education plays an important role in continuing/inservice teacher training. However, as the free market in the field is under development, some other actors have become important in this regard. University pedagogical colleges and teacher training departments have the most important responsibilities regarding in-service teacher training. They provide methodological and psycho-pedagogical training. For training in specialized subjects, they co-operate with the corresponding faculties. Both the pedagogical colleges and the teacher training departments are autonomous entities in universities and function in close co-operation with faculties of educational sciences. Teachers Houses are regional documentation and training centers financed by the Ministry of Education and Research. They provide in-service training courses for teachers in their respective areas, according to the priorities of reform and local needs. Schools are involved in continuing training through their discipline-based departments. In the cases of larger schools, so-called catedre and methodological commissions serve groups of smaller schools. At county level, under the coordination of the School County Inspectorate, a pedagogical round-table (cerc pedagogic) is organized, with regular meetings of speciality teachers in all subjects. In the case of in-service training, most of the respondents replied to this question; however, only 4.01 percent were highly satisfied; 28.76 percent were highly satisfied; 46.48 percent were fairly satisfied; 16.72 percent were not very satisfied; and 4.03 percent were not satisfied at all. The conclusion was that reform is needed, and that there is a great deal of room for improvement at both levels of teacher training.

REFERENCE Dan Potolea & Lucian Ciolan, Emergence of New Policies For the Reform of Teacher Education

35

CRITICAL THINKING IN ELT CLASSES by Laura Nadaban Man is only a reed, the weakest to be found in nature, but he is a thinking reed. All our dignity consists in thought. It is upon this that we must depend, not on space or time, which would not, in any case, be able to fill. Let us labor, then , to think well. (Blaise Pascal) Where do our ideas come from and what factors shape our interpretation of the world? The question is too complex to investigate in its details, but scientists have reached an agreement which can very well serve the purpose of this paper. According to scientists, the attitudes, beliefs and customs we abosorb from our families and our social and cultural environments, the languages we speak, the emotions we feel, all these affect the way we view the world. However, no matter where our ideas come from and no matter what influences shape our ideas and views of the world, this much is clear: there is nothing , absolutely nothing we can know unless it is first sifted through and interpreted by the human mind. Any knowledge of the world outside us or any knowledge of ourselves depend upon complex mental processes. We combine ideas, we compare, contrast, analyze them, and through these mental operations new ideas are generated. Furthermore, all communication skills depend on the special powers of the human mind, and yet we are unaware of the mental activities that make all these skills possible. Generally, the human mind works spontaneously:we think without stopping to think about how we are thinking.(1) For instance, we compare and contrast people, events, places or we analyze causes and effects without consciously saying to ourselves: I am comparing and contrasting now or I am analyzing now. We simply use these patterns of thinking naturally and automatically. However when we choose to do so, we can focus on our own thinking activities and become aware of how our minds operate. Although other creatures perform many remarkable feats, only human beings have the power of self reflection. They are especially endowed not only with the power to think, but also with the power to turn the light on their thinking on themselves.In other words we can think without thinking. What is critical thinking? Why is it important? There has been much talk recently about the importance of critical thinking in the process of teaching and learning. The wordcritical in the term critical thinking is ambiguous as it has several different meanings. In everyday speech, this word suggests disapproval: a critical person is one who finds fault or point out to errors and failures (1). The word critical can also suggest a crisis situation; to complicate matters. In the phrasecritical thinking the word is related to the word criticism, another word with multiple meanings. In its narrowest sensecriticism suggests faultfinding. It also has a broader meaning, a particular critique, involving the exploration and the analysis of an issue, or idea in order to promote understanding. (2) As we begin to understand how our mind works and becomes aware of our thinking patterns and activities, our critical skills improve. And when they improve, so do our reading or writing skills that depend on them. By understanding the nature of thinking, we are better able to analyze and comprehend what we read. Similarly, when we write, if we are conscious of our mental activities, we are more likely to monitor our thinking patterns and writing strategies, thus bringing them under

36 conscious control and using them more effectively. However, in order to reach such goals we need to consider the following questions: Is it possible to understand the workings of our mind? And if it is, what thinking patterns seem more likely to be used in the process of developing critical thinking? Finally, how are we going to teach pupils to think critically? The answer to the first question can be found in the works of most contemporary researchers from every walk of life from virtually every profession or academic discipline. According to the latest research, the human mind can be read and the human intelligence can be enhanced and amplified. Moreover, intelligence is a multiple reality there are many forms of intelligence many ways by which we know, understand and learn about our world. As for the thinking patterns that seem more likely to occur in the process of developing critical thinking in ELT classes, it is difficult to establish a hierarchy based on their frequency and use since choices are subjective and they may vary according to the purpose and intent of the instructor. Nevertheless a closer look at the five major skills may help us clarify a couple of problems in this respect. The five major thinking skills are: analysis, comparison and contrast, evaluation and response, interpretation and synthesis. All of them are used in ELT classes, and their importance is invaluable. For instance, in a literature class the five major skills already mentioned constitute themselves into five headings for the rest of the skills belonging to the same category: ANALYSIS analyzing characters, stories, the writers attitudes, the writers techniques, humor, plot (cause and effect), themes and points of view. COMPARING AND CONTRASTING stories, themes, characters, techniques, seeing connections. EVALUATION AND RESPONSE evaluating titles, themes, characters, content, generalization, images, plot, setting, tone, point of view, expressing an opinion, responding to theme, to style, to tone, to figures of speech. INTERPRETATION explaining an opinion, theme, plot, point of view, identifying generalizations, loaded words, inferring an explanation, a generalization, paraphrasing a passage, relate a passage to ordinary life. SYNTHESIS conducting a debate, predicting outcomes, supporting generalizations, supporting an issue. Since we cannot know the world in any immediate way, since everything we experience is always filtered through our own minds we can never be totally certain that we have an accurate picture of the world, be it real or fictional. Although we cannot expect total certainty, this does not mean that the five major skills we have mentioned are arbitrary. The problem we face is this: how can we decide which idea to accept as more valuable, or valid, or true. As critical thinkers we can organize the complexity of the world and the uncertainty of our knowledge of it. We realize that we must look for evidence to support our interpretations while trying to avoid the dogmatism of those teachers who think that somehow only they know what is true or right, and try to force everyone else to agree with them. Accepting the complexity of life, we should allow ourselves to agree to disagree with courtesy, tolerance and compassion. Then and only then we can move ahead to celebrate the richness of life that depends upon a free flow of ideas, open discussion and the exploration of many points of view (2). The last issue to be discussed is perhaps the most difficult for teachers: how can be thinking be taught? What does teaching for thinking imply? Reasearch in the field has shown that it is necessary to build skilful thinking in the classroom on two preconditions: the teachers mastery of the content and the teachers effectiveness in

37 creating and managing positive conditions for thinking. Without a teacher who has mastered the subject, the work is a vacuum, they are not content free. They are immersed in some content. The pupilsmastery of thinking skills is imbedded in the content and a skilled teacher introduces the right skill at the right time to his/her pupils. A second important element is the teachers skill as an effective manager. The most effective thinking skills instruction will not cure a chaotic or disruptive classroom. Nor will it bring to life a classroom that is controlled only by fear. At the very least, the teacher must be conducting a classroom in which pupils know and follow basic rules and there is a strong, on-task atmosphere well-grounded in respect and responsibility. Given these preconditions, the soil is ready to plant the seed for critical and creative thinking. The thinking classroom is a classroom in which the teacher purposely gives priority to teaching pupils multiple ways to think about what they are learning. In a concrete sense, this means that the teacher will structure opportunities for guided practice of the skills and teach pupils how to transfer these skills into more difficult content. The teacher will shift the emphasis in the classroom from a content product orientation to a content thinking process approach. (3) In reality, in Romanian schools things are more complicated. We live in a time of information overload. Faster than we can grasp the information that rains down on us every day, radical new discoveries are uprooting traditionally accepted theories. While the work, home and leisure worlds have changed in the last decades more radically than we could anticipate, only one world has remained essentially the same. Almost immune to the improvement and innovation, the Romanian school seems forever trapped in the information acquisition model. Using a pre-chip mentality schools change curriculum solely by adding more and more information, more courses, more of everything. Most Romanian teachers are frustrated with the cover-up mentality, which has resulted from the more the better mentality. To prepare our pupils for the responsabilities and probabilities of the future the wisest course seems to be a curriculum that triggers their critical and creative thinking. By causing pupils to think, question, wonder, explore, analyze, hypothesize, create and use widely the avalanche of information they will encounter every day, an in-depth curriculum that focuses on thinking skills will provide more fertile ground for the intellectual growth in a high-tech world. Given such a curriculum, every teacher will have a major responsibility to promote every pupils skill for thinking. The teaching technology exists and if used wisely we will be able to change our classroom from the present pool of pasivity to an action lab of active thinking. It is possible. Engilsh language teachers have already taken major steps in this respect by implementing a new curriculum which meets the requirements of the Common European Framework of Refference for Languages, adopted by the Council of Europe(3). BIBLIOGRAPHY 1. Byram, Martin.Sociocultural Competences in Foreign Language Teaching and Learning. Clevedon: Multilingual Matters, 1997 2. Dickinson, David. The Artistry of Teaching with Multiple Intelligences, Sacramento, Intercultural Press Inc, 2006 3. Moulton, Eugene R. Thinking Critically. New York: Harcourt, Brace& World, Inc.2004

38 4. Richards, J.C.Platt, J&Platt, H.Longman Doctionary of Language Teaching and Applied Linguistics.London: Longman,2005 5. Rosemberg, Vivian. The Thinking Class. Jacksonville: The Academic Press, 2002, p 62. (2) 6. Hill,John. Creative and Critical Thinking. An Integrated Approach.New York: Noble& Noble, 2004,p41 (3). 7. Boostrom, Robert. Developing Creative and Critical Thinking. Chicaago:NTC Publishing Group,p 54 (1)

39 EUROPEAN TEACHER IN POLISH SCHOOL By Agnieszka Bobrowska 1. INTRODUCTION Contemporary civilization makes us, teachers, face a lot of new challenges. More and more attention is paid to our work, because not only are we supposed to improve our knowledge, but we are also required to become universal, European teachers. It is connected with the changes that take place in Europe and the whole world generally. The process of globalization, that we are all witnessing, urges very radical transformations both in the way we think and act. We may wonder why, but in fact the answer is very easy. Z. Bauman in his book Globalization gives a very simple answer. The process that Europe is undergoing unites and parts people at the same time, people like and dislike it. Because of many historical and political reasons Poland, for many years, had to count on itself. People were not used to appreciating different cultures, religions or philosophies of life, since they had their own, which they were used to. We were closed within our own country, what is more within our own region or area. But with the notions of European Economic Community, NATO and European Union everything has changed. People had to learn how to accept changes and submit to them. Education too. Education is no longer a matter of teaching the subject. It should express the identity of each country but at the same time it should be universal for all Europe, so that a young person who starts his/her life in Poland, for example, could be able to do that in other European countries as well. 2. EUROPEAN TEACHER In Europe the topic of education has become very important since 2000 when Lisbon Strategy was worked out. Nevertheless, it does not force teachers to any radical changes, it rather suggests the path of development of educational systems and teachers so that they would be able to prepare young people for Europe. But what does it mean in practice? Within the last 10 years a lot of conferences, publications and papers have been devoted to the issue of teacher competences and qualifications. In Common European Principles for Teacher Competences and Qualifications we read that, among others, the most important are: -a well-qualified profession: high quality education systems require that all teachers are graduates from higher education institutions and those working in the field of initial vocational education should be highly qualified in their professional area and have a suitable pedagogical qualification. Every teacher should have the opportunity to continue their studies to the highest level in order to develop their teaching competences and to increase their opportunities for progression within the profession. Teacher education is multidisciplinary. This ensures that teachers have extensive subject knowledge, a good knowledge of pedagogy, the skills and competences required to guide and support learners, and an understanding of the social and cultural dimension of education. - a profession placed within the context of lifelong learning: teachers should be supported in order to continue their professional development throughout their careers. They and their employers should recognise the importance of acquiring new knowledge, and teachers should be able to innovate and use evidence to inform their work. They need to be employed in

40 institutions which value lifelong learning in order to evolve and adapt throughout their whole career. Teachers should be encouraged to review evidence of effective practice and engage with current innovation and research in order to keep pace with the evolving knowledge society. They should be encouraged to participate actively in professional development, which can include periods of time spent outside the education sector, and this should be recognised and rewarded within their own systems. - a mobile profession: mobility should be a central component of initial and continuing teacher education programmes. Teachers should be encouraged to participate in European projects and spend time working or studying in other European countries for professional development purposes. Those who do so should have their status recognised in the host country and their participation recognised and valued in their home country. There should also the opportunity for mobility between different levels of education and towards different professions within the education sector. - a profession based on partnerships: institutions providing teacher education should organise their work collaboratively in partnership with schools, local work environments, work-based training providers and other stakeholders. Higher education institutions need to ensure that their teaching benefits from knowledge of current practice. Teacher education partnerships, which have an emphasis on practical skills and an academic and scientific basis, should provide teachers with the competence and confidence to reflect on their own and others practice. Teacher education, in itself, should be supported and be an object of study and research. Teachers should be able to: - work with others: they work in a profession which should be based on the values of social inclusion and nurturing the potential of every learner. They need to have knowledge of human growth and development and demonstrate self-confidence when engaging with others. They need to be able to work with learners as individuals and support them to develop into fully participating and active members of society. They should also be able to work in ways which increase the collective intelligence of learners and co-operate and collaborate with colleagues to enhance their own learning and teaching. - work with knowledge, technology and information: they need to be able to work with a variety of types of knowledge. Their education and professional development should equip them to access, analyse, validate, reflect on and transmit knowledge, making effective use of technology where this is appropriate. Their pedagogic skills should allow them to build and manage learning environments and retain the intellectual freedom to make choices over the delivery of education. Their confidence in the use of ICT should allow them to integrate it effectively into learning and teaching. They should be able to guide and support learners in the networks in which information can be found and built. They should have a good understanding of subject knowledge and view learning as a lifelong journey. Their practical and theoretical skills should also allow them to learn from their own experiences and match a wide range of teaching and learning strategies to the needs of learners. - work with and in society: they contribute to preparing learners to be globally responsible in their role as EU citizens. Teachers should be able to promote mobility and co-operation in Europe, and encourage intercultural respect and understanding. They should have an understanding of the balance between respecting and being aware of the diversity of learners cultures and identifying common values. They also

41 need to understand the factors that create social cohesion and exclusion in society and be aware of the ethical dimensions of the knowledge society. They should be able to work effectively with the local community, and with partners and stakeholders in education parents, teacher education institutions, and representative groups. Their experience and expertise should also enable them to contribute to systems of quality assurance. Teachers work in all these areas should be embedded in a professional continuum of lifelong learning which includes initial teacher education, induction and continuing professional development , as they cannot be expected to possess all the necessary competences on completing their initial teacher education. Yet, another important European organization UNESCO does not try to define the competences, but, on the other hand, it defines the aims of the process of education for a human being: to learn so as to be, so as to know, so as to act, and so as to live together with other people in the world. Regardless of the terminology, all those documents highlight one important thing. The role of a teacher is to prepare the new generations to life in a modern, computerized and open world, therefore as much as teaching, his/her self learning is important. But it cannot be simply a matter of learning by heart the subject, since such kind of knowledge may appear not interesting for both sides of the didactic process. Conversely, European teacher should be just like Europe: open, interesting, multicultural, cooperative, but also intelligent, motivating, curios and eager to travel. 3. POLISH REALITY THEORETICAL AND PRACTICAL ASPECTS Today each teacher faces a difficult choice whether to use only the resource of knowledge obtained during ones studies or to constantly improve oneself, so that ones development was full and conscious. The moment of making the decision is definitely crucial for every teacher because not only the professional career is dependent on it but also personal satisfaction and students future. That is why every discussion or action which will help any teacher to become a good teacher is vital and worth listening and applying. It is obvious that every teacher apart from the theoretical knowledge obtained during ones studies needs to have also the practical one. Our task is, thus, not to make our students memorize certain data or facts for several days, weeks or maybe months. We want them to perceive the knowledge as a high mountain which they should and could easily reach using their ability to think logically, to seek the information and use all the materials possible. We want them to be the explorers. On the other hand we, teachers, should not be only the supervisors, but rather leaders, who are good and nice but fair and responsible at the same time and that is connected with teachers competences. The notion of teacher competences is very much present in Polish scientific world since 1995-1999 when Ministry of National Education of the Polish Republic started a project called Creator. Its task was to work out the list of key competences, which would be a kind of common denominator between European and Polish points of view. At the same time this project was a trial to improve the face of Polish education, which was often blamed for its conservatism and narrow-mindness. According to that project the key competences are the following: -planning, organizing and evaluating of ones own learning, -effective communicating in different situations, -effective team working,

42 -creative problem solving, -using ITC tools in ones work In the light of those assumptions in 2004 Ministry of National Education of the Polish Republic concluded the requirements, competences and skills of a Polish teachers, and included them into the decree which defines a profile of a model teacher. According to that decree the teacher ought to posses the following competences: -didactical, -organizing and psycho-pedagogical (recognizing students needs and cooperative skills), -creative (including innovation, self-education, flexibility, mobility and adaptative skills), -planning (planning, organizing, monitoring of didactical processes), -communicative (both verbal and non verbal in different situations), -informative and media (the usage of ITC tools in the didactic process), -knowledge of foreign languages. The decree is a good way of proving that Polish education is not standing still, that we understand the processes that are going on in Europe and that we want to follow them. But how exactly does a Polish teacher meet the European requirements? Let me analyse each point of the European document separately. Let me start with: a wellqualified profession. This is definitely the easiest condition since already the Polish decree about the competences of the teachers assumes that every single teacher must be a holder of the higher education degree. Unfortunately, because of some recent socio- political changes in Poland all the pedagogical universities or academies have been turned into regular universities and their didactical character almost vanished. This situation makes the potential teachers complement their education during some post graduate studies, which, on the other hand, contribute much to their psychopedagogical competences, because they focus only on the process of teaching and on the psychology of the future student, and not on acquiring knowledge. The second competence: a profession placed within the context of lifelong learning is also something that a Polish teacher constantly does. It is not that our education finishes the moment we get our certificate. The multitude of new situations, contexts and problems make us seek new solutions and assistance in the form of either some post graduate studies, some complementary courses or methodical conferences. Moreover, it is every headmasters duty to provide his/her teachers with constant access to different forms of trainings raising qualifications and competences. A mobile profession: is the most difficult of all the points, because it is some novelty for Polish teacher. Ideally, it should be the central point of teachers education, moreover, we should be encouraged to use all the opportunities to master our workshop in some other European countries but it practice it does not work that way. Of course there exist European programs supporting teachers such as Commenius, Leonardo, LLP, but they should not be the only opportunity. Finally, a profession based on

43 partnerships, work with others and work with and in society. In Polish reality educational system works as if in the circle. One institution cooperates with and supports the other. Even the very process of educating future teachers relies on people who already work at school. In practice it means that the trainee, academic teacher and the hosting teacher have to meet to draw conclusions, improve mistakes and work out the tactics of the further work. However, Polish teacher has to cooperate also with students parents, different types of organizations, clubs, associations and with the local community. We find equally important teaching our subject as teaching tolerance, communication, respect and understanding. If the student observes interaction of his/her teacher and parents, community, and other people he/she discovers his/her confidence, virtues, values and possibilities. Moreover, they learn to respect diversity and appreciate traditions. Finally work with knowledge, technology and information allows to choose the means of delivering or supporting theoretical knowledge. The more creative the teacher is the greater interest of students he/she receives. In reality it does not only mean preparing a test in printed version, but also enriching the structure of the lesson with some extra material that audio-visual or some on-line tools give us. Almost every school has one or more computer labs where some interesting lessons can be led. Similarly, with TV sets, DVD players, CD players or others. 4. STUDENTS PERSPECTIVE PRACTICAL ASPECT The discussion on the nature of any teacher is, however, vague without students opinions, since there would be no schools and teachers without them. I realize that little do the students think about the competences and skills of any teacher in purely scientific terms. They care about their own knowledge and well-being at school, and they usually like certain type of the teacher better than the other. To find out what are their preferences I conducted a survey among 50 random students of my school. The survey contained 39 adjectives and phrases of either positive and negative meaning, put into alphabetical order. Students task was to choose and put into a list, maximum ten adjectives from the list. They were not only to focus on the positive features but also on the negative ones, that is why I asked them to put the adjectives, they would not like to find in their perspective teacher, in the right hand column, and the ones they would like in their future teacher, in the left hand side column. The results of my investigations are the following: Chart 1: Features that the students disapprove Chart 2: Features that the students approve Both charts show clearly that the students have got very precise and not very exorbitant expectations. Moreover, they are very practical and I assume that the majority of present teachers had similar in the past. If I were to put their expectations on the scale of occurrence the most popular results would be the following: - the students like when the teacher explains things clearly (86% of students) - the teacher must be friendly (62% of students) - the teacher must be open to discussion (62% of students) - the teacher must be patient (60% of students)

44 - the teacher must be entertaining (60% of students) And, on the other hand: - the teacher must not be mocking (92% of students) - the teacher must not lack confidence (72% of students) - the teacher must not be lazy (70% of students) - the teacher must not be able to solve discipline problems (60% of students) But how do the students outlooks refer to the national and international documents concerning teachers? Probably not much because learners perceive the teachers by the pentaprism of their own needs and hopes, paying less attention to teachers own development. Nonetheless, they are aware of what kind of skills and features of personality and character of their teachers help them to achieve the highest tops. 5. CONCLUSIONS Maybe Polish schools are not so well equipped as schools in other European countries, but I think those are people who constitute a real school. Thanks to them the whole process of teaching and learning is possible, the majority of Polish teachers are people with passion, who try to face all the difficulties and obstacles with a great deal of optimism, creativity and passion. They try to do their work well because they realize the burden of responsibility, which is no longer teaching Biology, Polish or Mathematics. We know that we are shaping the society and future citizens of Europe, that is why we do our best to be the real European teachers. BIBLIOGRAPHY 1. Bauman, Z.: Globalizacja. PIW Warszawa 2000, p.6 (title translation mine) 2. Granica, T.: O programie KREATOR. Pulled out on 23 July 2010, Web site: http://www.coveria.com.pl/nauczyciel/materialy/artykuly/artykul0006.htm 3. European Comission: Common European Principles for Teacher1 Competences and Qualifications. Pulled out 06 Sep 2010, http://ec.europa.eu/education/policies/2010/doc/principles_en.pdf 4. Ministry of National Education of the Polish Republic. :The decree of The Ministry of Education and Sport on the Standards of Teachers Education. Pulled out on 18 February 2010, web site http://www.kul.pl/files/391/rozp_MEN_B2.pdf

45 THE CULTIVATION OF VALUES AND ATTITUDES THAT ARE RELATED TO THE FUTURE SOCIETIES AND THE ENVIRONMENT By Maria Kircheva ABSTRACT Teachers and students attitude to the environment and its protection can be formed in class work and in extracurricular one. In language learning on any stage there are different materials in environmental contexts themes, vocabulary, graphics, general knowledge and special questions to discuss orally, in essays & project reports on environmental dilemas that focus opposite values and analyse the moral development level. One view connected with scientific and technological knowledge postulate that the environment has value only as far its economically profitable. Dont we have to think about unbridled exploration of natural resources and of the contamination of the environment by various pollutants? Can Man no matter young or addult - use Nature irresponsibly without counting the natural equilibrium? Some good practices in the curricular and extracuriicular activities in school No 105 At.Dalchev in Sofia will be presented with the overview and conclusions for the future society on the local and regional level. KEY WORDS: environment, environmental protection, environmental education, values in environmental education, environmental attitudes

46 THE CULTIVATION OF THE SKILLS OF COMMUNICATION TO THE FUTURE TEACHER By Mariyana Angelova

SUMMMARY As it is mention in the Lisbon Strategy communication is one of the major skills for the future teachers. Languages / mother and foreign / and new technologies skills have a key role in process of preparing pupils to take their place in the society and successfully in the labour market. At every point in their career, they need to have, or be able to acquire, the full range of subject knowledge, attitudes and pedagogical background to be able to help young people to reach their full potential. Communication on a mother tongue, knowing more than one foreign language, to be familiar and to use new advance technologies in their practice at school are the highlights of the conference presentation using the Bulgarian educational experience. In this context - To identify the specific needs of each individual learner, - To support the development of young people into fully autonomous lifelong learners, - To work in multicultural settings and in close collaboration with colleagues, parents and the local community and - to take responsibility for mapping out their own learning pathways throughout life and not on the last place - to be more competitive on the European labour market future teachers need to develop their own communication skills.

47 As it is mention in the middle report of our Project, we the partners of different European school, made the conclusion that language skills are the key vehicle for a European future teacher. The importance of the communication skills we can see trough the results of the analysis EUROPEAN CHARTER FOR REGIONAL OR Minority Languages'. Aware of the need to aim for the definition of the kit of skills, the possession of communication skills in European languages and technologies communication play a key role in the education of the future European teachers. These abilities are major also in a view of future teachers to experience placements in Europe labour market. The main issue of this pepper is to present how communication, as a basic human skill turn to socialized skill of the future European teacher. As we know, communication, as an ability to apply the knowledge and use know-how, is going to complete the tasks and to solve the problems. Communication is often recognized as a cornerstone of modern societyit would be hard to conceive of modern life without it.Commonly communication defined as a process of shearing symbols over distances in time and space. Recently, I heard someone to say, "Communication is easy." I disagree. Talking is easy; communication, which means an exchange or communion with another, requires greater skill. An exchange that is a communion demands that we listen and speak skillfully, not just talk mindlessly. And interacting with fearful, angry, or frustrated people can be even more difficult, because we're less skillful when caught up in such emotions. So, communication skills are way to the other person, the most important course of action, method to understand each other. Communication skills are the tools we use to let others know what we think, feel, need and want. And they are also, how we let others know that we understand what they think, feel, need and want.So we can say that the communication skills are complex aria for training, formulation and translation of announcement. If there is one unifying theme that crosses all levels and disciplines in Educational system / pre-school, school and high education/ it is communication. Communication is our window to basic literacy and academic excellence. Communication skills development is a life-long challenge.It is a process of cultivation the skills to live and understand with the others. BACKGROUND In his 1909 Social Organization: a Study of the Larger Mind, Cooley defines communication as the mechanism through which human relations exist and developall the symbols of the mind, together with the means of conveying them through space and preserving them in time. This view, which has subsequently been largely marginalized in sociology, gave processes of communication a central and constitutive place in the study of social relations. Public Opinion, published in 1922 by Walter Lippmann, couples this view of the constitutive importance of communication with a fear that the rise of new technologies and institutions of mass communication allowed for the manufacture of consent and generated dissonance between what he called the world outside and the pictures in our heads on a scale

48 that made democracy as classically conceived almost impossible to realize. John Deweys 1927 The Public and its Problems, drew on the same view of communications, but coupled it instead with an optimistic progressive and democratic reform agenda, arguing famously communication can alone create a great community. Cooley, Lippmann, and Dewey capture themes like the central importance of communication in social life, the rise of large and potentially powerful media institutions and the development of new communications technologies in societies undergoing rapid transformation, and questions regarding the relationship between communication, democracy, and community. All these remain central to the discipline of communication studies. Many of these concerns are also central to the work of writers such as Gabriel Tarde and Theodor W. Adorno, which has been central to the development of communication studies elsewhere. The 1960s and 1970s saw the development of cultivation theory, pioneered by George Garbner at the Annenberg School for Communication at the University of Pennsylvania.* Potter (1993) notes Gerbner's intentions for using "cultivation" as an academic term to define his interest in "the more diffuse effects on perceptions that are shaped over a long period of exposure to media messages". "Cultivation, or " long-term effects" indicates the emphasis on the constant nurturing, exposure, and consistent incorporation the public experiences through communication skills development changes. Main forms of communication skills are expressed in the society through the alphabet, body language, emotion, image and symbol. Types of communication skills - encompass a range of interpersonal and intrapersonal communication competencies. In the teaching/learning process and organizational human relations, the emphasis is on social-emotional awareness, self-presentation, management, getting along with others, negotiation, conflict resolution and decision-making. Interpersonal skills include effective prosocial interaction, empathy, understanding personalities and ability to work cooperatively as part of a group or team. Influential components are cultural awareness, conversational language and non-verbal communication. The intrapersonal, or inner dimension, includes forms of self-communication and understanding personal emotions, goals and motivations. Self regulation of attention skills depend largely on self-communication (inner imagery and self-talk.) EXPOSE As it was mention above, for the purpose of this paper, we shall understand communication skills, as a way to reach the other person, as a method to understand each other and as a tool to let others know what we are thinking, feel, need and want. In the European manifest 2009 was mention that Schools and universities need to be reinvented in partnership with teachers and students so that education prepares people for the learning society. Retrain teachers and engage parents so that they can contribute to an education system that develops the necessary knowledge, skills and

49 attitudes for intercultural dialogue, critical thinking, problem-solving and creative projects. Give a strong emphasis to design in education at different levels. Establish a major European-wide research and development effort on education to improve quality and creativity at all levels.Into the Global world thinking globally EU has a task to turn on at the world-wide forefront in terms of science, culture and competitiveness. /Action 6/ * Garbner George, / 1919-2005 / was a professor of Communication and one of the founders of cultivation theory In the recommendation of the european parliament and of the council on key competences for lifelong learning / Brussels, 10.11.2005 COM(2005)548 final was mention very clear that: The Lisbon European Council in March 2000 recognised that Europe faces challenges in adapting to globalisation and the shift to knowledgebased economies. It stressed that "Every European citizen must be equipped with the skills needed to live and work in this new information society" and that "a European framework should define the new basic skills* to be provided through lifelong learning: IT skills, foreign languages, technological culture, entrepreneurship and social skills". The recognition that people are Europe's most important asset for growth and employment was clear in 2000, and has been regularly restated, most recently in the relaunched Lisbon Strategy and at the European Council of March 2005, which called for increased investment in education and skills. As far as the progress of the implementation of this task, given into The Lisbon Strategy, was not reached in a satisfactory way The mandate was reiterated and developed in the "Education and Training 2010" work programme (ET2010) adopted by the Barcelona Council in March 2002, which also called for further action to "improve the mastery of basic skills"* and to strengthen the European dimension in education. This work was to focus on identifying the basic skills and how,together with traditional skills, they can be better integrated in the curricula, learned, and maintained through life. Basic skills should be genuinely available for everyone, including for those with special needs, school drop-outs and adult learners. Validation of basic skills should be promoted to support further learning and employability. The Commission Communication on lifelong learning (2001) and the subsequent Council Resolution (June 2002) also stressed the need to provide lifelong learning opportunities for all, particularly to acquire and update basic skills. Based on this political mandate, context of Education and Training 2010 work programme, has developed a framework of key competences** needed in a knowledge society and prepared with a number of recommendations on ensuring that all citizens can acquire them***. The 2004 Joint Interim report of the Council and the Commission on the progress of the Education and Training 2010 work programme**** made the case for common European references and principles to support national policies, facilitate and encourage reform, and gave priority to the key competences framework. As a reference tool European Reference Framework***** facilitate national and European level effort towards commonly agreed objectives. Further a 2006 CEDEFOP report suggested that by 2010 only 15 % of newly created jobs will be for people with basic schooling, whereas 50% will require highly skilled

50 workers. International surveys such as IALS (the International Adult Literacy Survey) show that in many European countries a considerable share of the adult population does not have the reading and writing skills necessary to function in society, and early school leavers are * Basic skills is generally taken to refer to literacy and numeracy; the Lisbon Council called for adding the new skills needed in a knowledge society such as ICT and entrepreneurship. ** The Working Group preferred the term competence that refers to a combination of knowledge, skills and attitudes and key competence to define competences necessary for all. It thus includes basic skills, but goes beyond them. ***Working group on Basic skills, progress reports 2003, 2004: http://europa.eu.int/comm/education/policies/2010/objectives_en.html#basic **** Joint Interim Report, Council document 6905/04 of March 2004. ***** The annex of the Recommendation, the Key Competences for Lifelong Learning A European Framework is a revised version of the key competences framework developed by the Working Group on basic skills. Although rates of illiteracy in Europe appear relatively low, no society is immune to this phenomenon and there are a number of minorities among whom illiteracy is a major problem. The 2005 data on European reference levels (benchmarks), adopted by the Council in May 20036, show no progress since 2000 in reducing the percentage of low achievers in reading literacy at age 15, or in raising the completion rate for upper-secondary education. Progress towards achieving other reference levels is also too low: at current rates early school leaving would drop to 14% by 2010 while the reference level is 10%. Adult participation in education and training is growing only by 0.1-0.2 percentage points a year which will not lead to achieving the reference level of 12.5% by 2010. Moreover, data show that low skilled people are less likely to participate in further training, making it harder to support those who need it most. So, the Key Competences for Lifelong Learning A European Reference Framework includes knowledge, skills and attitudes that lead people to be more involved in both sustainable development and democratic citizenship. The Communication of the Commission on lifelong learning and the subsequent Council Resolution of 27 June 2002 on lifelong learning identified the new basic skills as a priority, and underline the fundamental basic skills of language, literacy, numeracy and ICT as an essential foundation for learning, and learning to learn supports all learning activities. On the first place in the European Reference Framework of eight key competences* is mention - Communication in the mother tongue. * * This skill is described as an ability to express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate way in the full range of societal and cultural contexts education and training, work, home and leisure. The future teachers should have the skills to communicate in oral and written forms in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation.This skills also includes the abilities to write and read different types of texts, search, collect and process information, use aids, formulate and express ones own arguments in a convincing way appropriate to the context.

51 All levels of educational system in Bulgaria communicating in Bulgarian language. Bulgarian language is official for all citizens of the country. But minorities are encouraged to learn their own mother tongue at school level. In the curricula there are lessons on different minoritys languages as a separate subject and student from this ethnic society can choose to learn his own mother tongue. Bulgarian language is compulsory for all levels of educational system. Knowledge of societal conventions, and the cultural aspect and variability of languages is important. Thats way next key competence in the Framework is Communication in foreign languages. These skills should be broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret thoughts, feelings and facts in both oral and that ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society. Measures to address such cases are a matter for individual Member States according to their specific needs and circumstances. - and written form (listening, speaking, reading and writing) in an appropriate range of societal contexts work, home, leisure, education and training according to ones wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. Learning additional foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of languages. These skills consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read and understand texts appropriate to the personals needs. Individuals should also be able to use aids appropriately, and learn languages also informally. Learning more foreign languages, future European teachers will be more informed about other European culture and history, will have an explanation of cultural differences and diversity, and will developed their interest and curiosity in languages and intercultural communication. ____________________________________________________ *http://europa.eu/legislation summaries/education_training_youth/lifelong_learning/c11090en.htm **It is recognised that the mother tongue may not in all cases be an official language of the Member State, Language learning In view of the importance of learning two foreign languages from an early age, as highlighted in the March 2002 Barcelona European Council conclusions, the Commission is invited to submit to the Council by the end of 2012 - a proposal for a possible benchmark in this area, based on the ongoing work on language skills as a possibility to be more flexible on the European labour market In the Programme for Developing the Bulgarian Educational System 2007-2013 was written that one of the strategic goals and challenge is Encouraging young people to remain in education or training after the end of compulsory schooling, motivating and enabling adults to participate in learning more foreign languages and gain experience in initial digital skills throughout life. Future teachers in Europe have to be ready to communicate not only in their mother tongue, but to know and use one or more languages and to exchange good practices and work together with colleagues form

52 other European countries. Learning languages and getting computer skills are main tasks of Bulgarian educational system on the pre-school and the school level. As a method to reach this aim is suggesting - Encouraging everyone to learn two or, where appropriate, more languages in addition to their mother tongue, and increasing awareness of the importance of foreign language learning at all ages; - Encouraging schools and training institutions to use effective teaching and training methods, and motivating continuation of language learning at a later stage of life. As it was mention above, education plays a key role in transforming the European Union (EU) into a world-leading knowledge-based society and economy. Since the adoption of the Lisbon Strategy in 2000, political cooperation in education and training has been strengthened first by the Education and Training 2010 work programme, followed-up by the strategic framework for European cooperation in education and training ET 2020. . Through education, training and youth programmes, the European Union is developing the European dimension, promoting mobility and encouraging cooperation. The Union supports and complements Member States actions in accordance with articles 165 and 166 of the Treaty on the Functioning of the European Union. But all we know that, the future European teachers have the key role in this ambitious project relating to the school level of the Educational system. They have to prepare student on all levels for the labour market and to realize their own abilities in the society. Teachers have to identified the specific needs and respond to them, support their development to fully autonomous persons and help young people to reach their potentions. Meanwhile, future teachers have to develop their own carrier abilities and stay tune to all good practice in their subject, to be more flexible for the labour market. And here, the most important is, to prepare to work in close collaboration with colleagues, partners and the wider communities in different countries. To reach this goals future European teacher have to cultivate his own communication skills, bought in language and digital level. As all we know, the information society is synonymous with what is meant by "new information and communication technologies" (ICT). Since the beginning of the 90s, the new ICT have been booming. The universal use of electronic exchanges of information, convergence towards digital technologies, the exponential growth of the Internet and the opening up of telecommunications markets are all signs of this change. The information society is revolutionising many areas of everyday life, particularly access to training and knowledge (distance learning, e-learning related services), work organisation and mobilisation of skills (teleworking, virtual companies), practical life (e-health services) and leisure. It is also providing new opportunities in terms of participation of citizens by making it easier to express opinions and points of view. However, these positive advances go hand-in-hand with new concerns: mass use of the Internet means that steps have to be taken against new criminal behaviour, pirating, and questions of protection of personal data and intellectual property. Moreover, the information society may contribute to the marginalisation of certain sections of society by emphasising social inequalities. In the light of these potential benefits and threats, the European Union has placed the information society at the heart of its strategy for the 21st century. Having in mind this here you will see as next communication skills

53 Digital communication or digital literacy. These skills involve the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.

Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities of Internet and communication via electronic media (e-mail, network tools) for leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and the ethical principles of in the interactive use of IST. Skills needed include: the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing real from virtual while recognising the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use internet-based services; they should also be able use IST to support critical thinking, creativity, and innovation. Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media; an interest in engaging in communities and networks for cultural, social and/or professional purposes also supports competence. Use mother tongue and foreign language as well as digital communication skills to interact effectively and responsibly in a multicultural context as strategic goal in a multicultural European context to work collaboratively, solve problems, and perform tasks. Only this skills and strategies can organize to communicate intercultural. Now we can say that the communication as a target skill of the future European teachers is very important, because trough it they can: make informed choices to adjust learning and career paths to the labour markets and their own needs - combine different education and training types and levels, work and life experience and have them assessed and recognised their own interest. - easily understood, reflect and value varied learning experiences. - get the good practice and collaborate with the colleagues from other European schools in partnerships as projects, internships, conferences, workshops, etc. -this way their knowledge, skills and competence became their treasure capital/ or currency values. - improve the European linguistic diversity in the Educational system and to encourage the small languages and dialects to develop. - use the ICT technologies as a method for innovation of new didactic creative practices. In the end we can say that communication skills are kind of social skills.90 % of our time is mainly communication with students, colleagues and the society. These social skills are affected very little by the nature or genetic personal

54 characteristics. They are such kind of skills, which we can cultivate in specific social conditions. Lisbon strategy is giving the methodology how to achieve this formally: - cultivating ability to speak and read in mother tongue meaning small languages and dialects - cultivating interest in learning more than one foreign languages - cultivating digital professional skills These way communication skills for the future European teachers become not only a skills but powerful value. Communication skills help to develop our critical thinking and understand Global process and world reality. We need to strengthen those communication skills required to engage in further learning and the labour market which are often closely interrelated. This means further developing communication skills as key competences approach beyond the school sector, in VET and adult learning, and ensuring that higher education outcomes are more relevant to the needs of the labour market. It will set up the communication as a target skill to reach the flexible mobility of the future European teachers. As we see, the strategic goal standing here is to make better use of existing communication skills for the future European teachers, to expand them according to the new global changes in the World, to up- skill the present teachers to be ready to face the future. Because the communication skills are linking our present and the future! Partnership between education institutions and the wider world, especially the world of work, should be enhanced at all levels through development of the communication skills/ verbal, non-verbal and digital/. Such partnerships would gather education and training practitioners, businesses and civil society bodies, national and regional authorities with a common agenda and within a lifelong learning perspective. Partnerships would also create new opportunities for learning mobility. Cultivate communication skills of our future European teachers will help them to think globally and communicate more open! Thank you for your attention!

BIBLIOGRAPHY DOCUMENTS

Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing anaction programme in the field of lifelong learning [Official Journal L 327 of 24 November 2006].

55

"Education and Training 2010" The success of the Lisbon strategy hinges on urgent reforms - Joint interim report of the Council and the Commission on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe [Official Journal C 104 of 30 April 2004]. Communication from the Commission - "Education and Training 2010": The success of the Lisbon Strategy hinges on urgent reforms (Draft joint interim report on the implementation of the detailed work programme on the followup of the objectives of education and training systems in Europe) COM(2003) 685 final - Not published in the Official Journal]. Communication from the Commission of 20 November 2002 on European benchmarks in education and training: follow-up to the Lisbon European Council [COM(2002) 629final - Not published in the Official Journal]. Detailed work programme on the follow-up of the objectives of education and training systems in Europe [Official Journal C 142/01 of 14.06.2002]. 2010 joint progress report of the Council and the Commission on the implementation of the Education & Training 2010 work programme Key competences for a changing world [Official Journal C 117 of 6.5.2010]. PROPOSAL FOR A DECISION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL CONCERNING THE EUROPEAN YEAR OF CREATIVITY AND INNOVATION (2009) , Brussels, 28.3.2008 COM(2008) 159 final 2008/0064 (COD) (PRESENTED BY THE COMMISSION) EXPLANATORY MEMORANDUM http//eurlex.europa.eu/LexUriServ/LexUriServ.douri=COM20080159FINENPD Recommendation of the European Parliament and of the Council, of 18 December 2006, on key competences for lifelong learning [Official Journal L 394 of 30.12.2006]. Council conclusions on the European Indicator of Language Competence (OJ C 172, 25.7.2006, p.

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Roth (1999) The Evolution of Umwelt and Communication PDF Carey, James. 1988 Communication as Culture. Cohen, Herman. 1994. The History of Speech Communication: The Emergence of a Discipline, 1914-1945. Annandale, VA: Speech Communication Association. Packer, J. & Robertson, C, eds. 2006. Thinking with James Carey: Essays on Communications, Transportation, History. Peters, John Durham and Peter Simonson, eds. 2004. Mass Communication and American Social Thought: Key Texts 1919-1968. Wahl-Jorgensen, Karin 2004, 'How Not to Found a Field: New Evidence on the Origins of Mass Communication Research', Journal of Communication, September 2004.

See also: History of Communication Research Bibliography http://www.historyofcommunicationresearch.org/about/

57 INITIAL TEACHER EDUCATION IN PORTUGAL By Liseth Ferreira ABSTRACT The new generation is growing up in a rapidly changing world, and will live and work in fundamentally different ways from their parents. The student population is increasingly diverse, and in many cases teachers are expected to achieve the same predetermined goals for every student regardless of their different learning needs, starting points and prior experiences. Thus teachers have to be both knowledgeable in their content areas and extremely skilful in a wide range of teaching approaches to cater for the diverse learning needs of every student. Teachers education must be in the position to prepare teachers to work in emerging, and yet to be known contexts, and to select entrants most likely to develop as much quality teachers with the ability to work effectively within the rapidly changing societal and schooling context of teachers work. The teacher training program provides conditions for trainees to practice in a school the roles of teacher, being closely monitored by local supervisors and scientific coordinators. So due to the challenges of rapid transformation of society, new technologies, new work places, new citizenships and the need for pedagogical and curriculum innovation all actors of the educational process must be prepared to face them. Keywords: teacher education, internship, university and school relationship. INTRODUCTION Nowadays young people are growing up in a rapidly changing world, and will live and work in fundamentally different ways from their parents. Traditional notions of nation and community, work, citizenship and family are changing. Hence, the work of teachers, the process of schooling, and the preparation of new entrants to the profession as well as the ongoing development of those in the profession, are all changing. Teachers are charged with providing a foundation for life in these new, complex, diverse and uncertain economic and social environments. They must address issues relating to the emergence of new citizenships and identities, and the impact of new technologies and new economies. They need to help students develop skills and knowledge for the economy and for lifelong learning (OCDE, 1996). In addition, they aim to provide intellectual challenge and connect student work to their biographies and to the world outside the classroom. Therefore teachers work is increasingly becoming embedded in communities, both inside and external to the school. Being a teacher in the 21st century goes beyond work in the classroom; it requires an understanding of the multiple contexts of teaching, the multiple players in education, and the diverse roles of the teacher. It also involves ongoing professional learning in the form of further study, participation in professional development programs, and engagement in professional school-based learning communities. The relevance of the teacher training program on teachers education To become a teacher in Portugal it must be done the two-year teacher training program which combines educational, professional and academic studies with one

58 year of school-based teaching practice (internship) on their respective scientific specialty. Since trainee teachers are insiders who already have a strong sense of what it means to be a teacher, they begin their programs with well established and resilient beliefs about teaching and learning (Britzman D., 1991; Wideen M., 1998). Therefore, from their exposure to the programme, trainees gain an understanding of the theoretical foundations for good teaching practice in which they learn to develop strategies to deal with diverse students needs and also teach those to approach designing units for effective instruction, having the opportunity to apply those in practice in the last year of the training program. A better adequacy of the program depends largely on increasing the quality of teachers training pedagogical methods. This improvement involves a focus on general teaching practice and in particular to the program itself, pursued through different activities including observation, analysis and accountability of trainees teaching activities which are targeted for their skills development, understood not as a set of micro-skills acquired but as a holistic reality where knowledge, capabilities, attitudes and adequacy levels of intent are evaluated, additionally all expressed in a set of interpersonal and institutional relationships that will determine a competent performance of the teaching career. Nobody will deny that having education at the scientific specialty corresponding to the discipline of teaching (or disciplines) is indispensable. However, along university education the future teachers do not always recognize the importance of pedagogical training, including the competency to teach and relationship skills with students. They only (or almost only) recognize its critical importance when faced with the multiple and complex situations of the school where the internship takes place. As referred by Ponte et al. (Ponte J. et al., 2000) "is not enough for a teacher to know theories, perspectives and research findings. Must be able to build appropriate solutions to the various aspects of their professional role, which requires not only the capacity of mobilization and articulation of theoretical knowledge, but also the ability to deal with practical situations, which trainees contact for the first time during their internship. Training programs often include site-, problem- and enquiry-based approaches in an attempt to address the so called theory-practice divide, and use information and communication technologies to enhance teaching and learning processes. The knowledge base for teaching typically encompasses knowledge of content, learners and learning, general pedagogy, pedagogical content knowledge, curriculum, context, and self (Grossman P., 1994) although being definitive about this is somewhat problematic (Hiebert J. et al., 2002). Consequently, the training program creates conditions for autonomy given that provides different possibilities of approaching to the educational context where trainees develop the necessary skills of the practice through the participation in multiple activities at the school, by acquiring experience in the field of didactics and also, trough the review and critical evaluation of the various educational strategies adopted. The program is also essential for the construction of the professional identity of the future teacher since allows the integration of theoretical knowledge and procedures and its necessary approach to situations arising the professional practice. Consequently the personal and relational dimension, as well as the institutional and organizational are appreciated. Thus the training program is important since provides conditions for trainees to practice in a school the roles of teacher, which are closely monitored by local supervisors, who are teachers from the same scientific specialty of the school where

59 the internship takes place, all supervise by university PhD professors (called as scientific coordinators, counsellors or supervisors, where each designation is adopted according to the use and not with the law). However, it must be recognized that the practical component of training overshadows, in an undesirable way, the theoretical component. Some of the key criticisms of initial teacher education often referred are: - The relevance and quality of the course work provided by universities (theory) as distinct from the component of practical experience in schools (practice); - The lack of preparedness by many trainees to handle the complexities of students behaviour, the diversity of individual students learning needs, including combined year level classes and culturally different groups, relations with parents, assessment and evaluation, and the capability required to quickly mobilise classes into effective centres of enthusiastic learning; - The trainees supervision is done more directly by school supervisors in which, by the condition of everyday practice, tend to put more emphasis on finding solutions to immediate problems than the theoretical reflection on educational issues; - The lack of institutional recognition for the training coordination tasks developed by university professors, which are probably better prepared to foster pedagogical reflection. Despite the negative aspects referred above, the training program is important for universities because force this institution to relate with other levels of education, with whom, before legally take the initial teachers education, relationships were almost nonexistent. The observation and evaluation of trainees activities in loco by a scientific coordinator provides an unique opportunity where some of the deficiencies in the scientific and pedagogical skills previously acquired can be shown and may be taken into consideration (or rather should be) for restructuration of university curriculum. So, schools are vital communities of learning and drivers of change that universities should have to take into consideration. MACRO-STRUCTURAL CONDITIONS OF THE SCHOOL-BASED TEACHING TRAINING (INTERNSHIP) Among the macro-structural conditions are noted the inadequacy of law regarding the human resources at schools, highlighting in this framework, the ambiguity of the status of the trainee teacher, the need for a deeper reflection about numeri clausi of university courses offering teacher education and also the conditions for recruitment and respective profile of a supervisor and scientific coordinator. Inappropriateness of current legislation At beginning of the seventies, when universities legally took initial teachers education the proliferation of regulatory legislation have been then initiated. Although universities didnt adopt a single model for teacher training, between that diversity remained one characteristic in common: the existence of one academic year or equivalent, for the school-based teaching training (internship). In all cases it is about teaching practice, not remunerated, in a school (Basic Education and/or Secondary Education) at their respective scientific specialty disciplines which concludes all the knowledge obtained in previous years in an integrative way (knowledge from scientific specialty, disciplinary didactics and pedagogical training). The status of the trainee teacher is another complex problem which needs to be addressed. Currently trainees are both university students and teachers, which create

60 an ambiguous situation. At university they have the rights and obligations as all other students, at school they are like all other teachers on the beginning of career, with the same obligations and additionally unpaid. This situation arises, most likely from the establishment of this model by other precedent models in which the trainee must compulsorily be graduated and nominated by the administration as a contracted teacher. The situation of teachers on initial training is nowadays distinct since they maintain a relation with the university which didn't happen with the precedent models. Number of trainees versus numerus clausus Another important problem faced by universities is related to the rupture of the relationship between the numbers of vacancies opened to tender by the Ministry of Education, dictated by the number of students attending these disciplines (scientific specialty) in primary and secondary education and also, related to the number of students attending university courses in a given scientific specialty. Over the past 30 years, and especially in the last 20 years, there were profound structural changes in Portugals educational system, wherein are highlighted the significant demographic decrease at ages of compulsory education (and even secondary) and the expansion of access to a higher education which has brought complex problems to initial teacher education. The general recession of the school population, plus the disentanglement of old schools in which the 3rd cycle of basic education was separated from secondary education leads to a serious imbalance, since it wasnt considered the restructuring of the human resources, namely teachers. This situation is echoed necessarily on the organization of internships. The regulations, that still are outdated, determine that each school must have three different groups of scientific specialties with a core of three to five trainees maximum in which each trainee must teach (preferably) two different levels (3rd cycle of basic education and secondary education) in their local supervisors classes and also to participate at schools multidisciplinary activities. It must be considered that universities will face strong pressure from its students; since an overwhelming number of students choose the teaching career and most of them have the inability to obtain a vacancy for an internship. In the case of undergraduates who have specialization in education, the problem is even worse since the internship is an integral part of the course, thus without undertaking it, students do not obtain the degree. Therefore, the numeri clausi can not be set for the internship, but early in the beginning of the degree. Being a problem indirectly related to internships, this topic couldnt be ignored in this document. Profile and recruitment of school advisors and scientific coordinators The internship training is in charge of local supervisors (school teachers, from their respective scientific specialty) and to scientific coordinators (university PhD professors). Universities are fully responsible for the enrolment of scientific coordinators as for the assessment of their pedagogical activity. It is noted that their tasks are not clearly defined by law and that they vary greatly from institution to institution, and within each one, from course to course. As a general rule, coordinators are required to attend trainees classes and observe their pedagogical and scientific performance closely, while in other cases its main function is to coordinate at distance and to instruct of local supervisors. The intent to assign internships scientific coordination to PhD professors, expressed by governmental order (Law n. 85/2009 from august 27th) and in internal regulations of some universities is not always fulfilled because

61 some are regular school teachers requested by universities with a precarious association and, in some cases, without adequate theoretical and pedagogical education. The selection of local supervisors is defined by laws that regulate initial teachers education in various universities, although it is necessary to specify the basic conditions that are essential so recruitment can be done. Indeed, talking about recruitment it is implied a good fit to a certain function, but universities are placed in front of offers for supervisors that they dont even realize. In accordance with the 14th article, 2nd item from diploma n. 659/88 of Setember 29th, local advisors are appointed by order of the Regional Education Directorate once obtained the consent of the teacher and the school where he will perform such duties. The involvement of universities on the choice of local supervisors happens when those are informally invited to apply for the position, or to keep those functions when they are already linked to previous internships. However these informal invitations are not always accepted for three main reasons: Most of schools dont have timetables to offer for trainees; second Regional Departments of Education do not always consider universitys choices, not often giving to know the criteria they use and, finally, it must take into consideration the competition between public and private universities, since those offer a better monetary compensation (nearly triple what is received by scientific coordinators from public universities). The important role of local supervisors on teachers training has to be emphasized. Along the university courses, none professor accompanies the students (future teachers) so closely or even have as much as a direct intervention on their training (for good or bad) in addition, it must be considered the enormous importance of their evaluation on internship. In order to solve this impasse concerning the selection, profiles definition and the maintenance of school counsellors, partnerships can be done between universities and certain schools. Articulation between Universities and Schools As already emphasized, one of the advantages of internships, is the fruitful interaction between Schools and Universities. There is strong, general agreement that a greater concentration on the school experience component would be beneficial; this reflects contemporary views and developments in many industrialised countries as reported in a study by the OECD (OECD, 2004) on attracting, developing and retaining effective teachers. What is not clear is how this can be achieved under present arrangements. Arguably, more radical solutions are needed, including new models of teacher education grounded in equal and fully operational partnerships between schools, universities and Employers. These partnerships, which should lead to the drafting of joint work, would necessarily have validity periods longer than one year, being offered by universities counterparts to these schools. It must be considered that this contribution has many advantages since would contribute for the stability of internships, but the progressive reduction of the number of students and classes, the mobility of faculty and the lack of tradition from universities to organize scientific and educational projects with schools may place difficulties on its settlement. In addition, this situation creates a several institutional disjoint due to the diversity of actors involved in the educational process (Ministry of Education with emphasis to the Regional Departments of Education involved in the choice of local supervisors and for the placement of trainees, Departments of the Ministry, Schools and through these, other participants such as

62 parents and others are social partners) and to the lack of habit on those relationships that force to break longstanding inertia. It is clear that over the years some of the obstacles have been overcome, however, remains indispensable to the universities that instruct teachers to enclose the necessary internal and external conditions for such. The modification of this elitist attitude from universities, adapted to its role as socially useful, is not simple. It is being imposed externally by the creation of INAFOP (National Institute of Accreditation and Education of Teachers) and legal recognition of its competence which have not yet been internalized by most institutions of higher education. Should be INAFOP to impose the necessary discussion of how the path of training teachers, with many implications that flows from it? It seems desirable that Universities should take a more responsible attitude towards the assignment of training teachers, which is far from being achieved. The CRUP (Council of Rectors of Portuguese Universities) might have a decisive role in inducing and promoting reflection about teachers training in universities, including in this component (perhaps the most crucial for professional practice) the school-based practice which shouldnt be regarded exclusively as the year of internship but along the course. CONCLUSION The quality, responsiveness and satisfaction levels of Portugals future teachers are heavily dependent on their experience of initial education and training. It is increasingly clear that teachers have to be successful with a wide range of learners in order to prepare future citizens with the sophisticated skills needed to participate in a knowledge-based society. Within this rapidly changing environment, teacher education must be in the position of preparing teachers to work in emerging and yet to be known contexts, and to select entrants most likely to develop as quality teachers with the ability to work effectively within the rapidly changing societal and schooling context of teachers work. Like teachers in schools, scientific coordinators face the challenges of rapid change, new technologies, new work places, new citizenships and the need for pedagogical and curriculum innovation. In order to achieve this, universities must have to work in partnerships with schools and redefine the work of university and school-based teacher education. These include funding, internal decision-making procedures that may be university-wide, organisation of supervision, and gaining the active involvement of a sufficient number of suitable schools for placement of student teachers. This collaboration involves several aspects previously discussed, in which are highlight: The urgent restructuring of initial teacher education, being adapted to new realities of primary and secondary education, and standardizing as far as possible several models of initial teaching education courses and training programs, particularly the aspects related to the duration of the teacher training program; The improvement of schools where internships are held; actors and attributions from entities responsible for the assignment of internships supervisors and scientific coordinators; local supervisors and scientific coordinators profiles (also their duties and remuneration); trainees statutes; forms of progressive integration of future teacher trainees in schools along the academic education; numerus clausus of initial teacher education courses and conditions under which trainees can access to the training program and their respective evaluation. Because the initial teacher education is very important for some universities is also imperative to obtain reliable indicators about teachers needs in a short to

63 medium term, and also its wide dissemination among the candidates to and within universities. The solution of these problems related to initial teacher education is still on the diversification of career opportunities and restructuring university courses in larger extent, with the possibility of a bi-disciplinary training for teachers and better opportunities for teachers mobility between levels of education. And finally, advocating an education of excellence, carefree about quantity, but concerned to a broad debate about the role of social institutions responsible for teacher education. As a final note, while there are strong grounds for confidence overall about the future of the teaching profession, there are many specific weaknesses to address through collective, collaborative action. This is also a rare opportunity, due to the coming separation rate, for more fundamental reflection about who can and should teach and the ways in which the formation of teachers and high quality teaching can contribute to shaping the careers future. REFERENCES* Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany NY: State University of New York Press. Grossman, P. (1994). Teachers knowledge. Oxford: T. Husen & T. N. Postlethwaite (Eds.), The international encyclopaedia of education, 6117-6122. Hiebert, J., Gallimore, R., Stigler, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 5-15. Organisation for Economic Co-operation and Development - OECD (1996). Lifelong Learning for All. Paris: Organisation for Economic Cooperation and Development (OECD). Organisation for Economic Co-operation and Development - OECD (2004). Attracting, Developing and Retaining Effective Teachers. Mimeo. PONTE, J., JANURIO, C., CRUZ, I., ALARCO, I. (2000). Por uma formao inicial de qualidade. Lisbon: Essay document from ad hoc council from CRUP for teachers education. Wideen, M., Mayer-Smith, J., Moon, B. (1998). A critical analysis of the research on learning to teach: Making a case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.

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TEACHERS IN THE SCHOOLS THAT ARE IN CONTACT TO THE WORK LABOUR By Vaida Aleknaviciene

ABSTRACT This paper describes the importance for schools and teachers to keep contact with various companies. It gives some advice how teachers can cooperate with associated partners and at the same time some advice why is it good for a teacher and a school. A short survey presents why employers reject young workers and what do they hope from schools. Teachers place in vocational schools and their work. Proefesionalization-what does it mean nowadays. Policy of Vocational Education and Training. Key words: teachers, work labour, associated partners, professionalization, VET (vocational education and training). employers,

Nowadays it is very important for each school to prepare a child for labour market. People working at school should inform students from early childhood about different professions that children could see and get acquainted with most of them. That would help them to find out what they are most interested in and what they would like to do in future. It is possible to devide teachers into two groups: the ones who work in General Education Schools (Primary Schools, High Schools, Gymnasiums) and the ones who work in Vocational Schools. Teachers from general Education Schools should not only teach pupils but try to inform them with all possible professions (through various projects, meetings with various people, visiting different companies, etc) Teachers who work in vocational schools are more related with work labour. There come students who already have chosen what to study. For a teacher working in such a school it is very important to keep contact with employers in order to prepare good employees. The National Assocciation of Manufacturers (NAM) conducted a survey why so many young applicants are rejected by companies (NAM, 2006): From the survey you can see that even 69% of employers marked Inadequate basic employability skills (attendance, timeliness, work ethic, etc.). 34% marked Insufficient work experience. It means that we should take care of helping students to get some work experience while they are studying. Some of them lack reading, writing, math skills. 12% marked Inability to work in a team environment. 11% marked Inadequate problem-solving skills and Inadequate technical/computer skills.The worst thing here is that even 8% marked Lack of degree or vocational training. It means that teachers do not prepare students for labour market quite good. In order to prepare good workers schools and teachers have to keep in contact with various companies constantly.

65

69,00% 70,00% 60,00% 50,00% 34,00% 40,00% 30,00% 20,00% 10,00% 0,00% Inadequate basic employability skills (attendance, timeliness, work ethic, etc.) Inadequate reading/writing skills Poor references from previous employers Inability to work in a team environment Inadequate technical/computer skills Problems with citizenship/immigration status Insufficient work experience Inadequate math skills Inadequate oral-communication skills Inadequate problem-solving skills Lack of degree or vocational training Other 32,00% 21,00%

20,00% 18,00% 12,00% 11,00% 11,00% 8,00% 7,00% 4,00%

The ways to keep in contact with companies; 1. To invite various employers from you region to the school to meet students; 2. To make good relations with companies where students do their practice; 3. To involve employers to schools social life; 4. to find out if there are employers who some years ago were your students; 5. To make excursions to various companies; 6. To involve companies as associated partners in various projects; 7. To encourage teachers to keep in contact with companies; Why is it good for a teacher to keep in contact with various companies: 1. It helps to get acquainted with real work situation nowadays; 2. It helps to find out what is needed in labour market; 3. It motivates to increase ones knowledge and keep up to date; 4. You can get new material for teaching; 5. You can visit the company with your students; 6. You can help your students to find a place for practice training; 7. You better know what skills are required from young workers, etc As we see teachers get a lof of benefit from being in contact with companies. And they should do it because: Teachers should develop career-focused instruction that links school-based learning with work opportunities. Teachers should emphasize career development activities and provide foundation skills, which help prepare students for transition to work and further education. Teachers should participate in the planning of work-based learning programs. Teachers should work with employers to develop the learning potential. As we can see to be a teacher in a vocational school requires some different challenges. First of all if people want to be hired in the field of vocational education, teachers must have mastered the trade to be taught. They are often recruited from the world of industry and business. People who choose to become vocational education

66 teachers have generally completed some kind of vocational or technical training, and have mastered their trade or specialty on the job. When they move to teaching, they do not always have access to pedagogical support or skills upgrading, whether in a vocational education centre or an industrial setting. But the recruitment of qualified staff to teach in the vocational education sector involves several difficulties, mainly connected with the lack of qualified teachers in several training areas, the precarious nature of the positions available in vocational education, and the gap, often large, between the wages paid in the business sector and those paid in the field of education. But we all understand that we need professionals as the face of teaching has changed several times during the centuries. The makeshift teachers of the period prior to the 17th century and the tradesmen-teachers of the following three centuries were replaced by the scientific teachers of the 20th century. In parallel, and also over a period of several centuries, carpenters, woodworkers, masons and other craftsmen, organized into corporations or guilds, thus keeping the journeyman tradition alive. As we move into the third millennium, and given the new features of the work they perform, teachers have to be real professionals. When we talk about professional teacher we have in mind six dimensions: the competencies required in the new educational context, the complexity of the teaching task, the integration of training with real-life teaching, polyvalent training, the links between training and research, and partnership and concerted action. Professionalization, insofar as it concerns the construction of a profession, refers to practical mastery and a certain degree of rationalization of the work process. (Lang 1999). Individuals trained to be teachers do not become skilled practitioners the moment they finish their training. Rather, they progressively acquire experience and ongoing professional development over the years and, in certain cases, achieve a level of expertise. Professionalization is a dynamic, continuous learning process; given the complexity of the situations and the continually-changing professional context, it is a process that is never completed. Professionalization requires a sharing of professional expertise among the members of the group. Not only knowledge and skills are shared, but also an ethical attitude and a shared way of approaching and dealing with situations. This shared, or common, culture can be seen as a professional code that expresses the values, beliefs, attitudes and work-related representations of the group. Nevertheless the new conception of learning that gives students primary responsibility in the learning process requires teachers to use new pedagogical approaches and ways of dealing with students. Teachers must adapt their teaching methods to the rate of progress of each student; they must focus on student-learners in order to redefine their relationship to knowledge and facilitate its acquisition. Competency-based programs of study, and the map of options, require teachers to perform some tasks differently and to develop new competencies. Teamwork with colleagues who come into contact with the students in the program or teach other subjects will become especially important in developing, integrating and evaluating competencies over periods ranging from a few days to the length of an entire program. The new social and educational context requires recognition for the interactive nature of teaching work (Tardif and Lessard 1999). Teachers do not work with inert materials but with living subjects and social cases. Students today are no longer docile beings subjected to the teachers authority; they resist the teacher.s influence, and always want to do something else, or do it differently or at another time: .The teacher.s knowledge no longer, in the eyes of students of whatever age, gives him or her an unconditional right to exercise intellectual authority and obtain

67 their attention, trust and obedience. Dislodged from their pedestal, teachers must, day after day, earn the credit and influence they formerly enjoyed automatically. (Joxe quoted in Lang 1999). Since the role of the teacher and the context of teaching have changed, new resources (knowledge, skills, attitudes) are required to practise the profession. Certification in a given trade is no longer the sole qualification needed in order to be considered competent to teach. To qualify, teachers must acquire the more complex competencies that underlie the new professionality of the teaching profession. The professionalisation of teachers is the focus of the common European Principles for Teacher Competences and Qualifications, developed in 2005 by the European Commission in cooperation with experts from Member States. Several policy orientations that are relevant to the professionalisation of teachers and trainers are set out in the recent OECD publication Teachers Matter: Attracting, Developing and Retaining Effective Teachers. The increasingly complex mission of VET (Vocational Education and Training) in European countries is described. The high demands placed by this evolving mission on VET teachers and trainers professionalism is discussed, against the apparent reality that most qualifications requirements for VET teachers still predominantly emphasise educational background over work-based or technological experience. A range of issues that challenge the professionalisation of VET teachers and trainers is identified: - Individualisation of learners training pathways and hence a greater emphasis on learner-centred teaching. - The change in the focus of assessment from subject related assessment to more transversal assessment of learners knowledge, skills and competences; also the increasing individualisation of assessment. - Innovation in terms of teaching methods used, including e-learning, self-directed learning or project work. - The necessity to cooperate with local stakeholders as well as employers. - Greater emphasis on quality assurance including self-evaluation of VET providers and its implications on assessment of teaching delivered What key factors need to be taken into account in the development of policies for the professionalisation of VET teachers and trainers? - The professionalisation of teachers and trainers is strongly dependent on the cultural background in which they operate, so that custom solutions to professionalisation issues are often required; - The need to take account of the fact that VET teachers and trainers have a dual responsibility, to achieving lifelong learning goals (whether systemic or personal to the learner) and to fulfilling labour market needs (whether systemic or relevant to an individual company) - Training issues for SMEs and large companies should be addressed differently however, links could be arranged between them in order to integrate the SME training within big companies training provision; - Policies to enhance professionalisation should be formulated to make the optimum use of new technology (including ICT) to assist training, teaching and learning; - Policies to enhance professionalisation should accommodate the wide diversity of teachers and trainers profiles, and the consequent need for a diversity of preparation and recruitment processes;

68 - The culture of training has to be fostered at all levels in companies to guarantee adequate funding and support for on-going training of trainers and teachers. What are the main fields in which policies should be developed? - Exchange programmes for teachers and trainers and mobility between schools and companies; - Prioritising joint projects involving teachers and trainers in VET in future EU programmes, including Leonardo; - Innovative approaches to the recognition, validation and accreditation of prior experiential learning for trainers; - Providing recognition and validation for high-quality teachers and trainers (e.g. through awards, q-marks etc) What are the barriers to professionalisation or to implementation of policies to enhance professionalisation? - The difficulty of defining common policies at European level due to cultural diversity; - The low status accorded to VET in many countries, which can affect the perceived relationship between VET teachers and trainers and teachers in general or higher education; - The gap between the education and training sectors of VET in many countries, manifest in varying approaches to learning and organizational structures; - The divide in responsibility for VET between different ministries in most countries; - The absence of recognised accreditation systems for trainers in some countries, which hinders career-path development and mobility. What are the key messages for policy development? - Social partners, including Chambers where appropriate, should be encouraged to play a strong role in developing policies for VET generally and in particular for the professionalisation of VET teachers and trainers; - The current economic crisis could be used in a positive way to motivate companies to retrain their staff by offering new training opportunities for increasing competences; - New ways of communication/interaction between schools and companies should be developed; - There should be a common, broad European approach underpinning the development of policies for professionalisation of VET teachers and trainers, even though the actual policies should be tailored to the needs of each particular country and its systems; - In every country it should be clearly set out what is the role and required training for a qualified VET teacher or trainer and what are the pathways to this qualification, - teacher education infrastructure in higher education should be used where possible for training of trainers in company-based settings, in contexts of both initial training and continuing professional development. CONCLUSIONS: - The professionalisation of VET teachers and trainers is an important theme for continuing European cooperation as it is intrinsically connected to the quality of teaching and the attractiveness of VET;

69 - The nature of VET in Europe is changing very rapidly, as are conditions in the European labour market. In this context, it must be anticipated that the roles fulfilled by VET teachers and trainers will change significantly, leading to a need for elaborated approaches to the training of teachers and trainers; - VET is a distinct field of work, as opposed to general education, and therefore special skills and competences are needed by VET teachers and trainers: for example, apart from having expertise in specific pedagogic methodologies, VET teachers and trainers need to be able to innovate in education as well as their vocational domains, adapt to rapidly changing situations (e.g. in the labour market) and interact with social partners. The preparation and continuing professional development of VET teachers needs to reflect this different role and profile; - Preparation of VET teachers and trainers should take into account their very different roles. However, there is considerable scope for these two related professions to learn from one another. This can be achieved through joint educational measures within preparation as well as in teacher/trainer continuing professional development (CPD) provision, and through arrangements that facilitate teachers to spend time in companies and that enable companies and trainers to contribute to the work of schools. These arrangements can be supported by many actors at sectional, regional, national and European levels. At the European level, these supports may be through Leonardo programmes for VET teachers and trainers; - The professionalisation of VET teachers and trainers can be supported through appropriate initial preparation and qualifications, and through continuing professional development; it can also be supported through measures such as teacher/trainer registration, accreditation or licensing and the quality assurance of VET programmes; - Professionalisation is essentially a quality improvement issue. Therefore, measures for the professionalisation of VET teachers and trainers should be appropriate to the needs of the education and training system in which they operate and should support the continuous improvement of their operation. It is considered that it is not possible to define professionalisation as a single model for the many aspects of VET found in European countries; on the other hand it was possible to see that there are many shared concepts between the different countries that participated; - As there is a need for VET programmes to be innovative and progressive to meet the European objective of providing New Skills for New Jobs, it is essential that professionalisation measures should focus on assisting VET teachers and trainers to become leaders of change, and promoters of innovation and development in learning. - The status of teachers and trainers is directly related to the perception of the value of VET programmes. It is therefore essential that the qualifications of VET teachers and trainers be appropriately referenced in national qualifications frameworks so that their professionalism is adequately recognised; - The diversity of backgrounds of teachers and trainers in VET should be considered as a strength rather than as a weakness of the VET system. Therefore this diversity should be acknowledged by the maintenance of a wide range of teacher and trainer preparation routes and appropriate levels of qualifications: routes to teacher and trainer professions should allow for career-changers and for recruitment from industry and should be structured to remove obstacles such as pay differentials, issues about pension conditions etc; - While initial training of VET teachers and trainers is a key aspect of professionalisation, CPD is crucial to ongoing improvement of the sector. CPD may include measures other than courses and seminars, including the development of on-

70 line learning opportunities, the creation and support of professional networks, sectoral associations etc; - Professionalisation of teachers and trainers can be enhanced by encouraging permeability and cooperation between teachers and trainers in their roles and functions and by enabling the integration of their respective qualifications, so that it would be possible for VET practitioners to move between the teaching and training environments more easily; - Certain synergies and equivalences in vocational teacher preparation programmes that are apparent should be further explored. Co-operation and exchange can be stimulated through European programmes and through the Bologna process; - The development of policies for the professionalisation of VET teachers and trainers is hampered by the absence of research-based data and information. For example, in contrast with general education, VET teaching demands specific skills; how and how effectively is this need addressed in the various member states?

REFERENCES Vocational Education and training policy could be improved by: - Developing and expressinga clear vision of the respective professional identities and profiles of VET teachers and trainers that embraces their significant potential for contribution to economic success and social cohesion; - Seting out the professional preparation processes considered appropriate for VET teachers and trainers; - Ensuring that qualification as VET teachers and trainers can be achieved by various pathways, as appropriate to the national system, reflecting their diverse backgrounds as an asset and providing high quality programmes with due recognition for their status and achievements; - Ensuring that qualifications relevant to the VET teacher and trainer professions are referenced to national and European qualifications frameworks; - Ensuring that national policy-makers would fully exploit all available European programmes and resources to support the professionalisation of VET teachers and trainers. Furthermore policy-makers should consider the possibilities of providing continuous professional development opportunities for VET teachers and trainers in ways that enable joint participation and mutual learning; also, that ways be explored of enabling VET teachers to gain first-hand experience of the contemporary workplace and of enabling companies and trainers to contribute to the work of the vocational schools. LITERATURE 1. Schn, D. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Jossey Bass. 2. A New Direction for Success: Ministerial Plan of Action for the Reform of the Education System. 2004 3. Lisbon Strategy 4. Internet

71 ENVIRONMENTAL EDUCATION AND TEACHER TRAINING IN CYPRUS By Savva koula ABSTRACT Recent research, mainly in the past decade, concerning the implementation of environmental education in the educational systems of various European countries show the crucial role of education in sensitizing various groups of people about the importance of environmental education. For this reason, educational systems have to be reoriented, pointing to environmental themes. Based on the above and considering the need to reorganize our educational systems on the base of environmental education, the present study tries to review the course of evolvement of environmental education in the educational system of Cyprus as well as give some aspects on teacher training in this field. The study also aims at presenting the way with which environmental education is integrated in the curriculum of the country, with special reference to the network of Environmental Education Centers. 1. INTRODUCTION Many environmental issues are of global concern and solutions demand co-ordinated, international efforts. The efforts should involve everyone: from governments, to adults, teenagers and children. Many strategies for addressing environmental problems highlight the need for everyone to learn about the environment and adjust their attitudes towards a more environmentally friendly way of living. This forms the basis of sustainable development. Most educators eventhough they agree that environmental education is necessary in our days, they do not think that they have the necessary knowledge in order to get involved in such subjects. This is also supported by research studies. According to (Simmons 1998), teachers who took part in a study, agreed that a forest environment would be perfect for teaching environmental subjects but they themselves did not feel that they were trained enough to go through that procedure. Another study showed that a number of science teachers of the Ohio State in USA are not trained in environmental themes (Morrone , 2001, pp. 26). The results of the above studies support many other studies on the subject around the world.This reinforces the idea that there is a great necessity for teacher training in environmental education. 2. INTEGRATION OF ENVIRONMENTAL EDUCATION IN THE CURRICULUM OF CYPRUS 2.1 Some major environmental problems in the island of Cyprus Water resources In Cyprus, there are no natural reservoirs and freshwater resources are limited. Most of the rivers are without water for the majority of time.A network of dams h saves water from rainfall but this water in an average is less than.500 cubic mm yearly. In an attempt to reduce the dependence on rainfall the government introduced desalination plants.

72 Waste problem In addition to national income, tourism is responsible for the vast production of waste. In tourist areas, the production of waste per person is estimated around 670 Kg/year. Coastline degradation . Cyprus, as well as other countries of the Mediterranean region, suffer from coastline degradation mainly due to urbanization and tourism 2.2 The National Action Plan for Environmental Education in Cyprus Concerning Environmental education in Cyprus, it appeared in the year1990 and gradually evolved in a more organized way in the decade of 2000. A National Action Plan for Environmental Education focalized in Sustainable Development was prepared. This plan constitutes Cyprus National Strategy in Environmental Education and Sustainable Development. It has been prepared taking in consideration first of all, the main principles, aims and objectives for Education and Sustainable Development that have been determined by the United Nations Educational, Scientific and Cultural Organization (Unesco) and United Nations Economic Commission for Europe (UNECE) and secondly is taking into account the particularities of Cyprus. The strategy implements programs of continuous education for teachers as well as the introduction of environmental dimension in all subjects of education. It is worth mentioning that Cyprus did not have an integrated and systematic policy so far, neither for Environmental Education, nor for Sustainable Development. Most of the initiatives that have been undertaken for the promotion of E.E. or S.D. in our educational system were isolated and fragmented from the formal education. National Curriculum wasnt reorganized on the basis of S.D. More over there was an inconsistency between theory and practice. This National Strategy encompasses a number of fundamental action sectors such as: integrating Education for Sustainable Development in formal and in-formal Cyprus Educational System Establishment of a Unified National Curriculum for all educational levels Generation of Educational Tools in cooperation with other countries, NGOs and other interested Sectors at National Level. extend training, concerning the new theoretical and methodological aspects of E.E and Sustainable Development, to all levels of educators For the achievement of the things mentioned above it is obvious that it is necessary to have competent teachers, ready to undertake such initiatives which would exceed the limits of traditional educational culture. 2.3. Integrating environmental education in the curriculum of secondary education and teacher training Concerning secondary education, and in an attempt to adopt the main targets of environmental education, the Ministry of education and Culture, emphasizes in the below actions: A. Mainly through the subject of biology at all levels, the main educational approach is the ecological such as Plant and animal physiology, ecology, and geography of Cyprus with emphasis on natural environment and natural resources. B. Field studies and visits to the Centers of environmental education are planned. C. Many times in primary as well as in secondary education, environmental themes are taught using the Interdisciplinary approach. D. Teacher training

73 I) Seminars offered at the Cyprus Pedagogical Institute: pre-service and in service teacher training takes place at the Institute with the target of reinforcing knowledge about environmental education. In addition, the Pedagogical Institute organizes environmental education seminars on a voluntary base. The above seminars address teachers of primary as well as secondary education. II) Teachers participate in various local seminars concerning the environment as well as seminars abroad.(e.g. Comenius programs) III) Specialized programs:In addition to environmental training which takes place through the curriculum programs, teachers and students participate in various specialized programs. Some examples are: a. Globe program - The program aims at taking measurements of various environmental parameters and sending them to a worldwide data bank in the internet for feedback and discussion among the people involved. b. Eco schools- The program is a collaboration of the Ministry of education and CYMEPA (Cyprus Marine Environment Protection Association).Students and teachers who join the program, undertake, through a project, the solution of an environmental problem in their school or in their community. c. Young Reporters of the Environment- The program is also a collaboration of the Ministry of education and CYMEPA (Cyprus Marine Environment Protection Association). In this program students act as journalists and they study various environmental problems which they have to present in the form of an article. 3. IMPLEMENTING ENVIRONMENTAL EDUCATION THROUGH CENTERS OF ENVIRONMENTAL EDUCATION The year 2000, highlights a new era for environmental education in Cyprus.The Cyprus Pedagogical Institute, takes over the co-ordination of environmental education. in all levels of education. This appears to be a necessity after the joining of Cyprus in the European Union in May of 2004. In terms of this action, the first governmental Center of Environmental Education is founded in the year 2000, and others follow. Today, there is a network of Centers in Cyprus where students and teachers can be educated and at the same time be active participants in outdoor educational programs. 3.1 Actions taken by the Environmental Education Centers: I. Design and implementation of one and two day programs of environmental education for students of all levels of education II. Organization of training courses on the teaching practices and methodologies of environmental education for teachers of all levels III. Organization of seminars IV. Production of educational material on environmental education V. Implementation of European programs VI. Guidance and support to schools and teachers, concerning environmental themes VII. Research concerning environmental education

74 3.2 Programs of the Centers The programs of the Centers are based on the three axes mentioned below: The theoretical axis, whose targets are implemented in the area of the Center. Students are prepared for the field study which is to follow. The field study which takes place in a selected area near the Center The expansion of the program in the school unit. Students are asked to continue the program in their school area. The programs are flexible and can be adapted to the needs of every group of students who visit the Center. More over they are designed in such a way so as to correspond to the objectives of environmental education (knowledge, consciousness, attitude, ability, participation) and they are organized in an interdisciplinary way. Some examples of the themes studied in the Centers are given below: The forest as an ecosystem, The flora and fauna of Cyprus, Biotic and abiotic components of the environment and their interaction, Cultural heritage, Nature trails Geomorphology of a selected area, Water ecosystems, e.t.c. 4. SUMMARY The present study, examined the way in which environmental education is integrated in the curriculum of Cyprus. It also discussed the evolvement of environmental education in the educational system of Cyprus as well as teacher training in the field of environmental education. Considering the fact that environmrntal education in Cyprus appeared only two decades ago, a lot has been done in this field. Especially the foundation of the network of Environmental Centers is a great accomplishment. Teachers, students and other groups of people from Cyprus and abroad have the opportunity to participate in various educational programs and practice experiential and outdoor learning. REFERENCES Morrone, M. (2001). Primary-And Secondary-School Environmental Health ScienceEducation and the Education Crisis: A Survey of Science Teachers in Ohio. Journal of Environmental Health, 63(9), 26. Retrieved August 24, 2005, from Questia database, http://www.questia.com Simmons, D. (1998). Using Natural Settings for Environmental Education: Perceived Benefits and Barriers, The Journal of Environmental Education, vol. 29, no. 3, pp. 2331. Zachariou, A. (2000). Environmental Education in Cyprus and reformed National Curriculum in Primary Education in Cyprus. In V. Papadimitriou (Ed.), Proceedings of second international Conference of Environmental Education in the Context of Education for the 21st Century: Prospects and Possibilities (pp. 199-205). 6-8 of October, Larisa. Unesco, Teacher guidance for teaching science. Unesco (1977), Trends in Environmental Education, UNESCO, Belgium.

75 TEACHERS NEED GOOD EDUCATION TOO! By Beyza Tipi The European Commission has today set out proposals to improve the quality of teacher training in the EU. High-quality teaching is a prerequisite for high-quality education and training, which are in turn a powerful determinant of Europes longterm competitiveness and capacity to create more jobs and growth. There are around 6.25 million teachers (full time equivalents) in Europe. Teachers play a vital role in helping people develop their talents and fulfil their potential for personal growth and well-being, and in helping them acquire the complex range of knowledge and skills that they will need as citizens and as workers. It is school teachers who mediate between a rapidly evolving world and the pupils who are about to enter it. The profession of teaching is becoming more and more complex. The demands placed upon teachers are increasing. The environments in which they work are more and more challenging. Many Member States are reviewing the ways in which teachers are prepared for the important tasks they perform on behalf of European society. Many European countries have their own teacher training systems. Besides the importance of subject knowladge, today European dimension is vital in teacher training. STUDIES AND TRAINING OF THE FUTURE EUROPEAN TEACHERS The European Commission is working closely with the Member States to improve the quality of teacher education in the EU, as part of an overall process of policy cooperation in the field of education and training that encourages and supports national reforms. This cooperation has led to the present Commission Communication. It outlines a common framework for policies to improve the quality of teacher education. The document responds to a request, expressed in the 2004 Council and Commission Joint Report on Progress towards the Lisbon Objectives in the Fields of Education and Training, that a set of common European principles be developed to improve the competences and qualifications of teachers and trainers. The Communication provides Member States with a number of broad orientations for developing policies and practices. These include: ensuring that all teachers have access to the knowledge, attitudes and pedagogic skills that they require to be effective; ensuring that provision for teachers' education and professional development is coordinated, coherent, and adequately resourced; promoting a culture of reflective practice and research among teachers; promoting the status and recognition of the teaching profession; and supporting the professionalisation of teaching. Teachers are increasingly called upon to help young people become fully autonomous learners by acquiring key skills, rather than memorising information; they are asked to develop more collaborative and constructive approaches to learning and expected to be facilitators and classroom managers

Why do teachers need training?

76 rather than ex-cathedra trainers. These new roles require education in a range of teaching approaches and styles. Furthermore, classrooms now contain a more heterogeneous mix of young people from different backgrounds and with different levels of ability. These changes require teachers not only to acquire new knowledge and skills but also to develop them continuously. To equip the teaching body with skills and competences for its new roles, it is necessary to have both high-quality initial teacher education and a coherent process of continuous professional development keeping teachers up to date with the skills required in the knowledge based society throughout their careers. Whats wrong with the way things are? In a recent OECD survey[3], almost all countries report shortfalls in teaching skills, and difficulties in updating teachers skills. In many Member States there is little systematic coordination between different elements of teacher education, leading to a lack of coherence and continuity, especially between a teacher's initial professional education and subsequent induction, in-service training and professional development. In-service training for teachers is compulsory in only eleven Member States[4]. Where it exists, training generally amounts to less than 20 hours per year. As regards new teachers, only half of the countries in Europe offer new teachers any systematic kind of support (e.g. induction, training, mentoring) in their first years of teaching. Furthermore, in contrast with other professions, the teaching profession has a high percentage of older workers. The proportion of teachers aged between 45 and 64 is over 40% in many countries while as many as 30% of the teaching population are aged between 50 and 64 years of age in some countries[5]. This has clear implications for teachers' (re)training needs. Isnt teacher education a Member state responsibility? Yes. Member States have committed themselves to improving teacher education within the Education and Training 2010 work programme, which is the main framework for policy cooperation in education and training among the Member States for this decade. The Communication encourages and supports national reforms in order to help Member States to adapt their teacher education and training systems to meet changes in the labour market and society in general. The common objectives set by Member States, and the common challenges faced by them, require an approach that is based upon common principles. It is hoped that the Communication will encourage Member States to act in a coherent and concerted way to tackle a problem that affects the whole Union. The aim is to provide Member States with a number of broad policy orientations that will support their ongoing national reforms in teacher education and training. How Member States go about implementing this will, of course, be up to them.

In the light of these studies, main study areas for teacher training can be summerized as;

77 European Dimension;Despite clear international trends and some international standardisation, changes in education systems are still predominantly nationally oriented. A teacher is still perceived as a teacher within the national context but there is also an increasing necessity to position her/him within the European context. Employability; A need for flexibility and interdisciplinary character of teacher education. Teacher profession has also to be established and clearly recognised. Differences among teachers in existing national systems! D) MOBILITY Each year approximately 10,000 teachers and other educational staff take part in Comenius In-Service Training. The results of the study clearly show that Comenius In-Service Training contributes to a significant extent to the professional development of teachers and other educational staff and triggers impacts not only in the classrooms but also at an institutional level in schools and training organisations. This is true in particular where the EU programme is embedded in the school's development strategy as an instrument for internationalisation and staff development. Training abroad creates the added value of a more pronounced European and international dimension in teaching and learning and more co-operation between schools across borders. Mobility as a goal A European Teacher experiences the benefits of the European Union in part through easy mobility. This mobility encompasses studying abroad and learning languages as well as getting acquainted with other EU countries cultures. He/she may seek employment in other countries and use exchange programmes offered by the European Union. This contributes towards the creation of a Europe of different languages and cultures, and nurtures cultural diversity as a vision for living together in the future. A European Teacher facilitates mobility among his/her students by enabling them to have physical and virtual contact with peers in other European countries. Classroom or school exchanges and EU programmes are means to enrich the process of mutual learning and growing toward a new understanding of European citizenship. This helps prepare for Europe-wide employability and, eventually, workplace mobility. In the European classroom, modern information and communication technologies (ICT) are more than just technical devices for playing and searching for superficial data. Instead, they offer effective tools for communicating across linguistic and cultural borders, enlightening the staid and predictable classroom routines produced by monocultural approaches. Virtual mobility in finding and disseminating information is seen as a vital prerequisite for physical mobility, and is also very effective in transnational communication. Teacher education needs to be internationalized In service trainings In-service training is compulsory in only 11 Member States[1]; Where in-service training exists, training generally amounts to less than 20 hours per year, and is never more than five days per year; Only half of the countries in Europe offer new teachers any systematic kind of support (e.g. induction, training, mentoring) in their first years of teaching;

78 QUALIFICATIONS OF THE FUTURE EUROPEAN TEACHERS By Beyza Tipi, Cengiz Erser, Lale Ozbal

To prepare their pupils for the EUs increasingly knowledge-based society, teachers are called upon to teach a new range of skills, which often require new teaching methods. Moreover, teachers are increasingly called upon to teach classes that have pupils from different cultures, mother tongues, ability levels and levels of special needs However, many teachers report that they are uneasy about using new technologies in the classroom. Furthermore, analysis by the European Commission shows that current systems for teacher training and education in the Member States are often failing to give teachers the training they need. Indeed, in some Member States there is little systematic coordination between different elements of teacher education, which leads to a lack of coherence and continuity, especially between teachers initial professional education and their subsequent induction, in-service training and professional development. Now we will talk about what constitutes a good teacher in general, with skills appropriate to the 21st century, and a European teacher. The general view is that a European teacher must have the same basic skills as any good teacher. Firstly, he or she should have a profound knowledge of his/her subject area and have the skills to teach the students3 successfully. The following skills could be expected (according to Perrenoud, 1994): organizing student learning opportunities; managing student learning progression; dealing with student heterogeneity; developing student commitment to working and learning; working in teams; participating in school curriculum and organization development; promoting parent and community commitment to school; using new technologies in their daily practice; tackling professional duties and ethical dilemmas; managing their own professional development. Since a teachers knowledge and skills depend on his/her continuous learning and development, he/she should deal with current research and be aware of general social changes. Impact of social changes Contributing to citizenship education of students/trainees Such as - Living in a multicultural, inclusive and tolerant society; - Living according to sustainable lifestyles regarding environmental issues; - Dealing with gender equity issues in family, work and social life; - Living as European citizen; - Managing his/her own career development; - Etc.

79

Promoting the development of competences of students/trainees for the knowledge and lifelong learning society Such as - Motivation to learn beyond compulsory education; - Learn how to learn/learning in an independent way; - Information processing; - Digital literacy; - Creativity and innovation; - Problem-solving; - Entrepreneurship; - Communication; - Visual culture; - Etc. Linking the development of new curriculum competencies with school subjects Diversity of student intake and changes in the teaching environment Working in restructured ways in the classroom Dealing with social, cultural and ethnic diversity of students Organising learning environments and facilitating learning processes Working in teams with teachers and other professionals involved in the learning process of the same students Working beyond the classroom: in the school/training centre and with social partners Working in school curriculum, organisational development and evaluation Collaborating with parents and other social partners Integrating ICT in formal learning situations and in all professional practice Increasing levels of teaching professionalisation

80 Acting as professionals Acting in an investigative or problem-solving way Assuming greater responsibility for their own professional development in a lifelong learning perspective EUROPEANNESS Teachers in the European Union do not only educate future citizens of their particular member country, but also support them in becoming future generations of European citizens. They work within a national framework, which emphasises the need for a national identity as a basis for transnational awareness within a European society. The term European Dimension has been used to balance national and transnational values in educational policy making. This discussion paper goes further by looking closer at what constitutes the Europeanness in the teaching profession. From this perspective the European dimension is made up of many different facets deeply rooted in the socio-political and cultural context of a growing European community. From a policy point-of-view this overview does not aim at creating the format of a European super teacher, but intends to point to European issues which are potentially of particular significance in future discussions. a) European identity: A European Teacher has certain values which show that he or she is not just a national teacher but one who teaches beyond the national curriculum. He/she would see himself/herself as someone with roots in one particular country, but at the same time belonging to a greater European whole. This coexistence of national identity and transnational awareness provides a valuable perspective on questions of heterogeneity. Diversity within unity is therefore a key aspect of a developed European identity with an open mind toward the world at large. b) European knowledge: A European Teacher has some knowledge of other European education systems and, possibly, of educational policy matters on the EU level. He/she values his/her own education system and views it in relation to other European ones. He/she has a knowledge of European and world affairs. A European teacher is aware of European history (histories) and its (their) influence on contemporary European society. c) European multiculturalism: A European Teacher engages with the multicultural nature of European society. He/she has a positive relationship with his/her own culture and is open towards other cultures. He/she knows how to behave in other cultures in a confident and non-dominant way. He/she works with heterogeneous groups, sees heterogeneity as valuable and respects any differences. He/she copes with the challenges of the multicultural aspects of the knowledge society, and works to promote equal opportunities. d) European language competence: A European Teacher speaks more than one European language with differing levels of competence. He/she experiences other languages in initial and further teacher education and is able to teach subjects in languages other than his/her first language. He/she spends some time in a country with a language different from his/her first language, and also communicates in a number of languages with colleagues and people from abroad. e) European professionalism: A European Teacher has an education which enables him/her to teach in any European country. He/she has a European approach to subject areas in his/her teaching and links up cross-curricular themes from a European perspective. He/she exchanges curricular content and methodologies with colleagues from other European countries. He/she pays attention to and learns from different

81 teaching and learning traditions. He/she uses examples of research from other countries to understand and explain professional issues and teaches accordingly. Teacher education is now working towards a new professionalism with a European perspective (e.g. it does not restrict teaching practice to national boundaries). Many teaching subjects already build on the rich history of a European tradition, and this can be usefully exploited. Joint programmes and degrees offered by educational institutions in European countries can enhance the development of European professionalism, as can many of the opportunities offered by modern technology. f) European citizenship: A European teacher should act as a European citizen. He/she should show solidarity with citizens in other European countries and shares values such as respect for human rights, democracy and freedom. His/her critical teaching should foster autonomous, responsible and active citizens of a Europe of tomorrow. Aspects of the school curriculum may be developed in a teaching area possibly entitled European Studies, or Europeanness could be integrated across the curriculum. g) European quality measures: If there is something like a European Teacher, there must be some way of comparing the formal features of Europes teacher education systems. Suggestions reach from formal assessment of systems to informal exchanges and cross-cultural visits. The Bologna process is an important step towards academic comparability and achieving an overarching qualification framework across Europe. An increase in compatibility between European qualifications and in transparency of graduate achievement is central to the Bologna/Copenhagen processes, and would also remove obstacles from teacher mobility. SUGGESTIONS FOR POLICY MAKING AND IMPLEMENTATIONS The following areas can be regarded as relevant on different levels in the advancement of this issue. a) European level European qualifications framework Common European Principles Recommendations to member states in teacher education European programmes (SOCRATES) b) National Content of teacher education programmes Definitions of competences and how they are evaluated Evaluations of initial/continuing progressive development (What is evaluated?) Accreditations of studies in other European countries How to use European programmes bilaterally c) Institutional Institutional policies on European/international cooperation How to ensure ownership of projects at institutional level How to promote mobility programme and ensure credits/recognition Joint programmes, masters/doctorates

82 BRIDGING THE GAP BETWEEN THE WORLD OF EDUCATION, TRAINING AND WORK: CHALLENGES FOR THE FUTURE VOCATIONAL EDUCATION AND ENTREPRENEURSHIP AS A TEACHING METHOD By Marianne Nygard The European Year of Creativity and Innovation in 2009 was aimed at supporting the efforts of the Member States to promote creativity through lifelong learning, as a driver for innovation and as a key factor for the development of personal occupational entrepreneurial and social competences. Improving creativity and innovation is particularly important for VET. To achieve this, the acquisition of key competences for lifelong learning should be actively promoted. Job opportunities in the future To provide job opportunities for all and create a more competitive and sustainable economy, Europe needs a highly skilled workforce able to meet current and future challenges. The Copenhagen Process aims to improve the performance, quality and attractiveness of vocational education and training Member States and the Commission encourage to enhance European cooperation in the field of vocational education and training (VET)

The Europe 2020 Strategy The Europe 2020 Strategy puts a strong emphasis on education and training to promote smart, sustainable and inclusive growth. Initial vocational education and training (IVET) has a particular role to play in addressing Europe's high youth unemployment. Innovation, creativity and entrepreneurship As stressed in the Europe 2020 Strategy, educational and training systems should focus their curricula on creativity, innovation and entrepreneurship. In order to fulfill its role, vocational education and training has to reflect changes in the economy and in society. Education for entrepreneurship: Students will develop a sense of initiative ability to turn ideas into practice creativity self-confidence

83 This should be encouraged and accessible to all VET students, across all curricula and fields of study. continuing Education for entrepreneurship It should build awareness of self- employment as a career option and train them to start their own business. Entrepreneurship must become a normal part of the competence framework of teachers and trainers. At European level, different initiatives, should be supported and further developed.

SOURCES

http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:42009X0124(01):E
N:NOT http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:0296:FIN:EN:PDF

84 YOUNG ENTERPRISE IN MOSJOEN UPPER SECONDARY SCHOOL By Massi Oksendal The Mosjoen Upper Secondary School Consists of 4 units: Kippermoen has 470 students, 105 members of staff and 9 programme areas. Young Enterprise Is a defined area of priority at our school Our aim is for all staff to have a feeling of ownership towards Young Enterprise The school's leadership attachment: YE-coordinator and team Budget Activityplan Each enterprise has an external mentor Each enterprise cooperate with local businesses History Mosjen Upper Secondary School has worked with YE since 1998/99 In 2010 we have 105 students that are involved in YE The students have won both national and international prices Our aims, what do we want to achieve? We want: our students to achieve better academicly and get higher marks to prevent students from dropping out and strengthen their social skills to help the students understand how business works and its importance in society less absence from school. students that enjoy attending school to create good relations between the school and the local businesses, so that our students can become attractive apprentices and the school can develop programs to meet the needs of local businesses. to develop the students creative abilities. to develop the students ability to cooperate and take on responsibility. What is the purpose of YE? More students finish the education they have planned Fewer students quit their studies through the school year Higher average marks Creates good relations between the school and local businesses, so that the students become attractive apprentices and empolyees To create future entrepreneurs and make it easier to start ones own business

85 What creates commitment in the teachers? Courses and networking. Education: Sponsored further education in Entrepreneurship for three teachers (Two years in college) Cooperation - meetings with YE teachers in different schools. Positive experiences through work with YE Positive driving forces at the schools Positive results; educational and through participation in competitions Budget that makes it possible for teachers to attend courses Motivation for the students Committed teachers Regular meetings YE integrated in all subjects/ cooperation YE-teachers Students enterprise/ feeling of ownership Wider competence ( IA, economy, conflict management, customer service) Earn money, compete/present, travel Competence in Entrepeneurship: Personal abilities and attitudes: - The will and ability to take responsibility - Creativity and ability to think outside the box - An appetite for taking risks - Self-confidence Knowledge and abilities: - Knowing what to do and how to do it! What does it take for YE to work? Comitted teachers! The students need continous follow-ups and guidance Regular meeting times for YE-teachers (must be scheduled) Mentor-meetings before the enterprise is established Guide students to to apply for positions in the enterprise THE FUTURE? 25% of all businesses have been established in the last three years. 50% of the jobs our students will have in the future does not exist today. 70% of todays businesses will not exist in ten years.

86 PRE-DIAGNOSYS OF SPECIAL NEEDS IN SECONDARY EDUCATION By Amalio Verd CONSTITUCIN ESPAOLA Artculo 27. 1. Todos los ciudadanos tienen el derecho a la educacin. Se reconoce la libertad de enseanza. 2. La educacin tendr por objeto el pleno desarrollo de la personalidad humana en el respeto a los principios democrticos de convivencia y a los derechos y libertades fundamentales. (.) 4. La enseanza bsica es obligatoria y gratuita. 5. Los poderes pblicos garantizan el derecho de todos a la educacin, mediante una programacin general de la enseanza, con participacin efectiva de todos los sectores afectados y la creacin de centros docentes. (.) Ley 13/1982, de 7 de abril, de Integracin Social de los Minusvlidos.

SECCIN III. DE LA EDUCACIN Artculo 23. 1. El minusvlido se integrar en el sistema ordinario de la educacin general, recibiendo, en su caso, los programas de apoyo y recursos que la presente Ley reconoce. 2. La Educacin Especial ser impartida transitoria o definitivamente, a aquellos minusvlidos a los que les resulte imposible la integracin en el sistema educativo ordinario y de acuerdo con lo previsto en el artculo 26 de la presente Ley. Artculo 24. En todo caso, la necesidad de la educacin especial vendr determinada, para cada persona, por la valoracin global de los resultados del estudio diagnstico previo de contenido pluridimensional. Artculo 25. La educacin especial se impartir en las instituciones ordinarias, pblicas o privadas, del sistema educativo general, de forma continuada, transitoria o mediante programas de apoyo, segn las condiciones de las deficiencias que afecten a cada alumno y se iniciar tan precoz mente como lo requiera cada caso, acomodando su ulterior proceso al desarrollo psicobiolgico de cada sujeto y no a criterios estrictamente cronolgicos. Artculo 26. 1. La educacin especial es un proceso integral, flexible y dinmico, que se concibe para su aplicacin personalizada y comprende los diferentes niveles y grados del sistema de enseanza, particularmente los considerados obligatorios y gratuitos, encaminados a conseguir la total integracin social del minusvlido. 2. Concretamente, la educacin especial tender a la consecucin de los siguientes objetivos:

87 - la superacin de las deficiencias y de las consecuencias o secuelas derivadas de aqullas. - la adquisicin de conocimientos y hbitos que le doten de la mayor autonoma posible. () - la incorporacin a la vida social y a un sistema de trabajo que permita a los minusvlidos servirse y realizarse a s mismos. Artculo 27. Solamente cuando la profundidad de la minusvala lo haga imprescindible, la educacin para minusvlidos se llevar a cabo en Centros especficos. A estos efectos funcionarn en conexin con los Centros ordinarios, dotados de unidades de transicin para facilitar la integracin de sus alumnos en Centros Ordinarios. Artculo 30. Los minusvlidos, en su etapa educativa, tendrn derecho a la gratuidad de la enseanza, en las instituciones de carcter general, en las de atencin particular y en los centros especiales, de acuerdo con lo que dispone la Constitucin y las de leyes que la desarrollan. ALUMNADO CON DIFICULTADES DE APRENDIZAJE MEDIDAS DE ATENCIN A LA DIVERSIDAD El ALUMNO tiene derecho a la escolarizacin a partir de los 3 aos y la obligacin a partir de los 6 aos. Si un alumno presenta algn tipo de discapacidad intelectual y/o squica se elaborar un informe por parte de un equipo formado por: - inspector educativo - familia - equipo de orientacin: 1. especfico del centro donde est escolarizado 2. equipo de valoracin y orientacin comarcal Si todas las partes implicadas estn de acuerdo con el resultado: No Hay Problema: El problema surge cuando existe desacuerdo: la decisin que prevalece es la de la familia. Un alumno con dificultades podr ser escolarizado: - colegio ordinario - colegio de educacin especial (Problemas muy severos) - escolarizacin combinada (unos das acude al colegio ordinario y otros al de educacin especial; dependiendo de las dificultades del nio y su evolucin pasar ms o menos tiempo en un centro u otro) MEDIDAS DE ATENCIN A LA DIVERSIDAD EN PRIMARIA Todo el profesorado debe estar preparado y formado para atender a la diversidad. Inspeccin educativa deber atender todas las demandas y peticiones del profesorado afectado para que estos puedan desarrollar correctamente su trabajo. Para atender las posibles necesidades los centros de Primaria contarn en su claustro con: - 1 orientador

88 - 1 especialista en Pedagoga Teraputica - 1 especialista en Audicin y Lenguaje El equipo depende del nmero de unidades de clase, NO de la ratio de alumnos con necesidades. MEDIDAS DE ATENCIN A LA DIVERSIDAD EN SECUNDARIA Las medidas de atencin al alumnado que presenta carencias de diversos tipos son las siguientes: MEDIDAS CURRICULARES: 1. Adaptaciones curriculares: dirigida a alumnos con importantes dificultades de aprendizaje. 2. Intervenciones especficas: propuestas por el departamento de orientacin; llevadas a cabo por el profesor P.T. Intervencin dentro del aula (slo en casos excepcionales ser fuera del aula) MEDIDAS ORGANIZATIVAS: 1. Desdobles de 1 hora semanal: en Biologa, Fsica, Qumica, Ciencias de l a Naturaleza y Lenguas extranjeras 2. Agrupamientos especficos: desdobles transitorios en Lengua Gallega o Castellana, Ciencias de la Naturaleza y Ciencias Sociales. 3. Programa especfico personalizado: para alumnos repetidores o que promocionaron con materias suspensas. 4. Agrupamientos de materias en mbitos: en 1 y 2; cada materia tendr su propio currculo. 5. Desdobles en Lengua Gallega, Lengua espaola y Matemticas: grupos reducidos para alumnos con carencias en las materias instrumentales. 6. Grupo de adquisicin de Lenguas: para alumnos procedentes del extranjero. 7. Grupo de adaptacin de las competencias curriculares: para alumnos procedentes del extranjero. 8. Programas de diversificacin curricular: para alumnos con dificultades generalizadas y con posibilidades de titular; para 3 y 4. 9. Programas de cualificacin profesional inicial: para alumnos de 16 aos con dificultades generalizadas y sin inters por continuar en la ESO. Los alumnos de1 y 2 que presentes claras dificultades en el proceso de aprendizaje, en el rea de las Lenguas, quedarn exentos de cursar la 2 Lengua extranjera (recibirn refuerzo educativo)

89 INTEGRATION OF INMIGRATE PEOPLE ON THE EDUCATIONAL SYSTEM By Beatriz Tourn

In Galicia, in the last five years, an elevated increase of the immigrant students has taken place in the schools of Galicia, until exceeding fully the amount of seven thousand students, reaching at this moment 2,5% of the total of the Galician academic population which are not at university. From 2004, the Government of Galicia has developed legislative actions and measures of specific attention to the foreign students in our Autonomic Community in order to pay attention to those students with necessity of educative reinforcement. Number of inmmigrants in Galician Education: Origen of inmigrate students in Galicia: South America (returned emigrants) Europe (Portugal) Africa (Morroco) Asia (China)

90

Framework of inclusion of inmigrate students in Galicia: Each school must elaborate his own Recepcion Plan. The coordinator shoud be a teacher from Languages Departments. Creation of the figure of the Anfitrion student. Special program for inmigrate students, wich includes several hours for Spanish and Galician language. Subjects that they can attend initially: mathematics, arts, P.E. and music. Progressive sitting up at the other subjects.

CREADE The CREADE (Resource Centre for Cultural Diversity in Education) is an IFIIE project (Centre for Professor Training, Educational Research and Innovation) and as such, depends on the Ministry of Education. https://www.educacion.es/creade/index.do

91 HOW THE PROFESSION OF THE TEACHER CAN BECOME A MORE ATTRACTIVE CHOICE OF CAREER By Braulio Avila In order that the teacher's profession is more attractive we must face to the following challenges: 1. IT HAS TO BE A VERY RECOGNIZED PROFESSION It is not of surprising that in countries like Finland with high qualifications in the reports of PISA on school performance it is a question of a profession very recognized socially. It is curious in that the whole world the best teacher would wish for his children but very few ones want that his children are main. In my opinion, it is a question of the point of item for everything else. 2. TO RECEIVE CONTINUOUS FORMATION To serve better the pupils, the permanent training is necessary. The school population every time is "more "diversified" In Spain 10 % of the 15-year-old minors is not of Spanish nationality, the double that the European average and this needs a "approach different from the traditional one". For this motive, the great challenge will be the continuous formation of the teachers to assure his adjustment to the changes in the student body. The permanent training in the own educational, like that centers we will turn the exercise of the teaching into a practice of permanent learning. 3. SOCIAL RAISING AWARENESS OF THE IMPORTACIA OF THE PROFESSION How? Making know that: a) The strength of a country takes root in the degree of education of his inhabitants. b) A polite well and informed company is crucial if it wants to be had democrcias prosperous and strong communities. c) It is the task humanizadora excellent

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Implication of the public organisms and limitations - The education should occupy the first place between the public worries and between the national efforts. - To assume that the education is an effort of all, a national, European and global project. - This project has to be an object of social, wide and lasting consensuses. - It has to be a solid and lasting project. - The charges in education cannot be granted as payments by favors and political loyalties. Attribution of power to the educators - The educators must be the protagonists of the educational necessary changes - Grant of leadership and protection to the educators 4. MOBILITY OF THE PROFESSORSHIP IN EUROPE - To promote the European mobility of the teachers and of the forming ones across mechanisms of suplencia and the introduction of European periods of formation; - To promote the introduction of an European dimension, in the formation of the teachers, for example, promoting the contacts between the centers of teachers' formation and of forming to European scale; - To promote the European mobility as a component of the career of the teachers and of the forming ones. 5. SEARCH OF THE LABOR SATISFACTION The most important factors that they lead to the satisfaction in the performance of the profession: - a challenging work from the mental point of view. - it has to like to teach the teacher to, as well as the matter that it gives. - the teacher has to have a suitable climate. - there has to be innovation. - economic incentive -better development and performance of his function 6. THE TEACHER I KNOW IT MUST FEEL PROTECTED AND MOTIVATED The teacher must feel so protected since it the own student body is. How is it obtained? By Developing of an education in values to our pupils. 7. HOW HAVE THEY TO BE THE CENTERS OF FORMATION? - To be accessible to all the citizens. - To facilitate the personal, organizational and material, exact resources to the needs of every pupil in order that THEY ALL could have the opportunities that will promote the most possible his academic and personal progress. - To promote change and innovation in the school institution and in the classrooms.

93 - To promote the active participation of the student body, both in the learning and in the life of the institution, in a frame of values where THEY ALL feel respected and valued as persons. - To achieve the participation of the families and to be inserted in the community. - To stimulate and to facilitate the development and the well-being of the professorship and of other professionals of the center. - the centers of formation must turn into local institutions and not into buildings of step. They must be hot. 8. ECONOMIC ENDOWMENT AND ENDOWMENT OF MEANS It is important that in moments of economic crisis and " financial difficulties " it is fundamental that " does not give himself the step to a cut in Education ", because it is this area the one that will be the "base" of the European long-term growth - Classrooms and qualit libraries - Audio-visual resources - I access to technologies of the information - Departments of orientation - I access to the permanent training in the center - etc... 9. RATIO STUDENT BODY The budgetary cuts take us to an extension of the ratio pupil / teacher. To have like that qualit education and to improve the results have to take a maximum number of 15 pupils as a classroom.

94 IDEAL TEACHER: A SECONDARY SCHOOLS JOINTED SURVEY by 1Tipi B., 2Angelova M., 3Tzurbakis S., 3Kalathaki M. zel Dou Lisesi, Istanbul, Turkey The105 SREDNO OBSHTOOBRAZOVATELNO UCHILISHTE ATANAS, DALCHEV, Sofia, Bulgaria 3 General Lyceum of Meleses, Heraklion, Crete, Greece
2 1

INTRODUCTION The legal provision of 3848/2010 of the Greek Ministry of Education Long Life Learning and Religion contains the qualifications that each teacher of Secondary Education must have in order to achieve in the relative state competition for his/her employment in public schools. In this competition, become acceptable those teachers who allocate specifically qualifications of certified pedagogic and teaching sufficiency. It demanded degree of those departments of Universities which ensures the theoretical training and practical application of the young scientists who want to be teachers in Secondary Education. Education is a field that is subject to many fads, and what counts as a good idea varies over time and across locations. Right now, most people are persuaded that the key to educational improvement lies in developing a coherent and integrated system for governing education, so that tests, texts, oral and scripts, decisions and other rewards and sanctions all are based on the same set of ideas. These ideas have come to be called standards, and they are being developed within each subject area (Kennedy M., 1997). American Association for the Advancement of Sciences (AAAS) and the National Research Council of the National Academy of Sciences of USA defined curricular standards and professional teaching standards. Language arts and social studies standards are having more difficulty achieving consensus because of the social and therefore political nature of these subjects. This survey was carried out in three European secondary schools, in Turkey, Bulgaria and Greece which are partners in a Lifelong Learning Comenius Programme under the title FUTURE EUROPEAN TEACHERS:TRAINING KIT ACCORDING TO THE LISBON STRATEGY-ESkillsKit 2009-2011.The aim of this research was to describe the profile of an Ideal teacher and to compare the qualifications of future European teacher which is immersed from the texts of Lisbon Strategy. The results of the survey will be designed as a poster in the European Educational Conference FUTURE TEACHERS ACCORDING TO LISBON STRATEGY which will take place at Peza of Heraklion, Crete, Greece on 25 & 26 of October 2010, in the frame of this Comenius Programme and also, will be up loaded in the platform of this programme. . METHODOLOGY Questionnaires were created by the teachers of the Turkish school zel Dou Anadolu Lisesi, Istanbul, and delivered in English to the others, the105 Sredno Obshtoobrazovatelno Uchilishte Atanas, Dalchev, Sofia, Bulgaria and General Lyceum of Meleses, Heraklion, Crete, Greece. All the 48 questions of the questionnaires were translated in the mother tangs of the students. Approximately 200

95 students participated in this survey. Of course, the sample of this survey does not allow advanced statistic analysis so the studies had been carried out via EXCEL. The results indicate the comparison of the students aspects and believes in three schools. We selected 8 questions which lighten the way that students validate their teachers, and their expectations. Among 48 questions, we have chosen the following 12 for discussing their answers in this paper. * The teacher would get angry quickly, * The teacher would act as if she/he did not know what to do, * The teacher would know everything that goes on in his/her classroom, * The teacher would not be sure what to do when students fooled around, * The teacher would let students decide when they would do work in class, * The teacher would think that students cheat, * The teacher would think that students did not know anything, * Teacher's tests would be hard, * Teacher's standards would be very high, * Teacher would be lenient, * It would be easy to make a fool out of the teacher, * Students would have to be silent in the teachers class.

RESULTS AND DISCUSSION For all the teachers education, the subject matter is knowledge and experience. In the framework of USA teacher training modal teachers need to be efficient in their subject, by studying liberal arts in college, and then have to develop and improve their techniques, typically through their own experience (Kennedy M., 1997). Some believe its main contribution resides in helping novices learn classroom management routines, discipline strategies, and other survival skills. Others believe its main contribution is to imbue in novices a moral and ethical stance. Others believe that its main contribution is to enable teachers to adopt a particular stance toward the subject matter area. From an overview of the answers, it is observed that, the Turkish students seem to have a more clear opinion on the subjects that they were questioned, more than Bulgarian and Greek students. The percentages of the answers are concentrated, generally, on the first or on the last choices (0 or 1 and 3 or 4). This is obvious in the following questions: the teacher would act as if she/he did not know what to do, Students would have to be silent in the teachers class. The students from the three countries seem to agree on the fact that the teacher would let students decide on the work that will be done in class and also the teachers standards would be very high. The results differ from country to country in the question if the teacher would be lenient. In the question if it would be easy to make a fool out of the teacher, the percentages of the answers were spared in all the five classes, except Bulgarians who 63% answered no. Turkish students believe, in a great percentage, that the teacher's tests would be hard, all the others prefer the tests not to be hard. Similar aspect is mentioned e in a Greek students blog, where it is reported that many were the teachers in a school (above half) who immediately afterwards the schools occupations by the students two

96 years before, bombed the students with successive tests, making their lives more and more difficult. Interesting results are taken in the survey, whether the teacher should think that students cheat or not. While Turkish students are more sceptic, Greek students seem to be more optimistic. Three coutries agree on the facts that the teacher should know everything that goes in the classroom and he or she shouldnt get anry easily, Both country students seem to be confused in the classroom management issues. Different and hesitating results are taken from the following question; teacher would let students decide when they would do work in class. A survey which carried out by the teachers of 9th Gymnasium of Kallithea, in Athens aimed to outline the profile of teachers by their students (Anastasatos, 2010). The majority of students considers that only a few teachers are ready for new teaching challenges. A high percentage of students (70%) considers that their teachers has their job only as official obligatory employment of bread-meaning. In the open-ended question "what they want from their teachers, 42% said they want more discussion in class and better behavior, 17% less material and 14% would like more interesting lessons. Most of the students declared that the discussions inside the classroom cover topics "outside the narrow framework of the course" and that "evaluation" is not objective. More than half of the students believe that teachers are "biased" towards them and that their main reasons for the discriminatory conduct is considered the "behavior" (noisy students) and "performance" in the lessons (good - bad students). More than half of students believe that teachers' respect their individuality. 6 in 10 students said they are dissatisfied with the way the course is and therefore propose to improve the situation with more discussion, less material and in almost the same proportions using new technologies, group work and educational visits. 6 in 10 students believe that teachers are biased against them and the main cause of the discriminatory conduct of teachers is the students general behavior, their performance in courses, freedom of opinion, their appearance and ethnicity. 4 in 10 believe that teachers respect the student council, 3 in 10 have the opposite view and 3 in 10 expressed no opinion. One thing seems to be clear, that the statement that what students learn depends on how they are taught introduces a remarkable new idea to educational thought: that the method by which one teaches a subject itself conveys important information to students about the subject matter. How a subject is taught tells students whether the subject is interesting or boring, debatable or authoritative, clear or fuzzy, applied or theoretical, relevant or irrelevant, challenging or routine. Thus pedagogy is no longer defined as a set of techniques that enable teachers to maintain order or to entice students to pay attention, but instead as integral to the substantive goals of teaching area (Kennedy M., 1997).

97 TEACHERS EDUCATION: FROM THE LISBON STRATEGY TO EUROPE 2020 By Kalathaki Maria ABSTRACT The Lisbon Strategy aimed to make Europe more dynamic and competitive, to secure a prosperous, fair and environmentally sustainable future for all citizens. The last two years economic crisis has reversed much of the progress achieved in Europe since 2000. At the same time, the world is moving fast and long-term challenges, globalisation, pressure on resources, climate change, ageing are intensifying. Yong peoples future career are expected to change in unpredictable ways, and they will need a wide range of generic competences to enable them to adapt. The teachers of the schools ought to undertake the guidance of the young Europeans to this vague and uncertain future. The Europe 2020 strategy put forward by the Commission to set out a vision of Europe's social market economy for the 21st century. In this survey, it was attempted a synthesis of reports, qualitative content analysis, of many European documents of the latest years, published by the Official Journal of the European Union in order to emerge the strategic framework of the European cooperation in education and training of the teachers after Lisbon Strategy. There were created 5 basic thematic categories in order to clarify the position of the teachers education and training in Europe of 2020, as follows: A. Europe 2020: a strategy for smart, sustainable and inclusive growth, B. Schools, the Environment of the Life and Development of the Teachers in the Future, C. Teacher Career, D. Teachers education, the cornerstone of the quality of teaching E. Future European Policy on the Teachers Training. As resulted, education and training have substantially contributed towards achieving the long-term goals of the Lisbon strategy for growth and jobs, not only for the teachers but for all the European citizens. In the period up to 2020, the primary goal of European cooperation is to be the support of further development of education and training systems in the Member States which are aimed at ensuring the personal, social and professional fulfilment of all citizens, the sustainable economic prosperity and employability, whilst promoting democratic values, social cohesion, active citizenship, and intercultural dialogue. INTRODUCTION The Lisbon Strategy for development and jobs, launched in 2000 by the European Council, was the EU's joint response to facing the challenges of globalisation, demographic change and the knowledge society. It aimed at making Europe more dynamic and competitive to secure a prosperous, fair and environmentally sustainable future for all citizens. Despite of joint European efforts these objectives were achieved only partly and the serious economic downturn has made challenges even more pressing (EC, 2010). To emerge from the crisis and to prepare Europe for the next decade, the European Commission has launched on March, 3 2010 the "Europe 2020 Strategy". Over the last two years, we have faced the world's worst economic crisis since the 1930s. This crisis has reversed much of the progress achieved in Europe since 2000. We are now facing high levels of unemployment, sluggish structural growth and excessive levels of debt. The economic situation is improving, but the recovery is still fragile.

98 According to the Commission's joint report on social protection and social inclusion, "Children have a higher-than-average risk of poverty in most Member States. In some, almost every third child is at risk. Deprived children are less likely than their peers to do well in school, stay out of the criminal justice system, enjoy good health, and integrate into the labour market and society" (CEC, 2009). Poverty affects their cognitive development and, ultimately, their academic achievements. At the same time, the world is moving fast and long-term challenges, globalisation, pressure on resources, climate change, ageing are intensifying. Mass schooling began to be widely available in an era when it was possible to predict with reasonable certainty the knowledge and skills that pupils would need in their adult lives. This is less likely to be the case in future. Young people can no longer expect to spend their whole lifetime in one sector of employment, or even one place; their career paths will change in unpredictable ways, and they will need a wide range of generic competences to enable them to adapt (CEC, 2009). The teachers of the schools ought to undertake the guidance of the young Europeans to this vague and uncertain future. The importance of education and training within the Lisbon Strategy for development and jobs has long been recognised. The European Council has repeatedly stressed the role of education and training for the long-term competitiveness of the European Union as well as for social cohesion (CEC, 2009). A recent Commission communication and a consultation paper on Europe's social reality pointed out that education and training policies can have a positive impact on economic and social outcomes, but that inequities in education and training have huge hidden costs (CEC, 2009). This does not mean that schools can ever tackle wider social problems alone. Researches demonstrate that isolated education policy initiatives will have only limited success. Higher Education reforms increasingly supporting the Lisbon agenda. The Bologna process is continuing to drive reforms in higher education structures, particularly in relation to introducing the three-cycle structure of degrees and enhancing quality assurance (CEU, 2006). The Bologna process, rather than the Lisbon strategy, tends to be at the foreground of national policy development in this sector. Nonetheless, there are signs that countries are beginning to tackle the challenges of governance, funding and attractiveness, which should help to ensure universities' contribution to competitiveness, jobs and growth. The status of vocational education and training is gradually improving but much remains to be done. National priorities for the reform of Vocational Education and Training (VET) seem broadly to reflect those of the Copenhagen process (CEU, 2006). The implementation of common principles and references agreed at European level (e.g. for validation of non-formal learning, quality assurance, guidance) has begun, but countries believe that it is too early to present concrete results. The improvement of the quality and attractiveness of VET continues to be a key challenge for the future. The European area of education and training continues to be strengthened, notably by the development of the European Qualifications Framework (EQF). The European Union needs to define where Europe wants to be by 2020. Europe can succeed if acts collectively, as a Union (EC, 2009). The Europe 2020 strategy put forward by the Commission to set out a vision of Europe's social market economy for the 21st century. It shows how the EU can come out stronger from the crisis and how it can be turned into a smart, sustainable and inclusive economy delivering high levels of employment, productivity and social cohesion. This survey aimed to emerge the strategic framework of the European cooperation in education and training of the teachers, after Lisbon Strategy.

99

METHODOLOGY In this survey, it was attempted a synthesis of reports of many European documents of the latest five years, published by the Official Journal of the European Union and posted on websites of the European Commission and related to the strategic framework for European cooperation in education and training of the teachers. A portion of them were evaluation and conclusions documents of the European Council and results papers of surveys which carried out in the European member states. The corpus of data was approached with a qualitative content analysis (Bell J., 1997; Bird M., 1990). The analysis became inductively, that is the categories were not fixed from the beginning, but located by the progress of the analysis of data. The "subject" was used as unit of the content analysis. Finally, there were created 5 basic thematic categories, in order to clarify the position of the teachers education and training in Europe of 2020. They are given and determined as follows: RESULTS AND DISCUSSION A. Europe 2020: A strategy for smart, sustainable and inclusive growth (EC, 2009) European Commission (EC, 2009) is proposing five measurable targets for 2020 that will steer the process and will be translated into national targets for: employment, research and innovation, climate change and energy, education and combating poverty. For the achievement of these targets, Europe 2020 has put forward three reinforcing priorities (EC, 2009): Smart growth: developing an economy based on knowledge and innovation. Sustainable growth: promoting a more resourceful, more efficient, greener and more competitive economy. Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion. Smart growth means strengthening knowledge and innovation as drivers of our future growth. This requires improving the quality of our education, strengthening our research performance, promoting innovation and knowledge transfer throughout the Union, making full use of information and communication technologies and ensuring that innovative ideas can be turned into new products and services that create growth, quality jobs and help address European and global societal challenges (EC, 2009). But to succeed, these must be combined with entrepreneurship, finance, and a focus on user needs and market opportunities. Education, training and lifelong learning play a key role to achieve these strategic priorities, in particular when it comes to smart and inclusive growth. The Commission is putting forward seven flagship initiatives to catalyse progress under each priority theme (EC, 2009). These initiatives are: "Innovation Union" "Youth on the move" "A digital agenda for Europe" "Resource efficient Europe" "An industrial policy for the globalisation era" "An agenda for new skills and jobs" "European platform against poverty" The "Innovation Union", as Flagship Initiative (EC, 2009), must act on the education, training and lifelong learning. A quarter of all pupils have poor reading competences,

100 one in seven young people leave education and training too early. Around 50% reach medium qualifications level but this often fails to match labour market needs. Less than one person in three aged 25-34 has a university degree compared to 40% in the US and over 50% in Japan. According to the Shanghai index, only two European universities are in the world's top 20. EU must promote knowledge partnerships and strengthen links between education, business, research and innovation, including through the ICTs, and promote entrepreneurship by supporting Young Innovative Companies. At national level, Member States will need to ensure a sufficient supply of science, maths and engineering graduates and to focus school curricula on creativity, innovation, and entrepreneurship. The Education Ministers from EU Member States have set as priorities the teacher education, language learning, ICTs, maths, science and technology, active citizenship and social cohesion (ECET, 2010). Schools should help pupils take responsibility for their own learning and personal development throughout their lives and provide them with the essential competences i.e. knowledge, skills and attitudes for successful membership of the society and the workforce (CEC, 2009). The Flagship initiative: "Youth on the move" (EC, 2009) aims to enhance the performance and international attractiveness of Europe's higher education institutions and raise the overall quality of all levels of education and training in the EU, combining both excellence and equity, by promoting student mobility and trainees' mobility, and improving the employment situation of young people. The Flagship Initiative: "An Agenda for new skills and jobs" (EC, 2009) aims to empower people through the acquisition of new skills to enable current and future workforce to adapt to new conditions and potential career shifts, to reduce unemployment and raise labour productivity. In order to ensure that the required competences to engage in further learning and labour market are acquired and recognised throughout general, vocational, higher and adult education and to develop a common language and operational tool for education and training was established a framework of European Skills, Competences and Occupations (ESCO). B. Schools, the Environment of the Life and Development of the Teachers in the Future The majority of Europeans spend at least nine or ten years at school. In schools they gain the basic knowledge, skills and competences which they need throughout their lives, developing fundamental attitudes and values. Schools ought to set their students on the path to a lifetime of learning and prepare them for the modern world, ensuring open and democratic societies by training people in citizenship, solidarity and participative democracy (EC, 2009). Effective links between schools and the wider world, from the locality to the region, the state, the European Union and beyond of them have been acknowledged to be vital of preparing students to take their place in society (CEC, 2009). Through school, society helps to prepare young people to live in community and to be responsible and active citizens. In acquiring key competences for life, students are increasingly expected to develop greater learning autonomy and to take responsibility for their own learning CEU (2007). Of course, a key question is to which extent the evaluation and assessment of a school's performance can take into account the socio-economic and educational profile of students, thereby highlighting the school's added value. There is considerable variation across Europe in the extent that schools have the autonomy to set their objectives, to shape their curricula, to select and remunerate their staff and to implement any changes that evaluations may show to be necessary (CEC, 2009).

101 Schools prepare young people to live in a community and to be responsible and active citizens. However, societal trends such as violence, radicalism or fundamentalism and expressions of racism, xenophobia and sexism are inevitably also reflected in school communities (ECET, 2010). Democracy in schools can help to create a climate of confidence and responsibility (CEC, 2009). The full inclusion of disadvantaged groups in school is a challenge for the teachers and the education authorities. Since schools are a microcosm of society, school populations reflect migration patterns. The presence of students from a variety of cultural and linguistic backgrounds is a rich source of learning opportunities, but it also presents considerable challenges and difficulties. The ability of teachers to meet the challenges of increasing social and cultural diversity in the classroom is crucial for the development of more equitable education systems (CEU, 2007). The types of classroom which support students with 'special' need practice in co-operative teaching, co-operative learning, collaborative problem solving, heterogeneous grouping, systematic monitoring, assessment, planning and evaluation of each students work (CEC, 2009). Such approaches are likely to benefit all students, including those who are particularly gifted or talented. The Council of the European Union supports mobility programmes for teachers and teacher educators which are designed to have a significant impact on their professional development, as well as to foster better understanding of cultural differences and awareness of the European dimension of teaching CEU (2007). The European Commission supports national efforts in two main ways: a. Through the Comenius programmes, is invested millions of Euros each year in projects that promote school exchanges, school development, education of school staff, school assistantships and more. b. Commission works closely with national policy-makers to help them to develop their school education policies and systems. Gathering, analysing and sharing information encourage the exchange of good policy practices and help countries to revise their school curricula and reflect the changing needs of society and the economy (EC, 2009). C. Teacher Career Being a teacher is very challenging. A good teacher of juveniles or of adults is an educator who needs to possess a wide and deep knowledge and understanding of the professional field, of the human development and evolution (Volmary et al, 2009). Further, the teachers need to have adopted the ethical responsibility of the profession. A teacher operates in a multi-dimensional context and must understand the dialogue and interlinkage between education, labour market and society to be able to promote the learners progress in life. A formal qualification, professional and pedagogical, is generally required of VET teachers in most European countries (Volmary et al, 2009). Particularly for permanent teachers, the pedagogical qualification is becoming a legal requirement. Routes to qualified teacher status can be pedagogical training taken before entering the profession or during employment as a teacher. Teachers careers are generally flat, from the aspect that there is no career progression within teaching service (Volmary et al, 2009). It is common that teachers with career ambitions become leaders or administrators. ((Volmary et al, 2009, Figure 2, page 20).

102

The teachers main areas of activities and competences are Administration, Training, Development and Quality assurance and Networking (Volmary et al, 2009). It is obvious that the area of Training is the most central of them. However, with the general trend of raising the quality of education and of making training more effective and accountable, there is increasing pressure for the teacher to be more and more involved also in the other activity areas. In now days, many changes have become in VET of teachers. The conception of learning has much changed: the focus is now on the individual learner and the teachers have become learning facilitators (Volmary et al, 2009). Learning environments today range from virtual to real-life in enterprises. Consequently, we should not speak of lessons anymore. Instead we should speak of learning processes or learning events that the teachers are in charge of. Teachers tasks related to training can be grouped in to activities related to planning, facilitating, assessing or evaluating the learning event or process (Volmary et al, 2009, Figure 4, page 24). Assessment and evaluation have become more complex.

103

D. Teachers education, the cornerstone of the quality of teaching The quality of the education experienced by pupils is linked directly to the quality of teaching. But the demands placed upon teachers are increasing and changing, and the education they receive is not always adequate (ECET, 2010). Member States have therefore agreed to improve the quality of teacher education and the Commission is working with them in this task. The Council of the European Union, in the report of December of 2009, recognises that knowledge, skills and commitment of teachers, as well as the quality of school leadership, are the most important factors in achieving high quality educational outcomes (CEU, 2009). Good teaching and the ability to inspire all pupils to achieve their very best can have a lasting positive impact on young peoples futures. Teaching provides a service of considerable social relevance: teachers play a vital role in enabling people to identify and develop their talents and to fulfil their potential for personal growth and well-being, as well as in helping them to acquire the complex range of knowledge, skills and key competences that they will need as citizens throughout their personal, social and professional lives (CEU, 2007). According to the same report, the teachers education programmes, which are key factors both in preparing teachers and school leaders to carry out their responsibilities and in ensuring teachers and school leaders continuing professional development, need to be of high quality, relevant to needs and based on a well-balanced combination of solid academic research and extensive practical experience (CEU, 2009). The responsible persons for training teachers and teacher educators should themselves have attained a high academic standard and possess solid practical experience of teaching, as well as the competences which good teaching requires. Efforts should also be made to ensure that teacher education institutions cooperate effectively, on the one hand with those conducting pedagogical research in other higher education istitutions, and on the other with school leaders. It is essential that initial teacher education, early career support, the induction and continuous professional education are treated as a coherent whole. No course of initial teacher education, however excellent, can equip teachers with all the competences they will require during their careers (CEU, 2009). Demands on the teaching profession are evolving rapidly, imposing the need for new approaches. To be fully

104 effective in teaching, and capable of adjusting to the evolving needs of learners in a world of rapid social, cultural, economic and technological change, teachers themselves need to reflect on their own learning requirements in the context of their particular school environment, and to take greater responsibility for their own lifelong learning as a means of updating and developing their own knowledge and skills. The new teachers first posts, after the completion of initial teacher education, are a particularly important time in terms of their motivation, performance and professional development (CEU, 2009). All newly qualified teachers must receive sufficient and effective support and guidance during the first few years of their careers. A reflective approach is promoted, whereby both newly qualified and more experienced teachers are encouraged continuously to review their work individually and collectively. Effective school leadership is a major factor in shaping the overall teaching and learning environment, raising aspirations and providing support for pupils, parents and staff, and thus in fostering higher achievement levels. It is therefore of key importance to ensure that school leaders have, or are able to develop, the capacities and qualities needed to assume the increasing number of tasks with which they are confronted (CEU, 2009). There is a need to ensure that school leaders have sufficient opportunities to develop and maintain effective leadership skills. And since the challenges involved in leading learning communities are similar throughout Europe, school leaders could also benefit from collaborative learning with their counterparts in other Member States, notably by sharing experience and examples of good practice, and through cross-border opportunities for professional development. Teachers and school leaders must be encouraged and enabled to take advantage of the opportunities offered by exchange and mobility schemes, and networks, at both national and international level. Equally important is ensuring that school leaders are not overburdened with administrative tasks and concentrate on essential matters, such as the quality of learning, the curriculum, pedagogical issues and staff performance, motivation and development. E. Future European Policy on the Teachers Training The Council of the European Union, among the others (CEU, 2009), invites the Commission to: 1. Enhance and support European policy cooperation in the areas of initial teacher education, continuous professional development and school leadership, notably by establishing platforms and peer-learning activities for the exchange of knowledge, experience and expertise among policymakers and teaching professionals. 2. Present practical information for policymakers on developing structured induction programmes for all new teachers, together with examples of measures that can be taken to implement or improve such programmes. 3. Promote and support greater participation by teachers, school leaders and teacher educators in transnational mobility schemes, partnerships and projects established under Community programmes, in particular the Lifelong Learning Programme. The new demands facing teachers not only create the need to develop new learning environments and approaches to teaching, but also require a high degree of professionalism (CEU, 2007). As schools become more autonomous and open learning environments, teachers assume ever greater responsibility for the content, organisation and monitoring of the learning process, as well as for their own personal career-long professional development. Improving the quality of teacher education can provide one means of making the teaching profession an attractive career choice.

105 The Council of the European Union invites all the member states to use all the available instruments, such as those forming part of the open method of coordination, the Lifelong Learning Programme, the 7th Framework Programme for Research and Technological Development and the European Social Fund, to promote, using an integrated approach, evidence-based knowledge relevant to teacher education policies, further initiatives on mutual learning, innovative teacher education projects and the mobility of teachers, teacher educators and student teachers (CEU, 2007). Messages from the European Council in the field of education as a contribution to the discussion on the post-2010 Lisbon Strategy (CEU, 2009b) are focused on the: -Promoting investment in education and training in a time of global economic downturn. It is essential that Europe makes full use of each individuals potential and continues to promote higher, more efficient and targeted investment in quality education and training. -Upgrading and adapting the knowledge and skills of all citizens is crucial to paving the way out of the crisis, as well as to meeting the long-term challenges of global economic competitiveness, employment, active citizenship and social inclusion. -Meeting the objectives laid down under the new Education and Training 2020 strategic framework and ensuring a strong role for education and training in the post2010 Lisbon Strategy will be essential. Education and training at all levels need to be open and relevant to the requirements of a low-carbon, knowledge-based economy and to prepare citizens for social and economic change. -Strengthening Europes innovative capacity calls for much closer interaction between the three sides of the knowledge triangle (education, research and innovation). The Europe of the knowledge, the creativity and innovation needs education and training systems which promote creative, innovative and entrepreneurial mindsets among pupils, trainees, students, teachers and researchers, offer the highest possible quality of initial and continuing professional development for teaching staff at all levels and reinforce commitment to the development, as well as interaction between a European of Higher Education Area and a European Research Area. Specifically, the framework of the post 2010 Lisbon Strategy should address the following four strategic objectives, according to the Council of the European Union (CEU, 2009c) : 1. Making lifelong learning and mobility a reality; 2. Improving the quality and efficiency of education and training; 3. Promoting equity, social cohesion and active citizenship; 4. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. As resulted, education and training have substantially contributed towards achieving the long-term goals of the Lisbon strategy for growth and jobs, not only for the teachers but for all the European citizens (CEU, 2009c). It is also essential that the framework for European cooperation should remain flexible enough to respond to both current and future challenges, including those arising under any new strategy after 2010. In the period up to 2020, the primary goal of European cooperation is the support of further development of education and training systems in the Member States which are aimed at ensuring the personal, social and professional fulfilment of all citizens, the sustainable economic prosperity and employability, whilst promoting democratic values, social cohesion, active citizenship, and intercultural dialogue (CEU, 2009c).

106 REFERENCES Bell J, (1997). Methodological Planning of Pedagogic and Social Research, Publications Gutenberg, Athens Bird M, (1990). The implementation of educational policy: case study of the implementation of the Open College of South London, Thesis, University of London. Commission of the European Communities-CEC (2009) Schools for the 21st Century, Commission Staff Working Paper, Sec(2007)1009, Brussels, 11.07.07, Available 2309-2010 at http://ec.europa.eu/education/school21/consultdoc_en.pdf Council of the European Union-CEU (2006) Modernising education and training: a vital contribution to prosperity and social cohesion in europe, Joint Interim Report of the Council and of the Commission on Progress Under the Education & Training 2010 Work Programme (2006/C 79/01) Official Journal of the European Union 1.4.2006, http://europa.eu/legislation_summaries/education_training_youth/general_framework/ c11091_en.htm, available 24-09-2010 Council of the European Union-CEU (2007) Improving the quality of teacher education, Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 15 November 2007, Official Journal of the European Union (2007/C 300/07) 12.12.2007 available 23-09-2010 at http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2007:300:0006:0009:EN:PDF Council of the European Union-CEU (2009) The professional development of teachers and school leaders, Council conclusions of 26 November 2009, Official Journal of the European Union (2009/C 302/04), 12.12.2009 , available 23-09-2010 at the website http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:302:0006:0009:EN:PDF Council of the European Union-CEU (2009b) Messages from the EYC Council in the field of education as a contribution to the discussion on the post-2010 Lisbon StrategyBrussels, 6 November 2009 /15465/09 EDUC 175/SOC 659 Council of the European Union-CEU (2009c) Council Conclusions on a strategic framework for European cooperation in education and training ("ET 2020") 2941th education, youth and culture Council meeting, Brussels, 12 May European Commission-EC (2009), EUROPE 2020 A strategy for smart, sustainable and inclusive growth, COM (2010) 2020, Brussels, 3.3.2010 Available 23-09-2010 at http://pec.europa.eu/eu2020pdfCOMPLET%20EN%20BARROSO%20%20%20007 %20-%20Europe%202020%20-%20EN%20version.pdf European Commission-EC (2010) From the Lisbon Strategy to "Europe 2020", available 24-09-2010 at http://ec.europa.eu/education/focus/focus479_en.htm European Commission Education & Training-ECET (2010) School education: equipping a new generation, available 23-09-2010 at http://ec.europa.eu/education/lifelong-learning-policy/doc64_en.htm Volmari K, Helakorpi S & Frimodt R. (2009) Competence Framework For Vet Professions, Handbook for practitioners, Finnish National Board of Education and editors, Sastamala

107 EMERGING EDUCATIONAL ORIENTATIONS N NIKOS KAZANTZAKIS WORKS By 1Kalathaki M., 1Skivalaki C., 2Varitaki M.
1 2

General Lyceum of Meleses, Heraklion, Crete, Greece Gymnasium of Meleses, Crete, Greece

Ideal teachers are those who use themselves as bridges over whichthey invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own. Nikos Kazantzakis ABSTRACT Every reader feels Kazantzakis power of speech in his words. An important part of his work is addressed to children. Since 1910, he had undertaken the task of writing a series of school books, first with Galatia and later with Eleni. Kazantzakis translation work includes philosophical and scientific books (Plato, Nietzsche, James, Bergson and Darwin), childrens books (Verne and Swift), plays (Shakespeare and Pirandello) and literary fiction (Homer, Dante, and Goethe). In his successive travels, he was concerned about major spiritual and universal issues, such as the mortality of civilizations, poverty, the psychology of the people, their culture, the museums, the monuments and their history, which are topics of the UN and European Union. He also was profoundly interested in the utilization of technology both in Art and in Literature. He was the first Greek writer who realized the potentialities of cinematography, in a time when the new medium was not widely known. The screen adaptation of Zorba the Greek in 1964, directed by Mihalis Kakoyiannis, was awarded three Oscar prizes and met worldwide success. There was also a musical adaptation that was presented in several cities of the United States, in Broadway New York, and in a lot of European countries. Kazantzakis picked up the material for his novels from the everyday popular life of Cretan people, from the place where he was born (manners and customs, traditions, folk philosophy, etc.), the habitat, the local history and in the Greek tradition in general. while he used a language that could be understood by students easily, with issues familiar to their experiences and everyday life. He describes the environment of the humanity as exquisite and the people living in this exquisite environment of great abilities, as wild beasts which can go into Hell and into Paradise, whichever they choose, beyond the devil and the angels. The fight for inner and social freedom is prevailing in all of Kazanzakis books. Gaining of freedom, as educational objective, penetrates all cognitive school objects and constitutes a unified conceptual frame of Education for Sustainable Development (ESD). Freedom is fundamentally related to the values which ESD promotes, such as solidarity, ecological viability, social justice, responsibility, autonomy, tolerance and beauty of the earth. KAZANTZAKIS A WRITER, ALSO, FOR CHILDREN An important part of Kazantzakis work is addressed to children. Two of his novels for children, Alexander the Great (a part of which was published in sequels in 19401941) and In the palaces of Knossos (which was never published) are to be interpreted according to the frame of his general pedagogical interests, which are based on the principles of early demoticism.

108 Besides, since 1910, he had undertaken the task of writing a series of school books, first with Galatia and later with Eleni. Also, in the 30s, he translate and adapted a number of novels for children (Verne, Swift, Dickens) for Dimitrakou and Eleftheroudakis Publications (Museums subtitle). The ethics of future generations needed by our planet seems to be concentrated in the Primary School Readers written by Galatia and Kazantzakis. The values that emerge the Reader The Soldier, the solidarity, the recognition of the enemy, the worship of nature, the philosophy of life, death and dignity create an attractive state of employment while the writers, Nikos and Galatia Kazanzakis, introduce useful scientific knowledge of geography, ecology, local communities and anthropology (Nikoloudaki-Souri, 2008). I have dipped into the Reader and its almost driving me out of my mind. I write and write all over again, Kalmouhos comes, we work together, and I write again. And I have to write one more and two more Readers for the Second Grade (Letter to Eleni, Aegina, 1935) THE POWER OF THE WORDS IN KAZANTZAKIS TEXTS Every reader feels Kazantzakis power of speech in his words. Every word is an adamantine shell which encloses a great explosive force. To discover its meaning you must let it burst inside you like a bomb and in this way liberate the soul which it imprisons (Kazantzakis, Report to Greco page 90). You shall never be able to establish in words what you live in ecstasy. But struggle unceasingly to establish it in words. Battle with myths, with comparisons, with allegories, with rare and common words, with exclamations and rhymes, to embody it in flesh, to transfix it (Kazantzakis, The Saviors of God: Spiritual Exercises). Kazantzakis translation work includes philosophical and scientific books (Plato, Nietzsche, James, Bergson, Darwin), childrens books (Verne, Swift), plays (Shakespeare, Pirandello) and literary fiction (Homer, Dante, and Goethe). Most of his translations were made in order for him to make a living, in collaboration with publishing houses or after an order of the Royal Theatre, but they reflect the writers special philosophical and pedagogical interests. Moreover, they impressed his effort for the development of the demotic and his research for the most appropriate word. Kazantzakis believed that word to word translation ruins the rhythm of the original; therefore, he tried to capture the meaning and its deeper sense. He also believed that the translator ought to take in the world of the foreign writer and render it according to his disposition. KAZANTZAKIS IN CINEMA Kazantzakis was profoundly interested in the utilization of technology both in Art and in Literature. He was the first Greek writer who realized the potentialities of cinematography, in a time when the new medium was not widely known. Impressed by the power and the immediacy of the picture, he studied special books about cinematography and watched passionately film productions in the Soviet Union and Europe. Wishing to pay tribute to his old friend, Giorgi Zorba, whom he acknowledges as one of his teachers, Kazantzakis focuses on the theme of conflict between the Apollonian moderation and the Dionysian attitude towards life (Museums Subtitle). The book was written in 1946 in Aegina and was published, after another elaboration, in 1946. It was translated almost in every foreign language, while in 1954 it was awarded the prize of Best Foreign Book Published in France. The screen adaptation, directed by Mihalis Kakoyiannis (Zorba the Greek, 1964) was awarded three Oscar prizes and

109 met worldwide success. There was also a musical adaptation that was presented in several cities of the United States, in Broadway New York, and in a lot of European countries. Theatrical adaptations of Zorba were presented by a number of theatre companies in Greece and abroad. Finally, Zorba inspired music compositions by Mikis Theodorakis (soundtrack for Kakoyiannis film and music for the ballet of the same name), by Nikos Mamagakis, Joseph Kander, Kostas and Manos Moundakis. THEMES OF KAZANTZAKIS LITERATURE Kazantzakis picked up the material for his novels from the everyday popular life of Cretan people, from the place where he was born (manners and customs, traditions, folk philosophy, etc.), in the habitat, the local history and in the Greek tradition in general (Doulaveras, 2008), while he used a language that could be understood by students easily, with issues familiar to their experiences and everyday life. He gives detailed descriptions of the natural environment where his heroes live, the land and the sea, the natural phenomena, the social life in a Cretan village, the rural population of Crete. The description of the manners and customs of that particular time and place encloses the philosophical ideas Kazantzakis wishes to produce every time, so as to avoid their imported use, and harvest them somehow as if they had been planted and grown in their own soil, in their natural environment (Doulaveras, 2008). Kazantzakis describes the human habitat, the earth environment as exquisite. What a miracle this world is! he said to himself as he climbed. If I open my eyes I see the mountains, the clouds and the rain falling; if I close my eyes, I see God, Who created the mountains, the clouds and the falling rain. Everywhere, by the light of day and in the darkness, the grace of God is around us! (Kazantzakis, Christ Recrucified, translated by Jonathan Griffin, Faber and Faber, London 1966). And describes the people living in this exquisite environment, of great abilities, as wild beasts which can go into Hell and into Paradise, whichever they choose, beyond the devil and the angels. Man is a wild beast, he told himself. Yes, he does what he chooses. If he chooses to take a road, he takes it. The gate of Hell and the gate of Paradise are close together, and he goes in at whichever he chooses The Devil can only go into Hell, and the angel only into Paradise, but Man into whichever he chooses! (Kazantzakis,Christ Recrucified). Look, one day I had gone to a little village. An old grandfather of ninety was busy planting an almond tree. What, granddad! I exclaimed. Planting an almond tree? And, he bent as he was, turned round and said: My son, I carry on as if I should never die. I replied: And I carry on as if I was going to die any minute. Which of us was right, boss? (Kazantzakis, Zorba the Greek, translated by Carl Wildman, Faber and Faber, London 2000). In his successive travels, was concerned about major spiritual and universal issues, such as the mortality of civilizations, poverty, the psychology of the people, their culture, the museums, the monuments and their history, which are issues of the UN (UNESCO, 2004; European Union, 2001), and which led him to formulate the duty of the modern Greek for creation in order to contribute to the modern Greek culture (Argiropoulou, 2008). Kazantzakis travels endowed him with a universal perspective and at the same time he was allowed to collate pictures and experiences which he transformed in his works literary (Museums subtitle). Since he was very young, a student of the French School in Naxos, he focused on the European dimension of his education and orientation. (Nikoloudaki Souri, 2008). In London, Kazantzakis made an appeal, on BBC radio station and in Life and Letters magazine, to the intellectuals all over the world to found an International Organization of the Intellect

110 in order to safeguard the political values and to sustain peace. ...Because the time that humanity passes now, is critical and the world is such a single body that not one nation can be saved, if not all of them are saved. And if a nation is lost, it can induce the loss to all the others. Come for all season, that a nation could be separated and saved, or perish alone. So, talking to the people of your race today, you feel that you are talking to all human races together ... (Anemogiannis, 2000). Kazanzakis gives his personal definition of civilization in Report to Greco (pg 168): When life succeeds through every day struggle, in beating all the enemies around, natural forces and beasts, hunger, thirst, illness, there sometimes happens to end up in having extra strength. Life needs to waste this strength on playing. Civilization starts where playing begins. As long as life fights to be conserved, to be protected from it's enemies, to be held on the Earth's skin, civilization can't be born. It is born, by the time life satisfies its very first needs and it begins to rejoice some rest...No other nation had ever comprehended so perfectly, both the secret and the obvious value of the game. THE FIGHT FOR INNER AND SOCIAL FREEDOM The fight for inner and social freedom is prevailing in Kazanzakis work. During German Occupation, Kazantzakis decided to translate the Homeric pics, therefore paying a tribute to one of the great teachers, Homer. His entire intellectual world, his view of the world, the questions that needed answers are to be found in the 33.333 lines of verse of Odyssey. The protagonist is an eternal traveler and immigrant, who revolts, without fear or hope, against the decline of the world, the enslavement, the despotism of the material world, seeking the meaning of life and the pure and absolute freedom. Father Ynaros stood happily for a moment over his grave. Death, I do not fear you, he murmured, and suddenly he felt free. What does it mean to be free? He who does not fear death is free. Father Ynaros stroked his beard, satisfied. God, he pondered, is there a greater joy than freedom from death? No, he went on, no! (Kazantzakis, The Fratricides, translated by Athena Gianakas Dallas, Simon and Schuster, New York 1964). Christ suffered pain, and since then pain has been sanctified. Temptation fought until the very last moment to lead him astray, and Temptation was defeated. Christ died on the Cross, and at that instant death was vanquished for ever. (Kazantzakis, The Last Temptation of Christ, translated by P. A. Bien, Faber and Faber, London 2003). Gaining of freedom, as educational objective, penetrates all cognitive school objects and constitutes a unified conceptual frame of Education for Sustainable Development (ESD). Freedom is fundamentally related to the values, solidarity, ecological viability, social justice, responsibility, autonomy, tolerance and beauty the ESD promotes (Huckle 2006, Flogaiti 2006), because it demands the respect of dignity and human rights all over the world, and commitment for social and economical justice for all as well as for the future generations too. According to Huckle (2006), a strong democracy allows the citizens to practise moral and social responsibility, while human rights are the means to translate ethics to politics. The environmentally literate citizens of tomorrow do not simply have the knowledge and the environmental information, but they critically thinking people who have a sense of responsibility and awareness of their own role in establishing living conditions and safeguarding quality of life (Rawls, 2004; Scott & Gough, 2003). This

111 citizen of tomorrow is sacrificed for his ideas and ideals, according to Kazantzakis: The brain says, we want to leave! But the heart God helps us! wont allow it. We are not leaving. Here we shall die as a sacrifice for Crete. Let her speak. We who are dying are doing better than they who will leave. For Crete doesnt need householders, she needs madmen like us. Such madmen make Crete immortal. (Kazantzakis, Freedom or Death, translated by Jonathan Griffin, Simon and Schuster, New York 1955). The declarations of UNESCO and the EU strategies highlight the need of reorientation of the objectives and process of education through the acquisition of ESD and enhancing lifelong learning (Sterling, 1996). Where are we going? Do not ask! Ascend, descend. There is no beginning and no end. Only this present moment exists, full of bitterness, full of sweetness, and I rejoice in it all. (Kazantzakis, The Saviors of God: Spiritual Exercises). REFERENCES Anemogianis G. (2000) N. Kazantzakis, course to the eternity, publication of Nikos Kazantzakis Museum , Myrtia, Heraklion, Crete, Greece, 2nd edition Argyropoulou H, (2008) The work Travelling of N. Kazantzakis as educative virtuous and material, in N Kazantzakis and Education, Library of Panellenic Union of Philologists, Hellinoekdotiki, Athens Doulaveras A. (2008) The folklore element in the romantic work of Nikos Kazantzakis and his instructive exploitation, in N Kazantzakis and Education, Library of Panellenic Union of Philologists, Hellinoekdotiki, Athens European Union (2001), The Idea of Sustainable Development in Europe, European Commission, It was pulled out on 9-1-08 from http://ec.europa.eu/sustainable/welcome/idea_en.htm Huckle J. (2006b) Ethics, values and consumer education in ESD, Academic Notes, Workshop 4-8 of December, Postgraduate Program of Study "Environmental Education ", TEPAES, Aegean University, Rhodes Nikoloudaki-Souri E. (2008) The educational group and the collaboration of galatias and Nikos Kazantzakis in the writing Readings for the Primary school, in N Kazantzakis and Education, Library of Panellenic Union of Philologists, Hellinoekdotiki, Athens Kazantzakis N. (1982) Report to Greco, Kazantzakis Publication, 18th ed, Athens Kazantzakis, The Saviors of God: Spiritual Exercises Kazantzakis, Christ Recrucified Kazantzakis, Zorba the Greek Kazantzakis, The Fratricides Kazantzakis, The Last Temptation of Christ, Kazantzakis, Freedom or Death Rawls J (2004) Political liberalism (1993), Metehmio publications, Athens Scott, W. & Gough, S. (2003) Sustainable Development and Learning, Framing the issues, London, RoutledgeFalmer

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Sterling,S. (1996), Education in Change, in Huckle, J. & Sterling, S. (eds), Education for Sustainability, Earthscan. UNESC (2004) Draft UNECE Strategy for Education for Sustainable Development, Addendum, Background Economic and Social council Economic Commission for Europe Committee on Environmental Policy, 2nd Regional Meeting on Education for Sustainable Development, Rome, 15-16 July 2004, cep/ac.13/2004/8/add.1, 18May 2004 Flogaiti E. (2006) Education for the Environment and the Viability, publication of Greek Letters, 2nd ed

Acknowledgements To Varvara Tsaka, curator of Kazantzakis Museum at Myrtia of Heraklion Crete, who offered extremely valuable material for this work.

113 RIGID BODYS MECHANICS OF SOLID BODY: CIRCULAR MOTION By Rodolphos Karaiskakis The lesson was carried out in the Lyceum of Polemidion, Lemessos, Cyprus and has been recorded in video, which is included in the CDrom of the Proceedings of the European Educational Conference.

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JOINTED EXEMPLARY TEACHING OF TEACHERS OF SECONDARY EDUCATION WITH APPLICATION OF THE DIDACTIC METHOD OF SOCRATES (OBSTETRICAL METHOD), WITH THEATRICAL ACTIVITIES by Kalathaki M, Karageorgiou N, Papastefanaki A INTRODUCTION Preparing Europeans for Lifelong Learning retrieved from Commission of the European Communities (2009) under the title of Schools for the 21st Century. An individual's success in the knowledge society and learning economy will require the ability to carry on learning in different ways throughout life, and to adapt rapidly and effectively to changing situations. This suggests that pupils should leave school competent and motivated to take responsibility for their own learning throughout life. Through educational research, our concepts of learning continue to evolve, but there is still some way to go before the lessons from research are fully reflected in teaching methods and school organisation. There are discussions, for example, about the extent to which there is still a role for 'traditional' teaching methods of transmitting knowledge and training students to recall it, and about the extent to which teaching for older pupils, who have developed sufficient skills and competences to be autonomous, could or should become a more learnercentred activity, in which learner and teacher actively co-construct knowledge and skills. We tried a simulation of a Socrates Lesson, during the European Education Conference (Peza of Heraklion, Crete, Greece, 25& 26 of October 2010), that took place in the frame of the Long Life Learning Programme Teachers Training Kit According to the Lisbon Strategy-Future European Teachers. The conceptual frame of this workshop was the "The knowledge, it's acquisition". We chose the dialogue of Socrates with Protagoras following the aspect of Socrates in Menon of Platona that knowledge pre-exists inside us, we have not realized that we have it, and we need somebody to extract it. This person is Socrates who asks specific questions which follow his students to find out the answer-the reality that virtue can be taught. We prepared a Lesson in mother tongue of 11 European Schools delegation who participated in the European Educational Conference, Peza 25 & 26 October 2010. You shall never be able to establish in words what you live in ecstasy. But struggle unceasingly to establish it in words. Battle with myths, with comparisons, with allegories, with rare and common words, with exclamations and rhymes, to embody it in flesh, to transfix it (N Kazantzakis, The Saviours of God: Spiritual Exercises). When the greatest minds (authors, scientists, artists etc) laboured the gold human intellects were, unquestionably, in a state of mind and soul ecstasy. We, the teachers, are in the duty to carry the torch of this knowledge to the younger. The teacher is the bridge for the students to pass across. After the school years, this bridge is interrupted and the young become adults and have to be driven in to Long Life Learning procedure. According to N Kazantzakis, the diffuse of mind in words can not be established, but we, the teachers, have to struggle unceasingly. The aim of our

115 educational work is to find out newer and more effective didactic methods and produce suitable supervisory material for our teaching, in order to achieve the passage of the mind conquests from their creators to the users of next generations. I think that it is a great challenge for all of the future teachers to try to teach without the support of the main equipment that they use up to now, the common language of communication in speech. It would be an exceptionally interesting experiment to prepare lessons for the Greek students in your mother tongue, by using the most effective materials, techniques and methods, taking full advantage of your scientific knowledge and pedagogic training backround and your educational skills that you have developed up to now and according to the Lisbon Strategys documents. The goal is the way of teaching and not an expanded cognitive object. As K Kavafis says in his poem called Ithaca (http://www.translatum.gr/forum/index.php?topic=14600.0), the benefit for the students and the teachers will immerse from the procedure, the way to Ithaca and not from the final destination, Ithaca itself As you set out for Ithaca, hope that your journey is a long one, full of adventure, full of discovery Keep Ithaca always in your mind. Arriving there is what you're destined for But do not hurry the journey at all. Better if it lasts for years so that you're old by the time you reach the island wealthy with all you have gained on the way Without her you would not have set out. She has nothing left to give you now.. And if you find her poor, Ithaca won't have fooled you. Wise as you will have become, so full of experience, you will have understood by then what these Ithacas mean SOME OF THE AIMS OF THE DIDACTIC ACTION Basic aim is use ICTs in the communication of 11 schools from 11 European countries for preparing this Jointed Exemplary Teaching by Application of the Didactic Method of Socrates (Ancient Greek Philosopher), called Obstetrical Method, with Theatrical Activities. In this effort, except ICTs, everything will become easier and simpler when the teachers, coexist in the same place, inside an ancient theatre, trying to guide their thoughts in the philosophic paths of Socrates, Platon, Protagoras by reading selected scripts of Platon about Protagoras in their mother tongues, by using the bibliographic reports of many scientists, using oral speech in English and the body language. The ancient Greek philosophy will be shared among teachers of 11 countries and the sound of ancient Greek wiil be heard. Socrates philosophic and pedagogical dialogues will be materialized in 10 different European languages. The teachers will try to communicate and play an ancient Greek theatre by using their mother tongues, body language, English language, oral speech, scripts, a drum and a whistle. They are going approve that the linguistic diversity as an element of the European civilization it

116 does not exclude the teachers from foreign countries to come close and teach together and generally, can not keep people far apart. This initiative will approve that it is possible for people who live far awayto come close and work together, by using effectively their own intelligence, souls and bodies, by thinking in a teamcollaborating climate, giving the impulse that Europe needs, after its 50 years existence to a new Gold Century, beyond the Athenian one. METHODOLOGY PROCEDURE OF THE SOCRATES LESSON-EDUCATIONAL

Casting One of the Greek teachers acted as Socrates and the rest of the Europeans his students, famous sophists and other important persons of ancient Athenian political scene. Especially, the coordinator of the LLP Multilateral Comenius Programme acted as the sophist Protagoras, the coordinators of each school acted as Socrates students and the famous sophists and all the other teachers of the European delegations were the Choros - the important persons of ancient Athenian political scene who used to discuss with Socrates. One teacher played an ancient drum and used a whistle, shouting loudly the number of the question and the name of the character, every time that Socrates and the Leader of Choros attended questions to the teachers. The roles shared to the teachers. The Theatre Scene In order to ensure a similar educational environment of ancient Athens, the lesson was prepared as a theatre act, in the way that Socrates used to make his lessons and dialogues with the citizens of Athens ancient city, mainly outside under the olive trees. The lesson takes place in an ancient theatre in the countryside of Kato Archanes village of Heraklion prefecture. In the orchestra of the theatre, Socrates discusses with his students, the famous sophists and the other important persons of ancient Athenian political scene. The Choros with its Leader are in the seats of the ancient theatre. All the participators of the LLP Comenius meeting and the European Educational Conference participated to this activity as actors. Endymatology The students of Socrates were dressed with tunics and as shoes had sandals. The members of Choros were dressed in paper dresses in the form of Laptops, with sandals, expressing the modern scientific aspects on Ancient Greek Philosophy. The Script (Senario) The scripts were the product of a synthesis of the original dialogues of Socrates and of bibliographic references of scientific aspects on Socrates way of thinking and teaching method. These had previously translated in the mother tongues of the participants (Greek, Italian, Spanish, Turkish, Polish, Lithuanian, Norwegian, Portugal, Bulgarian, Romanian). Each student had his/her own text in the mother tongue and in English printed as papyrus. All the questions of Socrates and the Leader of Choros, with their answers, had been numbered in the same way, in all languages to avoid confusion.

117 Socrates asks questions in Modern Greek. These questions had previously been translated in English and sent, by email, to the schools in order to find out the answers in Platon book Protagoras translated in their own mother tongues. The teachers had chosen the answers by using the number of the verses of the book and read them along the development of the dialogue with their teacher-Socrates. The Leader of Choros asks questions in English and the members of Choros answer these questions, also, in English. These questions and answers concerned the didactic aspects of some scientist about Socrates dialogues, the historical information of ancient Athenian life of 5th century BC, the personality of Socrates, the clarification of the subject of Socrates-Protagoras dialogue, etc. The Procedure of the Didactic Action There is one teacher who explains to the others the procedure that will be followed, which is the next step. Another teacher will play an ancient drum every time when a student ought to answer to the Socrates question and shouts loudly the students name. The same teacher, by using a whistle, will call the members of Choros to answer the questions that the Leader addressed to them, shouting loudly the number of the question and the name of the student, of sophist or else Athenian. 1. In the beginning, each student of Socrates and interlocutor Sophist says his name and introduces himself. 2. Socrates asks questions in Modern Greek and his interlocutors answer them in their mother tongue, one by one. 3. This dialogue between Socrates and his students and sophists is interrupted by another dialogue, of nowadays questions answers which the Leader attends to the members of Choros. One question to each member of Choros. 4. After the final question, all together say the conclusion of Socrates-Protagoras dialogue which is the main message of this didactic action in Ancient Greek (with Latin letters). It is the answer of Question 6. SCRIPT DIRECTION ENDYMATOLOGY MUSICAL DRESSING Kalathaki M, Karagiorgi M, Papastefanaki A, Kazamia A Kalathaki M Papastefanaki A Youtube

BIBLIOGRAPHY Ancient Greek Texts language.gr/greekLang/index.html Biographies: http://el.wikipedia.org/ COMMISSION OF THE EUROPEAN COMMUNITIES (2009) Schools for the 21st Century, Brussels, SEC(2007)1009, Commission Staff Working Paper available 23-09-2010 at http://ec.europa.eu/education/school21/consultdoc_en.pdf Gate for the Greek Language (2010) Myths and texts on Protagoras (317e-328d) Socrates Argumentation, available 4-10-2010 at http://www.greek-language.gr/ and translations http://www.greek-

118 Lato Library of Ancient Texts on Line (2009) http://sites.google.com/site/ancienttexts/ Created by Peter Gainsford (Depatment of Classsical Studies, Victoria University of Wellington) with link to GREEK FONTS ARCHIVE Philosophy movies to the city: Sophists and Socrates, Chapter 6, available 30-09-2010 at www.edlit.auth.gr/docs/files/propt/f111/kefalaiok.doc Skafidas Z (2010) The discovery and Dialogues of Socrates, available 10-10-2010 at http://users.sch.gr//zskafid/apopsis3.htm Spiropoulos (1992) Protagoras of Platon, Introduction, Script, Translation, , , , explanatory comments, 4th ed, Thessalloniki, Aristoteleio University, Institution of Neo-hellenic Studies Theodorakopoulos I.N. (2009) Introduction to Platon, in Sophists and Socrates http://www.kee.gr/attachments/file/703.pdf, available 2-10-2010 Protagoras Dialogue comments http://en.wikipedia.org/wiki/Protagoras_(dialogue) available 2-10-2010PROTAGORAS IN EUROPEAN LANGUAGES SPAIN: http://www.filosofia-irc.org/libros/protagoras.html ITALY: http://www.ilgiardinodeipensieri.eu/testi/protagora.htm PORTUGAL: Ana da Piedade Elias Pinheiro. "Protgoras de Plato" Editora Relgio de gua, 1999, Lisboa, 185 pp. BULGARIA: Plato. Selected Dialogues. Publ. Narodna cultura, Sofia, 1982 Now in Bulgarian language/ the book is in Bulgarian !/ . . . ., 1982 GREECE:http://www.greeklanguage.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?m=1&t= 540 ABOUT SOCRATES http://www.youtube.com/watch?v=k2KzymrmNa0 SOCRATES QUOTES http://www.brainyquote.com/quotes/authors/s/socrates.html

119 SYNOPSIS OF THE RESULTS OF THE CONFERENCE AFTER THE LISBON STRATEGY by Maria Kalathaki, President of the Scientific Committee

I think that nobody can disputes that Education and Training have made a substantial contribution towards achieving the long-term goals of the Lisbon strategy for Growth and Jobs (CEU, 2009c). It is also essential that the framework for European cooperation should remain flexible enough to respond to both current and future challenges, including those arising under any new strategy after 2010. In the period up to 2020, the primary goal of European cooperation should be to support the further development of education and training systems in the Member States which are aimed at ensuring: (a) the personal, social and professional fulfilment of all citizens; (b) sustainable economic prosperity and employability, whilst promoting democratic values, social cohesion, active citizenship, and intercultural dialogue (CEU, 2009c). Specifically, the framework of the post-Lisbon Strategy should address the following four strategic objectives according to the Council of the European Eunion (CEU, 2009c) : 1. Making lifelong learning and mobility a reality; 2. Improving the quality and efficiency of education and training; 3. Promoting equity, social cohesion and active citizenship; 4. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. Of course, a key question is the extent to which evaluation and assessment of a school's performance can take into account the socio-economic and educational profile of pupils, thereby highlighting the school's added value. There is considerable variation across Europe in the extent to which schools have the autonomy to set their objectives, to shape their curricula, to select and remunerate their staff and to implement any changes that evaluations may show to be necessary (CEC, 2009).

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