Paul A' Bartolo PhD University of Malta

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Teacher Education in RESPONDING TO STUDENT
DIVERSITY Findings from the DTMp Comenius
Project
Paul A. Bartolo PhDUniversity of Malta
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A MULTI-CULTURAL MULTI-EXPERTISE PROJECT

• Partners from seven different countries and
  disciplines
• 2004-2007
• 1. Malta,
• 2. Leipzig (Germany),
• 3. Amsterdam (Netherlands),
• 4. Manchester (UK),
• 5. Falun (Sweden),
• 6. Marijampole
• (Lithuania),
• 7. Novy Jicin (Czech Republic).

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SOCIAL INCLUSION DIFFERENTIATED TEACHING
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ACTION RESEARCH AND REFLECTION-IN-ACTION
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METHOD

• A qualitative method was adopted in order to pick
  up important processes
• What worked or did not work in piloting the
  course?
• Team analysis of the shared important features of
  the piloting of the course based on
• Trainee feedback on their experience of the
  course
• Tutor experience in delivering the course.

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FINDINGS

• Focus on the learner
• Focus on learner reflection
• Challenge assumptions
• Focus on learner reflection in and on action
• Use social interactive learning rather than
  individual learning

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1. FOCUS ON THE LEARNER

• Focus on the learner rather than on course
  content and materials
• Allow for different perceptions of issues
• Course materials have to allow flexibility of use
  to lecturer and trainee
• Reduced rigid structure of materials that had
  been prepared for online course.
• Put relevant readings in boxes that could be
  flexibly used or left out by reader

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Start from where students are

• For the further development and success of
  DTMp, it is necessary to discuss the
  participants motivation, previous subjective
  principles and views on school and students that
  guide their actions.
• (German Evaluation)

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Online version
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Handbook version
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2. FOCUS ON LEARNER REFLECTION

• Focus on learner reflection rather than on
  content

Assess through Reflective Journal
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3. CHALLENGE ASSUMPTIONS

• Challenge teacher assumptions through
• use of experiential methods
• e.g. sharing of experience of
• individuals suffering discrimination
• challenging existing teacher
• understandings

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Students were challenged by the tutor or
challenged each other
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4. REFLECTION IN AND ON ACTION

• Focus on learner reflection in and on action
  rather than on mere expression of ideas
• With pre-service include teaching practice
• With in-service reflect on class experience or
• implement new approach and reflect in and on
  experience

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5. USE SOCIAL INTERACTIVE LEARNING

• Use social interactive rather than individual
  learning

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External Evaluation

• I believe that these materials are a very
  significant new resource that will be of
  considerable value to teacher educators in many
  countries, both within Europe and more widely.
  ... the materials draw on up-to-date thinking
  regarding notions of inclusion in education,
  teaching for diversity and teacher development.
  Whilst there are occasional differences of style
  within the writing, the texts are generally well
  structured and clearly written in a fluent,
  engaging style. The overall format is skilful in
  the way it encourages readers to reflect on their
  own thinking and practice.
• (Prof Mel Ainscow, University of Manchester)

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Look for the materials on

• www.dtmp.org