OREALC/UNESCO Santiagosantiago@unesco.org unesco.org/santiago UNESCOSantiago @UNESCOSantiago

THREE DIMENSIONS OF REQUIREMENTS TO TEACHER EDUCATIONXXI CENTURY SKILLS, INCLUSION, CITIZENSHIP.COCHABAMBA, July

23 2018

RECENT REPORTS OF OREALC’S REGIONAL STRATEGY FOR TEACHERS

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21st Century SkillsConcept of Skill: Capacities of discernment and action that reflect knowledge, abilities, and attitudes in response to challenges posed by practical application in real life.

DIMENSIONS SKILLS

COGNITIVE

• Critical thinking

• Creativity and innovation

• Problem-solving

• Communication

• Information handling

• Use of digital technology

INTRAPERSONAL

• Reflective thinking

• Personal abilities

INTERPERSONAL

• Collaboration

• Local, national, and global citizenship

• Social responsibility

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Inclusive Pedagogy• Inclusive education aims to end exclusion in terms of race, economic situation,

social class, ethnic origin, language, religion, sex, sexual orientation, and aptitudes.

• Eliminating educational marginalization implies not only giving access to schoolingfor everyone, staying and finishing school education, but the guarantee of learning.

DIMENSIONS CATEGORIES OF TEACHER ACTION

Pedagogy

• Preparation of individual action plans

• Curricular planning and adaptation

• Pedagogical knowledge for effective teaching in disadvantaged

contexts

• Varied methodological strategies

Professional

Responsibility

• Collaborative work

• Participation in the school community

• Spaces of reflection among education professionals

CITIZENSHIP EDUCATION: CATEGORIES FOR ANALYSING TEACHER EDUCATION CURRICULUM CONTENTS

Dimensions

• Principles and civic values (12 categories)

• Citizens and democraticparticipation (10 categories)

• Institutions (12 categories)

• Identity, plurality, diversity (8 categories)

• Coexistence and peace (4 categories)

• Macro Context (3 categories)

Examples

• Liberty, equity, common good, equality, solidarity, democracy.

• Rights, obligations, vote, accountability..

• Rule of law , government….

• National identity, discrimination..

• Coexistence, conflict resolution….

• Economy, sustainable development, globalization….

5

7 countries

ArgentinaBrasilChileColombiaGuatemalaMéxicoPerú

22 Teacher

education institutions

97 academics

86 primary teacher

students

PARTICIPATING COUNTRIES IN STUDY ON XXI CENTURY SKILLS AND PEDAGOGIES OF

INCLUSION

XXI Century Skills and Pedagogies forInclusion in Public Policies.

Official documents and norms refer to both topics, though not alwaysexplicitly.

• Presence of 21st Century Skills is not explicit in majority of countries.

• Presence stressed by “ideology” in some cuntries.

• Incorporation does not occur at the same time in different countries.

• Diversity of formative emphases among countries.

• Diversity of presences and absences among countries.

• Low level of specificity.

• The concept of inclusion has a diversity of understandings and uses in the region.

• Different emphasis of policies: ethnic-racial; special education needs; social differences and inequality; multilingualism; gender; etc.

• Level of development is different in the countries of the region; incorporation of the issue has not occurred at the same time.

• Little or no focus on the pedagogical dimension of inclusion in most countries.

XXI Century Skills

Pedagogies forInclusion

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21ST CENTURY SKILLSCurricular Patterns and Training Opportunities

• The concept of ‘skill/competence' is questioned. Not all trainers shareit because they attribute a neoliberal and technocratic meaning to it.

• There is an important absence of skills:a) In the cognitive field: creativity and innovation, information management and

ICT.

b) The whole scope of intrapersonal competences.

c) In the field of interpersonal skills: citizenship.

• The theory-practice tension crosses the FID, privileging theory andmaking it more complex to incorporate the skills, given its applieddimension.

• Difficulty of the curricular structures, of segregated character and withsubjects that are not always articulated and are coherent amongthemselves, to incorporate skills that have a more transversalcharacter, not associated with content.

Concept

Absences

Theory-Practice

Mainstreaming

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INCLUSIVE PEDAGOGYCurricular Patterns and Training Opportunities

• The concept of inclusion has unanimity regarding its use and the need totrain new teachers in an inclusive approach.

• A political assessment of the values of inclusion and diversity and a visionof barriers to equitable access to learning opportunities were found in allcountries.

• The awareness and political value of inclusion, does not have its equivalentin the pedagogical level, or the skills and tools closest to the classroomteaching that should be acquired in training.

• Two decisive methodological tools for inclusion - preparation of individualplans and pedagogical knowledge for effective teaching in disadvantagedcontexts- do not have a clear or prominent presence in the curricula or inthe practices of the institutions studied.

WithoutPedagogicalTools

Positive Assessment

Concept

SeriousAbsences

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• In each country, examine the 21st century skills and inclusive pedagogies that are less present in curricula and teacher training practices in order to strengthen them in a specific way.

• Incorporate both dimensions through specific content and not only transversally.

• Use pedagogical methodologies and strategies consistent with 21st century competency learning and educational inclusion in teacher education.

• Develop the capacities of teacher trainers in relation to the teaching of the indicated dimensions.

• Promote in the future teachers a disposition towards continuous professional learning in the fields of the study.

TEACHER EDUCATION FOR CITIZENSHIP

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Civic or Civil emphasis of contents of CitizenshipEducation-related courses in Teacher Education, per

country.

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THREE DIMENSIONS OF REQUIREMENTS TO TEACHER EDUCATION.XXI CENTURY SKILLS, INCLUSION, CITIZENSHIP.

Focus on theory(declarativeknowledge) or on didacticsandpractice of

teachingcitizenship?

Percent distribution of CitizenshipEducation-related courses, and their foci, per country.

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Challenges in Citizenship Teacher Education.

• Define teaching standards in citizenship education that specify what a teacher should know and be able to do in this area.

• Integrate citizenship education, as an explicit and relevant dimension in the accreditation of teacher training institutions in countries that have these systems.

• Establish citizenship education as a foundational area of teacher training through specialized courses.

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Challenges in Citizenship Teacher Ed. (cont.)

• Visualize that teacher training must enable teachers to teach civil aspects (close others) as much as civic aspects (distant others, political system) of civic life.

• Overcome the predominantly theoretical orientation of the training of teachers in citizenship to enhance didactic and practical training.

• Prepare future teachers in the democratic belief and its requirements for knowledge, skills and attitudes.

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THREE DIMENSIONS OF REQUIREMENTS TO TEACHER EDUCATION.XXI CENTURY skills, INCLUSION, CITIZENSHIP.

THANKS

cristian.cox@udp.clOREALC/UNESCO Santiago

More on our work in:

www.unesco.org/santiago

@UNESCOSantiago