Continuous Professional Development
of Teachers and Trainers
Dublin, 22nd March –25th March 2011
Group Number: 214
Marilena Beltramini
Teacher at Liceo Scientifico Albert Einstein
ISIS Malignani Cervignano del Friuli UDINE
ITALY
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THE PLACE I LIVE
AND WORK
Friuli Venezia Giulia in the
North East of Italy
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MY PROFILE
Graduated in Foreign Languages at UDINE University
Qualified teacher of English (Middle and High School)
 Won Permanent position at Liceo Scientifico “Albert Einstein”
Since 2000 in charge of Teacher Training Planning and Support for the 6 Institutes of
ISIS Malignani
 Won teacher selection for the implementation of school autonomy at Regional
School Office of FVG in Trieste
 Master in Open Distance Learning UDINE University
 Master Eurocultures (network of European universities)
 Teacher at SSIS of UDINE’s University
(SSIS – Specialization School for Secondary School Teaching)
 Supervisor at SSIS (UDINE University )
(Specialization School for Secondary School Teaching)
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PROFESSIONAL EXPERIENCES IN
TEACHERS TRAINING
 Teacher at Liceo scientifico (general upper secondary school
specialising in scientific studiesl) since 1986
 Teacher Trainer for the qualification and selection of teachers of
middle and high school (Province Level)
 Teacher trainer for In-service and initial teachers – subject specific
area (Provincial and Regional Level)
 Teacher operating for School Autonomy at Regional level (committed in
the area of Integrated Training, Languages and European Project Work)
 In charge of ISIS Teachers Training Project – Research – Innovation
(Funzione Strumentale “Area Sostegno al Lavoro dei docenti – Role incharge of
teachers’ work support)
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PROFESSIONAL EXPERIENCES IN
TEACHERS TRAINING I
Trainer for teachers’ training courses in different areas
 Using the Multimedia in Teaching – local project
 Citizenship Competences Education – national project - MIUR ITALY
 The European Dimension in Education – interregional and national level
 Vertical Curriculum Module Design – local project
 CLIL practices, Forum Moderator – provincial and regional level
 Etutor for FOR virtual learning environment for teachers – national project - MIUR ITALY
 Novice teachers – provincial and regional level
Coordinator of National Teacher Workshops
for Ministry of Education
MIUR (area of Citizenship, The European Dimension and LLL)
Moderator in European Study Visit CLIL across Europe for an Innovative
Intercultural Knowledge & Understanding (Into the core of CLIL good practices)
Member of project group committed in the internationalization of curriculum
Growing Innovation for Teaching. Enhancing action competences for the professional development of
teachers’ trainers (VETPRO) for ANFIS (National Association of Trainers and Teachers Supervisors.
Qualified subject for teachers training)
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Pre-primary Education
Nursery schools - Scuola dell’Infanzia
not compulsory - free of charge
Age 3-6
Families are asked to pay a sum for
transport and canteen services.
Families with low incomes are
exempted
Compulsory Education
Education is compulsory from 6 up to 16 years of age.
The right/duty to education and training for at least 12 years is fulfilled within the
education system or up to the obtainment of a three-year vocational qualification (either
at school or in the initial vocational training system) before reaching 18 years of age.
The Constitution establishes that education is compulsory up to 14 years of age.
The length of compulsory education has been prolonged up to 16 years of age in school
year 2007/08, according to the Financial law for the year 2007.
Special Needs = students with special needs are integrated into mainstream education and
special support is provided.
Abridged from Eurydice
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FIRST CYCLE OF EDUCATION
Primary school
Scuola primaria
Teachers are generalist
Age 6-11
Lower secondary school
Scuola secondaria di primo grado
teachers are specialist in one or more subjects
Age 11-14
SECOND CYCLE OF EDUCATION
Secondo ciclo di istruzione within post-compulsory education
Age 14-16
CURRICULUM CONTROL AND CONTENT
2004 National Guidelines (Indicazioni nazionali per i piani personalizzati delle attività educative)
together with Guidelines for the Curriculum (Indicazioni per il curricolo per la scuola dell’infanzia
e per il primo ciclo di istruzione), issued in 2007 and introduced on an experimental basis in school
year 2007/08 and school year 2008/09.
In the next three school years (until 2011/12) the activities carried out by the schools will be
monitored.
On completion of the first cycle of education, students take a state examination. The certificate is
required to be admitted to the upper secondary education level.
Abridged from Eurydice
7
The upper secondary level of education is called 'second cycle of education' (secondo ciclo
di istruzione).
It is made up of the upper secondary school (called scuola secondaria di secondo grado)
falling under the responsibility of the State and offered by the licei, the technical institutes
and the vocational institutes.
Also there is the vocational and training system falling under the responsibility of the
Regions and offered by the recognized formative agencies operating nationwide
TYPES OF EDUCATION
SECOND CYCLE OF EDUCATION WITHIN POST-COMPULSORY EDUCATION
Liceo classico - general upper secondary school specialising (GUSS) in classical studies
Liceo scientifico - (GUSS) in scientific studies)
Liceo linguistico - (GUSS) in foreign languages
Age (14) 16-19
Liceo delle scienze umane - (GUSS) in human sciences
Liceo musicale e coreutico - (GUSS) in music and dance
Liceo artistico - (GUSS) in arts subjects
National guide for nuovi licei
Abridged from Eurydice
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Technical school
Istituto tecnico
Age (14) 16-19
Vocational school
Istituto professionale
Age (14) 16-19
Initial vocational training
Formazione professionale di base
Age (14) 16-17
Higher technical education and training system
Istruzione e formazione tecnica superiore
Age 19-21
ADMISSIONS CRITERIA
Holders of the certificate of the first cycle of education, obtained after having
successfully passed the first cycle leaving examination, may enter the second cycle of
education.
Enrolment and attendance are not free of charge. However, fees are modest and the amount
is fixed at central level. Students enrolled at the first, second and third year of the
second cycle are exempted from paying, as they are still fulfilling the right/duty to
education. Students are free to choose the school, within the limits of available posts.
National guides for nuovi tecnici and nuovi professionali
Abridged from Eurydice
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SCHOOL
central level
regional and provincial education offices work at local level
responsibilities may be delegated to the provinces and municipalities.
Schools are granted autonomy
in
teaching, organizing and research,
experimentation and development.
Law no. 59 of 15 March 1997 and subsequent implementation decree (DPR 275/1999)
2004 institution of INVALSI the National service for the evaluation of
the education and training system
UNIVERSITY
Universities have gradually gained administrative, financial and accounting autonomy. In 2008
institution of ANVUR for the evaluation of the university and research system  carried out by the
National agency for the evaluation of the university and research system.
Abridged from Eurydice
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OLD TRADITIONAL MODEL* – Public CONCORSI
(qualification and selection for permanent positions)
•Model
***
referring to most of today’s permanent teachers
***Image
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RECENT MODEL – SSIS
Specialization School for Secondary School Teaching.
Initial teachers training = 6 years  4 years university + 2 SSIS years
active from academic year 1999-2000 to two years ago
Curriculum = theory + practice (university lessons + laboratory + practice
training)  qualified Secondary School Teachers
***Image
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ONCOMING MODEL
following latest school reform
NOT YET ACTIVE
Initial teachers training = 3 years + 2 years university
+ 1 year ACTIVE PRACTICE TRAINING
Tirocinio formativo attivo (Tfa)
Training depends on an inter- universities direct school involvement:
 the School Regional Office responsible for access planning and
distribution of trainees to
 the different school institutions on the territory
READ FULL TEXT
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AT PRESENT teachers must hold
 at pre-primary and primary level
 a university Laurea in primary education sciences
 at secondary level  a Laurea magistrale + until 2007/08 
complete a 2-year specialisation course at SSIS: the Specialisation
school for teaching at secondary level - Scuola di specializzazione per
l’insegnamento secondario. Access to SSIS courses has now been
suspended.
Primary school teachers are generalist teachers, but are responsible
for a specific subject area.
Secondary school teachers are specialist teachers. All teachers are
civil servants.
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MAIN POINTS
 introduction of one-year practical training at school to be carried out
after attainment of Laurea magistrale
 planning of the number of new teachers according to the requirements
 to prevent teachers' temporary employment  serious problem in Italy
 admission to degree courses for prospective teachers will take place upon a
selection based on the requirements of the national education system
 specific degrees for teaching qualifications in the various subjects.
REGULATION  WHAT IS NEW ?

Languge competence (CEFR B2) + ICT competence (2006/962/EC)
+ a better qualification for integration of disabled students.
The reform of initial teacher training and teacher recruitment system, is
supposed to be implemented starting from school year 2011/12.
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A Permanent teacher position requires  following compulsory
training (Legislation 270/1982).
The probationary period
“Anno di Prova”
 180 days’ teaching
 being assigned a tutor ensuring support throughout teaching
activities
 following a one-year compulsory training course (art. 440. D.
Leg.297/199)  a 40 hour-blended course (20+20) supported by an etutor for online
activities (virtual learning platform VLE) provided by the National Agency for School
Autonomy (ANSAS)
 writing a a report on didactic experiences carried out during
teaching activities
 evaluation of the report by an Evaluation Commitee composed
of 4 members – experienced teachers and by the headmaster
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THE CPD MODEL
In-service Training
STEPS OF A TRAINING PLAN IMPLEMENTATION
 Collecting teachers’ needs (questionnaire)
 Data Processing
 Presentation of results at teachers’ second annual meeting
 Proposal of training courses implementation with reference to priorities
expressed by teachers
 Circular letter to ISIS and network of school in the area inviting participation to
courses singled out
 Courses implementation
 Monitoring
 Presentation of monitoring results at final school year teachers meeting
AN EXAMPLE
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What makes training non-attractive and the work of a trainer difficult?
 Teachers’ low level of motivation (training is voluntary-based, professionally non
recognized and economically non-funde, time demanding, challanging …)
 Too many training offers from different sources without a structured policy,
hierarchy or range of priorities
 Difficulty in designing a training plan concretely responding to the needs of a
school or institution
 Teachers’ contrasting attitudes: enthusiasum versus skepticism in front of a
complex and demanding society
 Very rare recognition of professional merits and sense of isolation
 High number of teachers that drop out courses along the process
 Experimentation in the class context is time demanding
 Teachers are often worried about the development of curriculum especially in final
classes
 Fear and skepticism in experimenting new techniques
(case study, webquest,
simulations, project work, competence-based leraning units, using multimedia formats, etc,..)
 Most teachers are middle aged and do not feel at ease with ICT
 Transmissive forms of training and lack of adequate equipment
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What makes teachers training successful?
 Curiosity and enthusiasm towards innovation
 Responding to individual needs (labour market included)
 Willingness to experimentation and action research
 Positive attitude to ICT supported learning and teaching practices
 Learning by doing
 Laboratory practices (competence-based units)
 Taking part in Project Work, EU projects, Regional and Local Initiatives
 Positive student-teacher relationship
 An intercultural, multilingual, inclusive mission
 Wealth of materials (also in mobile learning formats)
 Feasibility of roles
 Readiness to self-evaluation and to put oneself to test
 Blended formats
 Community Learning
 Recognition and acceptance of one’s mistakes
 Positive attitude to difficulties
 Curiosity towards learning from colleagues
 Decent level of self esteem
 Desire to go in depth in both theory and practice
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Good policies
Definition of priorities
Shared planning
Awareness of trainees’ previous experiences
Constructivist approaches
Social networking
Virtual Learning Platforms
Curious attitude to cooperative learning
Accepting mistakes
Learning through laboratory practice
Collaborative and cooperative practices
Experimentation of roles
Action research
Monitoring
Reflection on process and products and eventual process re-definition
Blended formats
Suitable tools and equipment
Life long learning attitude
Assessment
Evaluation and self evaluation
Certification and recognition
Quality control
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To meet
To promote (personal and professional assessment, life-long learning attitudes,
structured policies, inclusion )
To share (experiences, emootions, fears, ideas, institution inter-connections,
practices, …)
To reflect
To collaborate and cooperate
To create learning communities
To create materials to be tested in class contexts
To experience a sense of belonging
To create positive relationships
To learn how to meet the other
To learn how to de-center oneself
To experiment critical thinking and problem solving
To create and support team-work
To change
To improve our learning and teaching environment
A few products from some of my inservice- training courses
The Sense of Rules Learning about America
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“My personally built culture has never closed on itself, I
built it starting from everybody’s problems, with my
attitudes, with my curiosity. I did not build it by
accumulation, but gained it thanks to the diversity and
multiplicity of approaches; not by summing, but by
unveiling the strategic cognitive nodes there, where, that
which is divided blends together: so that anyone – that is
everyone, but I myself in the first place - could avoid the
blindness of fragmentation and the ignorance caused by
disciplinary boundaries.”
E. Morin
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THANK YOU
FOR
YOUR ATTENTION
Marilena Beltramini
www.marilenabeltramini.it
[email protected]
[email protected]
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