Cooperation

In many European secondary schools you have a team (or ‘department’) for every discipline, sometimes combined in multidisciplinary teams. On this school level we give examples on how to arrange rich collaborative practice that strengthens individual teachers and the group. Above school level we give examples of regional, national and international networks.

Cooperation and networking Local/regional networks National networks International networks

In May 2021 we asked the partners to give feedback on ‘3C4Life – Cooperation’.

Question – School level – Give examples of how cooperation between STEM teachers (but also other professionals) is arranged on a school level (think of learning communities, etc.)

Germany Mostly this happens in the arrangements of further training
Netherlands You have different ‘departments’ in the school: the Maths Department and the Science Department. This also means a discussion/network between lower secondary and higher secondary education, this can be strong articulated, or you see the teachers working apart from each other.
Portugal In Portugal the schools are organized in clusters which means that there are different schools with different levels under a single administration. Therefore, clusters are really networks of schools. The clusters support the different schools in their collaborative and formative processes.
Spain In Spain, STEM teachers are organized in what is called ‘departments’ at schools: the Maths Department and the Science Department. Teachers from the same department are supposed to coordinate to each other. However, there is no strong culture on teachers cooperation and communities of practice.
Turkey Schools, universities and Ministry of Education collaborate on training pre-service and in-service STEM teachers. The Scientific and Technological Council of Turkey (TUBITAK) provides funding opportunities to schools and universities on running PD and research projects
Question – Regional and national level – Give examples where STEM teachers can be active in the area of curriculum and curriculum change, but also in the area of policy making

Germany Here we see an improvement opportunity: at the moment teachers are not invited or asked for to do this.
Netherlands When ‘bigger’ curriculum changes are at stake, there are opportunities for teachers to be involved in curriculum change projects. In the normal situation they can join ‘writing teams’ of textbook series at an educational publisher. But: teachers must take their own initiative to be involved.
Portugal At regional level there are teachers training centers that promote sharing collaborative processes. The ME also promotes teacher training.
Spain In Spain, we have the Andalusian Association of Mathematics Education and ÁPICE, the Spanish Association of Teachers and Researchers in Science Education.
Turkey Teachers participate in curriculum development initiatives in the Ministry of Education. The Scientific and Technological Council of Turkey (TUBITAK) provides funding opportunities to schools and universities on running PD and research projects
Question – Research – all levels (local, national, international) – Give examples where STEM teachers can be a researcher (in combination as teacher, or for a career change).

Germany They have to follow their own plan and do it for their own purposes. They can follow further training or tyring to get a PhD position.
Netherlands There are some national initiatives, for example Postdoc-VO (post-doc secondary education).
Portugal The STEM teachers are involved in European projects and also in national projects, collaborating with researchers to develop materials and research their own practices. They are involved in universities networks through CoP (centers of expertise).
Spain Collaboration between STEM teachers and researchers in science education is promoted from ÁPICE, the Spanish Association of Teachers and Researchers in Science Education. Nowadays there is an emphasis on increasing the relevance of STEM education research by transfer to practice.
Turkey Ministry of Education encourages teachers to do their master and PhDs. Such degrees are taken into account in their career paths. The Scientific and Technological Council of Turkey (TUBITAK) provide funding opportunities to schools and universities on running PD and research projects