A common concern in eTwinning is that a lot of work is done by teachers but not recognised at any level, being formal (MoE, school management) and informal (colleagues, pupils, parents). If we want to promote eTwinning as an integral part of mainstream education, the role of teachers should be highlighted. Appropriate means to measure this role should be explored. Some countries already value and recognise eTwinning activities (projects, Learning Events, PDW).
A study report “Teachers’ professional development” published in December 2010 explored how eTwinning and national and local teachers’ professional development schemes interact. The study showed examples of recognition and accreditation of eTwinning activities where they are built-in elements of formal professional development opportunities, e.g., participation in an eTwinning project and resources produced within a project can be used to gain career credits; eTwinning online training courses or workshops count for professional development; some ambassador-type activities can be encouraged with monetary incentives.
It was notable, though, that out of twenty-eight countries for which the study could gather the information, it is only in seven countries where eTwinning activities can be fully taken into account for formal professional development. In nine countries, the situation was the opposite: there was no link between eTwinning and formal professional development. In eleven countries, some synergies were found. Thus, the study concluded that in 58% of the thirty-one eTwinning, eTwinning can be used at least to some extent to support the goals of professional development programmes. Download the full report here (PDF).
Come on Wednesday 16 November to the Teachers Assessment and Recognition workshop (14:30-16:00; Sala E – PAD B ammezzato) to know more about this topic and to discuss with other teachers and experts from different countries. The workshop will be moderated by Patricia Wastiau, European Schoolnet.