Helping teachers develop their entrepreneurial skills
EntreCompEdu will address the professionalisation of teachers through a skills framework model to understand and
strengthen their competences for entrepreneurial learning. We will build teachers' creative and entrepreneurial mindsets and bring real-life context to their teaching.
We will develop and test
- A Professional Entrepreneurial Skills framework through wide consultation with learners, teachers, leaders, community and business to develop a competence based framework outlining the skills that teachers can use to facilitate entrepreneurial learning in the classroom.
- An Implementation Practice Map that for teachers that will contain practical examples of how they themselves have used these skills in their teaching
- In addition, we will develop and test a scalable model for Initial and Continuing Professional Development [CPD] based on EntreCompEdu. We will use an innovative social learning media tool to network and support both trainee and existing teachers to enhance their skills.
Teachers as action researchers
We will, for the first time, apply the process of deliberate practice to a professional community of teachers. Teachers will become action researchers to engage in the assessment and improvement of their own practice. Using an iterative, rather than a linear approach, teachers will explore the use of different tools and methods to solve a problem. Embracing this role within the project will allow then to be an active part of the CPD design and development process, enriching both their experience and the results emerging from the project implementation.
We have chosen deliberate practice not only because it is underpinned by extensive research but also because it sends out important messages to teachers about how they should view the talent, motivation, perseverance and engagement of their students. Put simply, we want teachers to become learners themselves and to select aspects of their practice that they consider need improving. Through a process of focused practice, support, challenge, feedback and reflection, we want to explore with teachers how they perceive their development.
Teacher training using social learning media
By combining authentic assessment, reflective assessment, learning analytics and experience sampling, a new category of IT tools has been formed and labeled social learning media, signifying social media that is optimised for social learning. LoopMe (www.loopme.io) is a digital and mobile communication platform originally developed for research purposes at Chalmers University of Technology in Sweden. Numerous assessment studies have been conducted using LoopMe as a data collection tool, investigating the impact of different kinds of education on learners of all ages, from primary to adult education.
Educators can use SLM to design an action-based learning experience by breaking it down into manageable tasks. Tasks are constructed by employing constructive alignment principles, i.e. by letting learners do those tasks they need to do to learn what educators want them to learn. Once the tasks are distributed to all learners, the progress for the entire cohort of learners can be followed in real-time and educators can get live feedback and a final summary of completed tasks. For learners, LoopMe represents an appreciated digital channel for feedback and an environment to collaborate and discuss with peers. It also gives structure and support to learners in the important reflection around learning activities, prompting learners to tag the learning outcomes they feel they have achieved as they progress through the tasks.
This online data can then be mined for evaluation / research purposes. Causality can be established quantitatively by relating which tasks lead to which tags. Causality can also be established qualitatively by investigating and interpreting the free text reflections that each task generates. The dialogue that a completed task can spur between educator and learner adds to the qualitative analysis.