The project is contextualized in the Faculties of Educational Sciences and in particular in the official studies of Initial Teacher Education (ITE) in kindergarten, Primary and Secondary Education. With the implementation of the European Higher Education Area, ITE in Europe converges in the incorporation of a significant period of school teaching practice (in-school placement) that in some cases constitutes up to 25% of the prospective teacher training. EU Commission, in its report “The Teaching Profession in Europe” (European Commission/EACEA/Eurydice,2015), highlights “real classroom experience” as one of the 3 key elements of ITE, emphasizing the importance of “in-school placement” at the same level of the “academic knowledge of their subject” and “teaching approaches”. A proper teacher training requires to be trained in these three elements. Surprisingly, academic policies do not generally value these three equally, and frequently, in-school placement is less valued, understanding that prospective teachers learn these skills naturally just by being placed in a school. This way, key processes to promote reflective learning of the teaching profession, such as collaboration, interaction, monitoring, and counselling processes are neglected.
In-school placement co-participated by university lecturers and non-university teaching tutors has a strategic character in the training of prospective teachers and sets a favourable scenario to promote the interaction between theory and practice, exercise professional skills and experiment proposals for educational innovation monitored by experienced professionals and analysed by educational researchers. However, the experience and the studies carried out on teaching practice show that, despite being a strategic scenario for student teachers training, the training experience can be improved, and this improvement can be implemented through the application of resources and services, delivered through e-learning. We therefore intend to address the needs for improving the training of student teachers during the implementation of in-school placements and therefore develop methodologies and e-learning solutions that have a real impact on the following aspects that clearly need to be improved:
• Dynamics to coordinate work between university and non-university teachers who supervise and accompany the student during the in-school placement period.
• Individualized follow-up of students in practice and their continued monitoring.
• An intelligent system that helps to support the self-learning process that every prospective teacher must record during the period of in-school teaching practice.
The project is contextualized in the Faculties of Educational Sciences and in particular in the official studies of Initial Teacher Education (ITE) in kindergarten, Primary and Secondary Education. With the implementation of the European Higher Education Area, ITE in Europe converges in the incorporation of a significant period of school teaching practice (in-school placement) that in some cases constitutes up to 25% of the prospective teacher training. EU Commission, in its report “The Teaching Profession in Europe” (European Commission/EACEA/Eurydice,2015), highlights “real classroom experience” as one of the 3 key elements of ITE, emphasizing the importance of “in-school placement” at the same level of the “academic knowledge of their subject” and “teaching approaches”. A proper teacher training requires to be trained in these three elements. Surprisingly, academic policies do not generally value these three equally, and frequently, in-school placement is less valued, understanding that prospective teachers learn these skills naturally just by being placed in a school. This way, key processes to promote reflective learning of the teaching profession, such as collaboration, interaction, monitoring, and counselling processes are neglected.
In-school placement co-participated by university lecturers and non-university teaching tutors has a strategic character in the training of prospective teachers and sets a favourable scenario to promote the interaction between theory and practice, exercise professional skills and experiment proposals for educational innovation monitored by experienced professionals and analysed by educational researchers. However, the experience and the studies carried out on teaching practice show that, despite being a strategic scenario for student teachers training, the training experience can be improved, and this improvement can be implemented through the application of resources and services, delivered through e-learning. We therefore intend to address the needs for improving the training of student teachers during the implementation of in-school placements and therefore develop methodologies and e-learning solutions that have a real impact on the following aspects that clearly need to be improved:
• Dynamics to coordinate work between university and non-university teachers who supervise and accompany the student during the in-school placement period.
• Individualized follow-up of students in practice and their continued monitoring.
• An intelligent system that helps to support the self-learning process that every prospective teacher must record during the period of in-school teaching practice.
Erwartete zentrale Projektergebnisse
Im Rahmen des Projekts entstehen hochwertige Ressourcen für die Bildungspraxis:
Ein nach ECTS-Standards akkreditiertes akademisches Modul für Hochschuleinrichtungen.
Praxisnahe, „lehrer:innengeprüfte“ Open Educational Resources (OERs), die unmittelbar in formalen und informellen Lernkontexten eingesetzt werden können.
Smartiverse ist ein Folgeprojekt von TAP-TS und baut auf einer engen Partnerschaft zwischen der PH Wien, der TU Dresden und dem Santarém Polytechnic University auf. Das Projekt wird von Erasmus+ unter KA220-HED – Cooperation partnerships in higher education gefördert.
A central aspect of the project is the „“smart““—meaning purposeful and reflective—use of technology to foster critical thinking and inclusion. The project focuses on a low-tech approach.
Key Expected Project Outcomes
The project will produce high-quality resources for educational practice:
An academic module accredited according to ECTS standards for higher education institutions.
Practical, „“teacher-tested““ Open Educational Resources (OERs) that can be used immediately in both formal and informal learning contexts.
Partnership and Funding
Smartiverse is a follow-up project to TAP-TS and builds on a close partnership between the University College of Teacher Education Vienna (PH Wien), TU Dresden, and Santarém Polytechnic University. The project is funded by Erasmus+ under KA220-HED – Cooperation partnerships in higher education.“
TAP-DCE wird sechs Module mit innovativen Lern- und Lehrressourcen für die Lehrerbildung sowie für das Lernen von Lehrkräften an Schulen gemeinsam entwickeln, erproben, validieren und systemisch verankern. Dieser Rahmen basiert auf der genannten Initiative sowie auf einer zukunftsweisenden Auseinandersetzung mit Kompetenzen für eine demokratische Kultur (CDC) und demokratischen Kulturkompetenzen (DCC). Dabei werden Verbindungen zu übergreifenden Themen des Europäischen Bildungsraums hergestellt:
* Kritische digitale Kompetenz und Medienbildung
* STEAM / iSTEM
* Ökologische Entrepreneurship-Erziehung
* Diversität, Chancengleichheit, Inklusion und Zugehörigkeit
Die Materialien und unterstützenden Pädagogiken von TAP-DCE werden von den Partnern in Zusammenarbeit mit angehenden Lehrkräften, im Dienst stehenden Lehrkräften und Lehrenden in der Lehrerbildung entwickelt. Dies geschieht im Rahmen lokaler und europäischer Professional Learning Communities durch Online-, Hybrid- und Präsenzveranstaltungen. Diese Arbeit wird durch modernste internationale wissenschaftliche Erkenntnisse sowie lokale Praxisbeispiele und Innovationen untermauert.
Zusätzlich wird TAP-DCE ein Modul für Dozierende in der Lehrerbildung sowie ein Dossier für politische Entscheidungsträger entwickeln.
Zusammenfassend: Die TAP-DCE-Akademie wird Ansätze für das professionelle Lernen von Lehrkräften im Bereich demokratischer Kulturen gemeinsam konzipieren, erproben und validieren, einschließlich spezifischer Ressourcen für die Lehrkräftebildung und die Politik.“
Im Projekt RoboWOOD sollen Wissenschafter*innen Kindern und Jugendlichen Inputs zu Ausbildungs- bzw. Karrierewegen und zu konkreten Fragestellungen aus den Themen KI und Robotertechnik geben. Einen wesentlichen Beitrag liefert hierbei das kürzlich eröffnete Forschungslabor „WooDigiLab“ von Wood K plus in Tulln, mit Schwerpunkt kollaborativer Robotik und KI zur Produktion von Biomaterialien und Biostrukturen. Die Anwendung von Forschungsergebnissen und Technologien im Bereich KI und Robotik wird in innovativen Firmen, die sich mit ROBOTIK im Rahmen ihrer Tätigkeiten (von Holzverarbeitung bis zu Abfallwirtschaft) beschäftigen, erlebbar gemacht. Zudem soll die Öffentlichkeitsarbeit im Projekt (z. B. bei der Langen Nacht der Forschung) zukünftige Kooperationen mit Firmen- und Forschungspartner*innen fördern.
