O2 documents the processes and outcomes of the synthesis of the national reports of O1 and their mapping into EU policy envisions relating to teachers competence development (EC, 2015). Provided in this document is an overview of Science, Technology, Engineering and Mathematic (STEM) teachers’ competences that are required in the national contexts of Greece, the Netherlands, Bulgaria and Spain. Considered are three dimensions of competences (knowledge & understanding, skills, dispositions & attitudes), while aspects in each dimension have been adopted by EC (2013) teacher competences’ framework. Information is provided on aspects of competences explicitly evident (referring to evidence as demonstrated in the national policy documents and the curricula for STEM teachers’ training) and on aspects implicitly evident (referring to evidence as demonstrated in students’ STEM curricula). Also, identified and presented are (outcome) indicators & sub-indicators for evaluating the impact of initiatives for STEM teachers competence development (covering the dimensions of STEM teachers knowledge, skills and dispositions & attitudes), while information is also provided in relation to the national context (GR, NL, BG & ES) to which each sub-indicator is relevant to (as explicitly or implicitly expressed in national policy documents & curricula). Work reported is of relevance to the development of STEM teachers training curricula targeting to teachers' competence development. Reported in this output also are the process indicators for IBL skills development that will be used in the course of the project training activities for competence development (providing the ground for the evaluation of the ELITe's learning in teaching approach).
Briefing documents can be found here below:
Aspects of STEM teacher competences that are explicitly and implicitly required in Greece, the Netherlands, Bulgaria and Spainin Greece, the Netherlands, Bulgaria and Spain
Outcome indicators & sub-indicators for evaluating the impact of initiatives for STEM teachers competence development
Process indicators for inquiry-based learning (IBL) skills development