1 00:00:01,000 --> 00:00:06,220 Good start, welcome, everyone. I'm delighted to see you here this afternoon. 2 00:00:06,220 --> 00:00:18,250 I'm Diane Rehm. I'm professor of teacher education here in the department, and it's my absolute pleasure this afternoon to introduce Teresa Tasso. 3 00:00:18,250 --> 00:00:30,940 This is the fifth in an eight part series that we're doing public seminars on future directions in teacher education, research, policy and practise. 4 00:00:30,940 --> 00:00:37,270 And it appears we have to apologise in advance. The projection is not so good. 5 00:00:37,270 --> 00:00:47,500 So if the slight movement gets to perhaps just close your eyes and listen to, you know, we've tried it and it is no longer around, apparently. 6 00:00:47,500 --> 00:00:54,700 So I'm sorry about that. So as I say, this is my absolute pleasure to introduce Teresa. 7 00:00:54,700 --> 00:01:01,750 So Professor Maria Teresa Tatay is the Southwest for the Borderlands Professor of comparative 8 00:01:01,750 --> 00:01:08,170 education at the University of Arizona State University Licensure and Utilizzati, 9 00:01:08,170 --> 00:01:12,250 and she's also professor emerita at Michigan State University, 10 00:01:12,250 --> 00:01:19,390 both in the U.S. She did her master's and doctoral degrees at Harvard University, 11 00:01:19,390 --> 00:01:30,820 and she's widely known nationally and internationally for her comparative scholarship on policy and practise in teaching and teacher education. 12 00:01:30,820 --> 00:01:40,750 Theresa's deeply committed to developing research capacity and education as an approach to producing usable knowledge that will support 13 00:01:40,750 --> 00:01:51,190 enquiry based teaching and teacher education with the aim of increasing access to opportunities to learn for underserved populations. 14 00:01:51,190 --> 00:01:56,950 Sorry, Teresa is also this piece of science. 15 00:01:56,950 --> 00:02:05,440 Teresa is an honorary research fellow here in the department and has been visiting us for some weeks and working with us. 16 00:02:05,440 --> 00:02:15,730 And she's also a visiting professor at Boston University. Within mentor, who many of you would know he connected with the department. 17 00:02:15,730 --> 00:02:23,830 Teresa is World Education Research Association International Research Network coordinator, 18 00:02:23,830 --> 00:02:34,090 learning the network's called Learning to Teach Building Global Research Capacity for evidence based decision making. 19 00:02:34,090 --> 00:02:42,220 Teresa is also principal investigator for three large scale international comparative research projects, 20 00:02:42,220 --> 00:02:45,700 which I'm sure we're going to hear about today. 21 00:02:45,700 --> 00:02:54,250 One cool teacher adaptation project for the 21st century, another teacher education and development study in mathematics, 22 00:02:54,250 --> 00:02:59,440 and also first five years of mathematics teaching studies. 23 00:02:59,440 --> 00:03:09,160 Combined, these projects have received more than $10 million in funding to us from the U.S. National Science Foundation, 24 00:03:09,160 --> 00:03:18,790 the International Association for the Evaluation of Educational Achievement, and also some contributions from the participating countries. 25 00:03:18,790 --> 00:03:24,070 This research has contributed to comparative study of connexions between pre-service 26 00:03:24,070 --> 00:03:29,890 teacher education and what is learnt on the job during the first years of teaching. 27 00:03:29,890 --> 00:03:36,930 Thank you to you very much. Thank you. Welcome. 28 00:03:36,930 --> 00:03:47,220 So my presentation is a final comparative determination to search through the prospectus and determination first place in the future. 29 00:03:47,220 --> 00:03:51,390 This is an overview of where I would be talking to you about. 30 00:03:51,390 --> 00:03:57,240 I would have started with an introduction to the vertical search for the future for future vision. 31 00:03:57,240 --> 00:04:08,970 I would provide some faces, though this from my research. I would provide a brief report of this matter and of the of patients and their futures. 32 00:04:08,970 --> 00:04:14,700 I would talk about the need to go to the future of business and teachers in education and research, 33 00:04:14,700 --> 00:04:25,870 and I will present three challenges to Institute of Vision and Chief as concerns learning to teach diverse populations. 34 00:04:25,870 --> 00:04:35,500 So it's pretty disturbing the information provided for both the research and the competitive research is a field of a study that applies historical, 35 00:04:35,500 --> 00:04:41,290 philosophical and social sciences theories and methods through the national programmes community. 36 00:04:41,290 --> 00:04:44,860 This is a definition that's in the book by David Fuchs. 37 00:04:44,860 --> 00:04:47,320 Also one flowers the female. 38 00:04:47,320 --> 00:04:56,980 I think people just that is essentially another definition that continues is that comprehensive research and innovation is not normative, 39 00:04:56,980 --> 00:05:02,260 and there was not this great use for the good conduct of a sports institute. 40 00:05:02,260 --> 00:05:07,600 It tries instead to understand what is done, how and why. 41 00:05:07,600 --> 00:05:12,730 So some I'm just going to use that word and I propose and I get the feeling. 42 00:05:12,730 --> 00:05:19,270 You read more about this later on. That is very different from what might be going on in organisations. 43 00:05:19,270 --> 00:05:30,740 For example, the obesity is the way they always have the most extreme cases, but it's not how research. 44 00:05:30,740 --> 00:05:36,780 And what is the tradition research? Well, well, there are a number of different issues of education to say, for example, 45 00:05:36,780 --> 00:05:43,850 we can talk about research of the two issues research on future occasions, research about feature obfuscation. 46 00:05:43,850 --> 00:05:48,170 The important thing here is education. So what is education? 47 00:05:48,170 --> 00:05:56,660 Of course, I had to move to the Oxford Dictionary to find information and the process of receiving or beating systematic instruction, 48 00:05:56,660 --> 00:06:06,640 especially in the School of University. A body of knowledge acquired will be indicated, and I didn't like the experience. 49 00:06:06,640 --> 00:06:11,110 So for that, you the patient, so to be educational, 50 00:06:11,110 --> 00:06:17,530 you must have studied the institutions that provide education and the programmes and the processes, 51 00:06:17,530 --> 00:06:19,240 how they work on each other, 52 00:06:19,240 --> 00:06:32,090 learning the first evidence of very important priorities and as well as in order to use the skills and other the terrible attributes of one. 53 00:06:32,090 --> 00:06:39,920 So now all together comes up from Vancouver to search for the patient can be defined as a field office to read and place historical, 54 00:06:39,920 --> 00:06:45,800 philosophical and social sciences theories and methods to these international understanding distributions, 55 00:06:45,800 --> 00:06:53,300 programmes and processes that the right education teachers is busy studying how we're there and why learning has occurred, 56 00:06:53,300 --> 00:07:02,720 and whether teachers have acquired the knowledge and skills suspected to be considered safe to practise. 57 00:07:02,720 --> 00:07:07,420 Safe to practise, yes, I have some examples. 58 00:07:07,420 --> 00:07:14,660 And so this is a case of this has been published another article in articles that can be viewed offensive. 59 00:07:14,660 --> 00:07:20,360 But this is a case of this a study of MIT Michigan teachers. 60 00:07:20,360 --> 00:07:23,960 So the is out of sight, out of mind, a feature you need. 61 00:07:23,960 --> 00:07:32,720 You don't have something. There's a classroom more than 60 minutes from Time Square before all migrant workers from months. 62 00:07:32,720 --> 00:07:36,020 Well, the state law mandates education for these children. 63 00:07:36,020 --> 00:07:43,280 The teacher argues she doesn't know Spanish and sees the children together in the corner of the classroom with blank pieces of paper and 64 00:07:43,280 --> 00:07:54,970 ask them to draw on the created on a daily basis where their peers engage in their these kids and basically invisible in that classroom. 65 00:07:54,970 --> 00:08:00,470 They stand there so respectfully to him and his campaigns to get in the way of my speech at which 66 00:08:00,470 --> 00:08:06,590 first became this London that you might go to a group of children of the New York Times in pitching, 67 00:08:06,590 --> 00:08:12,160 which is important because using of borders inside the mall and the practise appears to be very effective. 68 00:08:12,160 --> 00:08:21,680 These teachers are very, very good. But as time is limited to a crushing defeat to the genocide under priority and celebrate your death, 69 00:08:21,680 --> 00:08:31,040 many teachers in the U.S. and you can trust me when you still get there the fastest the frequent examinations, 70 00:08:31,040 --> 00:08:33,770 I suppose we are subjected to constantly. 71 00:08:33,770 --> 00:08:42,000 I mean, you said it seems to be the priority of many features in both positive ways and make you feel better. 72 00:08:42,000 --> 00:08:46,370 I want to clarify here that, you know, these are extreme cases. 73 00:08:46,370 --> 00:08:52,880 Of course, there are many excellent teachers that African children are learning all the time. 74 00:08:52,880 --> 00:08:58,300 They're the and things that teachers are not doing a good job. 75 00:08:58,300 --> 00:09:05,180 I just don't believe it. But it's true that there are some cases where, you know, teachers have really what they need to know. 76 00:09:05,180 --> 00:09:14,290 And I'm going to talk about what I've made of. Lack of knowledge, mentoring, practical theorising. 77 00:09:14,290 --> 00:09:18,640 This is sad, but they have learnt here from the Oxford Group. 78 00:09:18,640 --> 00:09:27,430 There they are, oppressive guarantees. So this is a lovely story between two scientists being negative and positive numbers alone and no luck. 79 00:09:27,430 --> 00:09:32,740 She asks pupils who are positive numbers to think about positive numbers as 80 00:09:32,740 --> 00:09:41,830 word minus and negative numbers as bad news and ask Why are these three men? 81 00:09:41,830 --> 00:09:51,600 What is wrong with this person, did you see the number of times some children Typekit, Mr. Mr Self-Abuse, did you features backwards? 82 00:09:51,600 --> 00:10:00,370 I don't know. It seems like all of us are very confused and then they're just, they're doing the operation to get us from the main street. 83 00:10:00,370 --> 00:10:04,330 And of course, she knows that her right, but just using the number one. 84 00:10:04,330 --> 00:10:06,100 Very interesting case. 85 00:10:06,100 --> 00:10:12,190 But this is not surprising to me because America, for many years, the assumption has been that the people who are going to teach, 86 00:10:12,190 --> 00:10:22,960 including the right of the professionals, so not much effort have been slaves and the more recently or not given the mathematics because. 87 00:10:22,960 --> 00:10:26,890 I'm a final example. This is a scheme for a wounded asking, 88 00:10:26,890 --> 00:10:34,420 and we've got we've got a picture of the Normandy School in a rural community far for many 89 00:10:34,420 --> 00:10:42,160 people who just all lose grades one to six Hebrew classrooms in an integrated school, 90 00:10:42,160 --> 00:10:47,770 skilfully using materials provided by the Minister of Education from the secretary over the weekend, 91 00:10:47,770 --> 00:10:52,750 creating a collaborative environment amongst the pupils and bringing in resources 92 00:10:52,750 --> 00:10:59,710 from the community and developing the community with the order to kill younger ones. 93 00:10:59,710 --> 00:11:04,780 This is really very interesting to me because I've been in the poorest of these situations. 94 00:11:04,780 --> 00:11:10,990 This teacher is very well able to prepare her students to be there where they need to be heard. 95 00:11:10,990 --> 00:11:17,440 She's very much supported by this material, which is, you know, we need to meet the same thing, which is teachers can. 96 00:11:17,440 --> 00:11:21,640 Even if teachers are highly knowledgeable of the subject they are teaching, 97 00:11:21,640 --> 00:11:26,950 they can never learn from the materials they use and the learning was shared. 98 00:11:26,950 --> 00:11:34,890 So the people who are learning to work there even before returning to the classroom. 99 00:11:34,890 --> 00:11:36,720 So first present and future. 100 00:11:36,720 --> 00:11:46,200 Well, can we do a security investigation just before enough to begin to in through the knowledge and skills and other aspects of the structure? 101 00:11:46,200 --> 00:12:01,270 What we need to know, why we would want to change and drive what kind of evidence the united you to collect to justify those changes. 102 00:12:01,270 --> 00:12:06,910 So research, what you do is you may ask for services for computer vision training from an interview to 103 00:12:06,910 --> 00:12:13,700 practise much of it for the medical education information to strengthen the field of security, 104 00:12:13,700 --> 00:12:17,860 the patient lacks the authority that the medical field has to watch. 105 00:12:17,860 --> 00:12:21,700 And so this is important because I think we've got to this and I am not in 106 00:12:21,700 --> 00:12:26,770 any way saying that medical practise assisting us the same as the to preface. 107 00:12:26,770 --> 00:12:35,140 What I'm saying is that people in the field of medicine, IT professionals in the field of medicine do research and informs their practise, 108 00:12:35,140 --> 00:12:42,310 whereas in the field of communication with rigorous studies and inform our practises. 109 00:12:42,310 --> 00:12:48,180 But this is known as how qualified as to actually influence policy. 110 00:12:48,180 --> 00:12:55,210 And so people who sometimes are the same policy or maybe oftentimes out of the Champions League. 111 00:12:55,210 --> 00:13:00,640 And so that means having improved if there is a problem that you know, 112 00:13:00,640 --> 00:13:11,680 it gets people to continue to engage in this profession or teachers and this application that is being bullied. 113 00:13:11,680 --> 00:13:20,980 So the future security is we need to challenge professors for researching the transition between a very powerful contribute to our own research, 114 00:13:20,980 --> 00:13:29,890 whether we like that. Well, we need when we look at the studies that are being produced, 115 00:13:29,890 --> 00:13:40,930 we see that some of these disorders that you see strong indicators or measures that could be helpful to force us to do is that the teachers? 116 00:13:40,930 --> 00:13:46,660 But this should not be so the situation of the pictures that I presented earlier is not something that is unknown. 117 00:13:46,660 --> 00:13:53,590 We have been struggling with situations which are having a lot of challenges trying to teach, especially Chinese citizens. 118 00:13:53,590 --> 00:14:01,600 So there are studies that document this. There is a vast number of studies that also have recommended that go back to the 60s, 119 00:14:01,600 --> 00:14:07,540 and some have documented the conditions that facilitate effective teaching. 120 00:14:07,540 --> 00:14:14,500 But somehow they seem to be unnerved. I don't see them cited in more recent research. 121 00:14:14,500 --> 00:14:24,850 In the past 10 years, a series of rapid policy changes have occurred in New Zealand, Brody's capital and also in the US. 122 00:14:24,850 --> 00:14:31,990 So changes in the school curriculum and standards, testing new definitions as to what it means to be a qualified teacher. 123 00:14:31,990 --> 00:14:36,460 And this makes it very difficult for teachers and teacher indicators to catch their breath. 124 00:14:36,460 --> 00:14:45,130 Things are changing all the time, teachers attention there between the school, all the time, they trying to get prepared to teach the new curriculum. 125 00:14:45,130 --> 00:14:52,900 But in many cases, the teachers are asked to teach the new curriculum and have never learnt that way themselves. 126 00:14:52,900 --> 00:15:00,490 So this is new knowledge. New studies that come out of the New Accountability Year, 127 00:15:00,490 --> 00:15:10,600 Value-Added models with a key indicator of effective teaching and effective teacher indication, which is pupils that they use pupils achievement. 128 00:15:10,600 --> 00:15:17,110 These are studies that now that we need to do, is set to return to our highly problematic. 129 00:15:17,110 --> 00:15:26,710 The people know the value of improving them, but it's an agricultural model and agricultural is something over the idea that you know you. 130 00:15:26,710 --> 00:15:37,510 Plan B concedes that in different soils and the soils that make the city grow older rather have a value added over the older soils. 131 00:15:37,510 --> 00:15:41,380 That's basically being, you know, pretty, pretty difficult moment. 132 00:15:41,380 --> 00:15:46,960 So the many people most economists are using this idea, 133 00:15:46,960 --> 00:15:57,510 not only to think about the well makes it pretty difficult to actually even read teachers in the schools in the U.S. 134 00:15:57,510 --> 00:16:02,730 This is the we have for the most part of your teachers and learners, 135 00:16:02,730 --> 00:16:09,810 if they acknowledge the pictures of quiet attitude, the work that the children Paterson schools do. 136 00:16:09,810 --> 00:16:18,360 Basically, the programmes are seen to vision programmes. Schools are seen like this black box is something that is executable in the middle, 137 00:16:18,360 --> 00:16:26,910 but we're mostly concerned with the inputs and outputs, and they have also ignored the obvious fact that no organisations can have. 138 00:16:26,910 --> 00:16:37,380 But these are still uses proxies for knowledge. So for many, many years, policymakers used to say that the traditional economy is a key to the future. 139 00:16:37,380 --> 00:16:44,220 We do not have any effect or any impact on teacher quality and various studies from the World Bank from the 60s, 140 00:16:44,220 --> 00:16:49,950 from the 70s, which affirmed time after time that this is the biggest impact. 141 00:16:49,950 --> 00:17:01,110 And what happens is they are using different indicators. If you use it as a proxy for a proxy for knowledge, we know that no of places are the same. 142 00:17:01,110 --> 00:17:04,530 So you could get a from a scoop. Isn't that interesting? 143 00:17:04,530 --> 00:17:09,510 Because then we have a prediction that have a strong influence. So, you know, is true. 144 00:17:09,510 --> 00:17:17,310 You can have a credential from Oxford University, and the difference between your knowledge is huge, right? 145 00:17:17,310 --> 00:17:24,960 So you can actually look better 77kg something that as you move on. 146 00:17:24,960 --> 00:17:31,860 So what happens is the policies these studies continue typically needs. 147 00:17:31,860 --> 00:17:34,280 So what are the needs with? 148 00:17:34,280 --> 00:17:42,480 Teachers have borne fruit, and it's true that some teachers are born, you know, then there are some people who are not very good at teaching, 149 00:17:42,480 --> 00:17:49,080 but we don't have an exhaustive for discourse, so we have to prepare teachers anyway. 150 00:17:49,080 --> 00:17:57,450 Another reason is that anyone can return to work and features the variations, but that teaching can be a stepping stone to better and more severe. 151 00:17:57,450 --> 00:18:08,020 Just very interesting publication better than. Teachers may be a grace of your grace, I made this presentation and took it to the beach. 152 00:18:08,020 --> 00:18:18,100 This is a very damaging activity. Intensity, duplication or of this would put you future teachers a vision that they progress in the programme. 153 00:18:18,100 --> 00:18:22,270 They ignore recent assessments. You behind the thing that you presented. 154 00:18:22,270 --> 00:18:27,370 This doesn't happen in every country really happens in many countries. 155 00:18:27,370 --> 00:18:36,220 Hugely argue for maybe trying to challenge you to recognising the kid, for example, wrong for six weeks. 156 00:18:36,220 --> 00:18:42,220 Farm on some of the revolution of programmes that prepare teachers has been a taboo topic for many years. 157 00:18:42,220 --> 00:18:47,800 This is not only in our countries, we need countries to study the recording we do, said the study. 158 00:18:47,800 --> 00:18:56,640 When you fight for an evaluation can enable it vetoes through the federal programmes and build it professionals create metrics, assessments. 159 00:18:56,640 --> 00:19:04,750 The rejected issue, and I would say we've learnt recently because of the way in which the results of the assessment. 160 00:19:04,750 --> 00:19:14,380 Have you use now? Good assessment necessarily are bad, but they're used by governments and obesity to then deliver punitive measures. 161 00:19:14,380 --> 00:19:25,960 And of course, that a strong but in fact, I believe that we need well-developed observations and assessments easy for these areas of knowledge, 162 00:19:25,960 --> 00:19:31,420 belief systems and more by expired teachers to talk assessments and observations. 163 00:19:31,420 --> 00:19:40,780 Review the data and you kitchen indicators as part of network communities of practise and for purposes of programming and development. 164 00:19:40,780 --> 00:19:49,060 No, no. For dramatic purposes, I just went out on a study of the profession regarding the workplace. 165 00:19:49,060 --> 00:19:54,830 Did you did you know that teachers receive constantly, I think, featured in the papers? 166 00:19:54,830 --> 00:20:02,080 Mr. Judaism's we have done little to of to with robust responses to attacks in the profession. 167 00:20:02,080 --> 00:20:06,820 We need to publish our own analysis. We need to get all of these studies when they come out. 168 00:20:06,820 --> 00:20:16,330 They're always to be whatever means any study and provide our own responses as professionals in the field of education. 169 00:20:16,330 --> 00:20:18,340 Sometimes I don't have time to find these. 170 00:20:18,340 --> 00:20:26,800 I think it's probably because the databases are very complex, but people can be trained to use his databases and their responses. 171 00:20:26,800 --> 00:20:37,570 But just common sense, right? There are some things that distinguishes. Foreseeable future, comparative with nationalism, 172 00:20:37,570 --> 00:20:44,360 so I'm talking here about comparative indication and trying to provide that information with the truth vision. 173 00:20:44,360 --> 00:20:51,080 In 1950, the International Association for the Evaluation of Educational Achievement, 174 00:20:51,080 --> 00:20:59,770 they knew for sure you to champion those things and parents initiated by a group of exporters by doing all that, 175 00:20:59,770 --> 00:21:07,930 just getting nationally representative of sorts. And basically, what they did is that they somehow raise funds from the six countries. 176 00:21:07,930 --> 00:21:12,580 To do this exclusively at the beginning was a very small group of people who were doing this, 177 00:21:12,580 --> 00:21:21,050 and the idea was to deceive White House children with their news and how much they were getting and why. 178 00:21:21,050 --> 00:21:23,620 Right. So the idea of opportunity to learn. 179 00:21:23,620 --> 00:21:32,320 So it's a very important concept that you know that these are stories that were designed to measure is this mastery of subjects such as mathematics, 180 00:21:32,320 --> 00:21:40,030 science and reason and also measured, as I say, this complexity by your students, what opportunities they have to learn. 181 00:21:40,030 --> 00:21:49,930 And a basic principle here was that you can know the well in tests or in anything if you haven't had the opportunity to learn. 182 00:21:49,930 --> 00:21:58,540 So that concept has been very powerful in imitation. However, it took 50 years to support this theory on future in the future. 183 00:21:58,540 --> 00:22:04,480 So this is a really interesting people. So they are studied for years, for 50 years. 184 00:22:04,480 --> 00:22:06,160 What happens in the schools? 185 00:22:06,160 --> 00:22:15,400 But they have to pay attention to teachers or dedication that teachers receive if they retire because teachers would not perceive as winners. 186 00:22:15,400 --> 00:22:20,020 You know, teachers who are supposed to know what they were supposed to do. 187 00:22:20,020 --> 00:22:27,520 So the study system is unique to me, and I'm going to give you just a very brief overview of that. 188 00:22:27,520 --> 00:22:32,860 It's a mystery because it's much has been written. There are many reports. 189 00:22:32,860 --> 00:22:38,020 If you Typekit same idea, you would only take you to be the website. 190 00:22:38,020 --> 00:22:43,620 But this exam quality representative data from representative samples of teachers, 191 00:22:43,620 --> 00:22:49,640 computers, teachers, vision institutions in this country of 70 countries. 192 00:22:49,640 --> 00:22:55,210 The study was very, very diverse. The study was only done, people told me, but I needed for them. 193 00:22:55,210 --> 00:23:02,020 The study was the principal of the and the people told me, you will never be able to do the same. 194 00:23:02,020 --> 00:23:09,160 And the reason was because they said, Well, you can never ask people to actually access this means of knowledge. 195 00:23:09,160 --> 00:23:13,750 I have been evaluating the Digital Edition programme and returns to university. 196 00:23:13,750 --> 00:23:17,650 And that was a really good experience because, you know, I feel that they know how to do it. 197 00:23:17,650 --> 00:23:21,130 You know, you're going to to people, you do it with the. 198 00:23:21,130 --> 00:23:27,640 So what we're dealing with is the study was a group of teacher imitators go together from these countries. 199 00:23:27,640 --> 00:23:32,990 They said, Yes, we want to do this study, but the condition was that I would be like, 200 00:23:32,990 --> 00:23:40,780 I don't care who has to be with full participation from the communicators because they have to develop the items. 201 00:23:40,780 --> 00:23:44,950 They have to pilot the assessments. They have the title of the questionnaires. 202 00:23:44,950 --> 00:23:46,210 I'm not going to do it for them. 203 00:23:46,210 --> 00:23:54,060 I mean, I can't you know this model, but I know it doesn't work that, you know, people go to the country and they go away. 204 00:23:54,060 --> 00:24:01,600 How do people have to learn to do research in the own of the programme and we're going to help them develop that capacity? 205 00:24:01,600 --> 00:24:09,130 So that's what I mean when you say developing capacity. So if I would use a lot of meetings to develop the capacity of teaching other 206 00:24:09,130 --> 00:24:13,540 kids if I'm never going to study but wanted to do it so much because they said, 207 00:24:13,540 --> 00:24:18,400 we don't know what our future teachers know at the moment of revelation. 208 00:24:18,400 --> 00:24:23,770 We don't know what the [INAUDIBLE] we assume they're thinking about, really. 209 00:24:23,770 --> 00:24:30,250 So that was their motivation and had to be powerful and had to be represented because we're talking about 210 00:24:30,250 --> 00:24:36,850 hunches and they have to understand the minister of Education have to agree to support this study. 211 00:24:36,850 --> 00:24:45,790 But the teachers is happy to do so and with the two gains when we had the decision to build up their future teachers. 212 00:24:45,790 --> 00:24:52,750 So it was like a collaborative teacher to just say related businesses, questions, questionnaires that the jurors have received and use. 213 00:24:52,750 --> 00:24:56,140 It was supervise and all that. But then they do. 214 00:24:56,140 --> 00:25:00,490 The briefing won't have anything to say the expertise. 215 00:25:00,490 --> 00:25:07,130 We use new staffs, patient programmes, which are indicators of primary and secondary teacher teachers. 216 00:25:07,130 --> 00:25:09,670 And this is what we measure with the teachers. 217 00:25:09,670 --> 00:25:20,980 But basically, we surveyed are close to eighteen thousand teachers are going to be a very close to 5000 teacher Vegas. 218 00:25:20,980 --> 00:25:28,860 We have close to 600 teacher evaluation programmes. So this a huge study, by the way the database is available. 219 00:25:28,860 --> 00:25:36,010 Anyone can use is physically available. As we should do when we do research, right, give access to the community, 220 00:25:36,010 --> 00:25:44,260 the data that we have so little information from those folks in these countries who agree to make it even. 221 00:25:44,260 --> 00:25:52,210 So what have we learnt from this? So we have learnt what kinds of policies support powerful learning for future teachers? 222 00:25:52,210 --> 00:25:59,500 We have learnt about whether the solution for me is that you just have to do any damage of. 223 00:25:59,500 --> 00:26:06,460 And also we have learnt what is left of the mathematics and skills that you knowledge of my perspective. 224 00:26:06,460 --> 00:26:11,760 Primary and secondary teachers. So this is one that we develop was aspirational. 225 00:26:11,760 --> 00:26:18,340 Well, you know, how does this idea that, you know, people who were in business knew that they were, 226 00:26:18,340 --> 00:26:26,500 that we were asking these questions because the people on the left do support modified and so each country saved or agreed. 227 00:26:26,500 --> 00:26:34,840 This is the kind of knowledge of where we want our future primary teachers and our future secondary teachers who have these institutions. 228 00:26:34,840 --> 00:26:38,770 So it was the agreement amongst everyone and on that. 229 00:26:38,770 --> 00:26:56,410 And then you have a sheet of paper there, which is the picture which basically shows what did you do in this story to the future of this slide? 230 00:26:56,410 --> 00:27:02,670 Is this huge diversity that exists in all of mathematics. 231 00:27:02,670 --> 00:27:08,290 They have already gone from the knowledge that future teachers have at the moment, 232 00:27:08,290 --> 00:27:14,740 we're not even close to the average, so they have to use a digit for very different purposes. 233 00:27:14,740 --> 00:27:21,520 And this is what we know. And what do you think that is in preparing these things in the paper that you have is it are two books, by the way, 234 00:27:21,520 --> 00:27:27,310 we did a table reading around the table for the purposes you have to do the business and we we have to 235 00:27:27,310 --> 00:27:33,400 build tables in a way because otherwise they can do the papers and then they wouldn't be correct in this. 236 00:27:33,400 --> 00:27:40,090 These tables have the compilation of the standard deviations and all of that. So we're very happy with them. 237 00:27:40,090 --> 00:27:50,380 They're the corporate representatives. But in this piece of paper, you have to find, which is a group of known specialists in subject, 238 00:27:50,380 --> 00:27:58,660 some countries prepared the middle school teachers in primary programmes, 239 00:27:58,660 --> 00:28:04,090 so that's represented by a group of five some countries and some countries preferred to be technology firms. 240 00:28:04,090 --> 00:28:13,090 And we can see the difference in treatment. Group six is this patients people who are teaching high school, basically? 241 00:28:13,090 --> 00:28:28,190 So what you see in the spring? This is the president asked me if I don't think, OK, I'm going to jump to the. 242 00:28:28,190 --> 00:28:35,740 Oh. If you are there, it is OK, this right here. 243 00:28:35,740 --> 00:28:48,040 They just have 500 years, this line down here is the national I mean, so this is how all of the people in the 17 countries have energy reform, 244 00:28:48,040 --> 00:29:00,070 but you can see people here to the left over here cheering to the West are paying these middle school teachers in primary education programmes. 245 00:29:00,070 --> 00:29:05,480 So they really didn't know much of the aspiration or no right, but they were supposed to. 246 00:29:05,480 --> 00:29:16,000 And then, you know, and then there you see, the Singapore has broken for especially basically every month and especially in Singapore. 247 00:29:16,000 --> 00:29:18,190 Norway was also doing the same thing as Chile, 248 00:29:18,190 --> 00:29:29,010 and this is a phenomenon then beyond the Chinese like Germany and so on here in the U.S., it is the recognition that you do. 249 00:29:29,010 --> 00:29:32,370 It is it's an interesting thing because you know what? 250 00:29:32,370 --> 00:29:39,160 But really, this is a snapshot. You this and it's something that happened before Dave in 2008. 251 00:29:39,160 --> 00:29:46,330 We have been around for more than four years since those bodies entered the Green Party. 252 00:29:46,330 --> 00:29:54,010 Everything. So why search for unity in the knowledge that teachers were seen at the end of the disaggregation? 253 00:29:54,010 --> 00:30:03,820 They are going to be teaching basically the same and. 254 00:30:03,820 --> 00:30:10,690 I will talk more about that simply because there's a lot of statements and other things 255 00:30:10,690 --> 00:30:16,120 that have come out of the latest allegations that the North is not doing enough reviews. 256 00:30:16,120 --> 00:30:22,540 They were caught in 2008 and an escort astronomy mathematics education of future teachers using bits and data. 257 00:30:22,540 --> 00:30:35,590 It was an interesting book where we asked or for us what proposals for young scholars and a bunch of students to apply if they 258 00:30:35,590 --> 00:30:43,540 wanted to learn how to use the data and they wanted to learn how to write about that data and they want to learn about the. 259 00:30:43,540 --> 00:30:50,710 So this was a friend of was a labour of it. All right. But the National Science Foundation asked to do that to prepare the researchers. 260 00:30:50,710 --> 00:31:00,600 So that's that's what we did. And so the book is very interesting. It's it's online for National Library. 261 00:31:00,600 --> 00:31:13,170 So the idea that we have when we began the studies is that we want to be able to connect the, I guess we can call the outcomes of teacher preparation. 262 00:31:13,170 --> 00:31:18,060 We've got teachers doing the first use of the first use of teaching teachers. 263 00:31:18,060 --> 00:31:26,910 You must read about the gruesome scene. But a lot of features, if you are aware of the latest statistics, are dropping out of the profession, 264 00:31:26,910 --> 00:31:33,000 sometimes in the middle of the school year, or they are not going to be two different programmes. 265 00:31:33,000 --> 00:31:36,870 So we wanted to know whether you know what is happening now. 266 00:31:36,870 --> 00:31:40,230 So we did this study, 267 00:31:40,230 --> 00:31:46,450 and this is the main question that we have how the novice primary and secondary mathematics teachers differ in terms of their demographic. 268 00:31:46,450 --> 00:31:51,720 26 preparation knowledge, teaching practise, teaching assignments, 269 00:31:51,720 --> 00:31:57,750 pupil attributes and effectiveness and safety measures of student achievement and proficiency as specified by. 270 00:31:57,750 --> 00:32:03,690 They don't want to spend huge amounts. But really, this is all we wanted to know. 271 00:32:03,690 --> 00:32:06,030 And before I move on any further, 272 00:32:06,030 --> 00:32:14,670 whether you like this or want to tell you this is our idea is to develop this model that will help us to study also objects in the kitchen. 273 00:32:14,670 --> 00:32:20,190 But we began with mathematics because this was a huge undertaking. 274 00:32:20,190 --> 00:32:25,320 We were going to do mathematics and science, but we have to draw from this because the first was huge. 275 00:32:25,320 --> 00:32:31,860 There wasn't nothingness. It was, how do you feel? So we had to do the role and the methodology answer. 276 00:32:31,860 --> 00:32:39,600 So the fact that we were able to to finish it this year, though, study space success, given that people thought it would be impossible. 277 00:32:39,600 --> 00:32:44,220 And so then for the NSA, we call the National Science Foundation. This is the next one. 278 00:32:44,220 --> 00:32:46,980 This is the first month and said, no, you will never be able to do it. 279 00:32:46,980 --> 00:32:54,480 It is very difficult and we won't, you know, give me some buckets of money and see, you know, whether we can be doing this in the future. 280 00:32:54,480 --> 00:33:01,920 So we were able to do it. She said This is my first to show them because we have had to face this enormous and, you know, 281 00:33:01,920 --> 00:33:08,640 for people being working for a long time on this and this is the female of that had put through the first month to study, 282 00:33:08,640 --> 00:33:17,790 but different groups of people in country make difference. I'm not sure whether, you know, Paul Conroy, he's kissing that screen there. 283 00:33:17,790 --> 00:33:23,790 Joining us via Skype. OK, so what is work, really? 284 00:33:23,790 --> 00:33:30,120 I'm going to tell you the conclusion first and then I think all the things that we do. 285 00:33:30,120 --> 00:33:35,850 So we set out the principles and information to practise and to be remote. 286 00:33:35,850 --> 00:33:41,250 So this is a remote don't have to be so simplified for you here. 287 00:33:41,250 --> 00:33:46,980 So basically, it's a or effective means of construction for an individual feature, 288 00:33:46,980 --> 00:33:53,060 we're saying than the think construction is equal to a student's success. 289 00:33:53,060 --> 00:33:56,310 Successful learning, in their words, children of their own. 290 00:33:56,310 --> 00:34:07,800 As a result of instruction, the teacher is to be effective in terms of the number of measures that we develop in their technology skills. 291 00:34:07,800 --> 00:34:19,530 As decisions practise the teachers, this instruction and the effective instruction and effectiveness literature and the the the model 292 00:34:19,530 --> 00:34:26,750 includes also for the of the challenge of moving the service to higher levels of successful reality. 293 00:34:26,750 --> 00:34:31,710 I consistently know only when you open specific year after year. 294 00:34:31,710 --> 00:34:40,860 And what we mean by the challenge of moving to students to successful learning in the Value-Added approaches, 295 00:34:40,860 --> 00:34:49,050 the students are not considered as part of the work of an evaluation of teachers effectiveness. 296 00:34:49,050 --> 00:34:56,160 But we argue that the challenge of the students goes through teachers is a very important factor to consider. 297 00:34:56,160 --> 00:35:04,420 So, for example, maybe older children who go to school and they would be easy kids to teach right for the teachers. 298 00:35:04,420 --> 00:35:06,990 So is that it's not much of a challenge. 299 00:35:06,990 --> 00:35:14,490 You know, this discovery, the potential very high levels of literacy in the home maybe is an important language. 300 00:35:14,490 --> 00:35:16,770 So this is really challenging for the teacher. 301 00:35:16,770 --> 00:35:25,410 But with value added models, those teachers in the U.S. right now, if you have a teacher that is teaching, you know about you well, 302 00:35:25,410 --> 00:35:32,340 as to the answer is teaching children who are underserved, you know that likely the teacher is going to end up with no resource. 303 00:35:32,340 --> 00:35:36,510 But that's not very worrisome because if the teacher as low as it scores, 304 00:35:36,510 --> 00:35:42,180 but they have been able to bring to a higher level of knowledge that the students are these teachers teaching, 305 00:35:42,180 --> 00:35:50,710 then this teacher should probably be more highly recommends than the teacher capacity is if students. 306 00:35:50,710 --> 00:35:56,380 So that's weird. And then, of course, the rest of them, all of us challenge you because they have the, 307 00:35:56,380 --> 00:36:02,290 you know, the conflict, so everything together and then then measures of context. 308 00:36:02,290 --> 00:36:15,410 Where is the teacher teaching songs? So you get these programmes where you can see how many do I guess, how many challenges to this each teacher had, 309 00:36:15,410 --> 00:36:26,550 this is a diagram of the features and this zero zero is the is around. 310 00:36:26,550 --> 00:36:35,820 Q So the the positive that you have said the positive side are the most challenging students, 311 00:36:35,820 --> 00:36:43,480 and so you can do that for every teacher to a more fair minded. 312 00:36:43,480 --> 00:36:52,330 So this is, again, the sort of career study when you compare the value of the models we did with our model. 313 00:36:52,330 --> 00:37:02,110 Basically, you get a better model and experience with our model is that there are criteria of difference, 314 00:37:02,110 --> 00:37:08,650 not nonprofits to discourage some continues to sell information to focus on traditional success. 315 00:37:08,650 --> 00:37:14,520 So we're looking for success and we are not going to receive this always without content. 316 00:37:14,520 --> 00:37:21,400 Anybody else is getting permission. I noticed that they didn't even exist. Thank goodness I'm going to give the our model has a strong measurement. 317 00:37:21,400 --> 00:37:27,130 Theory requires only two years of data and soon assignments. 318 00:37:27,130 --> 00:37:32,800 Part of the of the model where was bomb is going to find is not random suicide or not. 319 00:37:32,800 --> 00:37:44,630 I would say something with the features. So estimating the effectiveness and outcomes here with students, how is this problem for this administration? 320 00:37:44,630 --> 00:37:49,700 And it's a very expensive model for them. So that's that's the good news. 321 00:37:49,700 --> 00:37:53,350 This is obviously this, but with these Typekit, 322 00:37:53,350 --> 00:38:02,730 but we have got this challenge how this would be the major supplier of a model with the audio system and the communications structure and the second. 323 00:38:02,730 --> 00:38:09,210 So here as well, and we had to justify why what's the music and then basically, 324 00:38:09,210 --> 00:38:16,530 I have been saying the existence of any issue internationally and down from some of the markets which are Asian. 325 00:38:16,530 --> 00:38:21,570 And we were out for a long time assumed that it would teachers know where they need to know what they go through communication. 326 00:38:21,570 --> 00:38:25,950 But it's thrilling that we don't have a strong proof of that. 327 00:38:25,950 --> 00:38:31,410 I'm fuelled with the logic and education stories which I run into the sex education 328 00:38:31,410 --> 00:38:36,330 because there are many stories that are drawn mostly following economics, 329 00:38:36,330 --> 00:38:43,860 most economic models, but there is one justification and still able to prove it. 330 00:38:43,860 --> 00:38:48,630 So we are committed to figuring out what music we use. 331 00:38:48,630 --> 00:38:58,350 We develop several instruments. You can see their assessments of knowledge and personal for the teacher's observations. 332 00:38:58,350 --> 00:39:06,120 We make sure the knowledge of the students, the knowledge of the rest people, certain questions about their background. 333 00:39:06,120 --> 00:39:19,160 We also read analysis of the teacher patient curriculum and policy across the school curriculum, as well as analysis and policy documents. 334 00:39:19,160 --> 00:39:26,690 One of the beauties of doing comparative research communications is that you have to drive the relations if you don't have that information, 335 00:39:26,690 --> 00:39:43,580 whether you're going to meet your friend. So if you want to read the definition of what we can move forward on this feature. 336 00:39:43,580 --> 00:39:50,030 It took us about a year to come up with this, the future of crypto countries trying to do this study. 337 00:39:50,030 --> 00:39:56,580 And so we tried to feed everyone. I would point out so it was an interesting process. 338 00:39:56,580 --> 00:40:01,770 We did a sample we wanted to see whether we could actually find the teachers in the schools. 339 00:40:01,770 --> 00:40:06,080 It turned out that we couldn't find a lot of these where the pictures were useful. 340 00:40:06,080 --> 00:40:12,960 We ask Where are you beginning teachers of mathematics? I think you have a sample reading if you have any good figures. 341 00:40:12,960 --> 00:40:17,220 But it was very, very difficult in the U.S. and every other country. 342 00:40:17,220 --> 00:40:22,350 So we will have heard teachers are making things. We went to schools, they couldn't find them. 343 00:40:22,350 --> 00:40:31,620 So we had to actually send emails or telephone conversations to see, you know, where the teachers were. 344 00:40:31,620 --> 00:40:33,390 So it was a complicated process. 345 00:40:33,390 --> 00:40:44,670 I can tell you a little bit more about this, but we were able to test and develop a new approach to something that would help us in the future. 346 00:40:44,670 --> 00:40:48,920 So these are the groups that participate in the trial. 347 00:40:48,920 --> 00:40:58,290 I forget what you did. You will see that this is Mark David Chapman, American, that in the incident study, which is very heavily European and Asian. 348 00:40:58,290 --> 00:41:06,170 But we wanted to see whether what would happen if we were going through developing countries affected. 349 00:41:06,170 --> 00:41:13,270 You basically, I mean, teachers and primary people, secondary pupils still be. 350 00:41:13,270 --> 00:41:20,920 So as we were developing, the assessments were my principal for group is the opposite. 351 00:41:20,920 --> 00:41:25,980 And if that is the degree to which evidence and Kerry supports interpretations of this 352 00:41:25,980 --> 00:41:32,480 discourse or the proposed use of tests or moves any instrument that is available, 353 00:41:32,480 --> 00:41:36,700 you have to demonstrate when an analysis of the searching location. 354 00:41:36,700 --> 00:41:42,910 Very often we have reports of reliability. And that's another. 355 00:41:42,910 --> 00:41:49,540 And we have to be able to report about and where we measure worse again, didn't for teaching mathematics, 356 00:41:49,540 --> 00:41:55,090 local knowledge, mathematics, better when backgrounds and knowledge and what we were trying to do. 357 00:41:55,090 --> 00:42:05,320 We were trying to connect the tests and test our assessment with the first maths assessment because we can look at that contribution. 358 00:42:05,320 --> 00:42:09,410 So we measure the same content remains, he said. For the particular domain. 359 00:42:09,410 --> 00:42:13,550 So there are many things to do in the cognitive delays are really, 360 00:42:13,550 --> 00:42:17,350 really important because the main problem that teachers can really answer with 361 00:42:17,350 --> 00:42:22,750 assessments is they will be able they were not able to do that recently. 362 00:42:22,750 --> 00:42:24,720 And that's what you might expect when you go to. 363 00:42:24,720 --> 00:42:30,940 The knowledge is more challenging because when you are explaining to them something that we ask asking no, 364 00:42:30,940 --> 00:42:38,650 when they kind of roll the programme, especially in the military in coming up with this recently. 365 00:42:38,650 --> 00:42:43,100 Not just knowledge of we've been. Some people say. 366 00:42:43,100 --> 00:42:47,870 And then four days with my favourite knowledge is the same. Funding remains. 367 00:42:47,870 --> 00:42:57,320 But the logical to me was how they understood and demanded a briefing on how they plan the response from the inactive reserves, 368 00:42:57,320 --> 00:43:10,640 how they evaluate the students. Where do we develop the first maths items in two workshops, one for the primary level, one for the secondary level? 369 00:43:10,640 --> 00:43:14,420 And so we ended up with these items for the first month. 370 00:43:14,420 --> 00:43:22,400 And then we just equip items from visits and assessments in the protests. 371 00:43:22,400 --> 00:43:34,070 I think four months with multiple choice are complex, multiple choice and then constructed response, and we have our own models for the year. 372 00:43:34,070 --> 00:43:38,490 So these remained the same basically three items for the primary protection system. 373 00:43:38,490 --> 00:43:46,130 We pay items for the secondary assessment and uses. All of this is for one, which is the things. 374 00:43:46,130 --> 00:43:56,280 Certainly. We were trying to find a correlation between the deaths of items on Christmas items, and what you see is a very high correlation. 375 00:43:56,280 --> 00:44:02,310 So that means that detectives are functioning well. We'd be getting pictures right. 376 00:44:02,310 --> 00:44:08,160 The motivations behind here. But there is one item, he said that he didn't more really than measure. 377 00:44:08,160 --> 00:44:16,210 Well, so we think that, oh, we have a greater compliance officer with mathematics there when you guys got the knowledge. 378 00:44:16,210 --> 00:44:22,410 We have a very low correlation, but it's due to these four items that didn't work really well. 379 00:44:22,410 --> 00:44:25,950 So we take those out there. No correlation spoke in mind. 380 00:44:25,950 --> 00:44:34,030 So these were basically very difficult for them to produce before you do this in assessments. 381 00:44:34,030 --> 00:44:38,430 You have to see whether this is the ability to scale so that people aren't doing. 382 00:44:38,430 --> 00:44:45,690 This means that you wanted to see whether, in fact, this is measured with a distributed of the force response items. 383 00:44:45,690 --> 00:44:50,730 You go through the scale and that works well. 384 00:44:50,730 --> 00:44:58,350 The primary items are also well distributed those the temporary items and the secondary geometry items. 385 00:44:58,350 --> 00:45:07,770 And so when to scale? And so we have a strong intervention that fit the set for the secondary pupil assessment. 386 00:45:07,770 --> 00:45:13,800 This this is not a retreat to the numbers in student numbers considered there 387 00:45:13,800 --> 00:45:19,680 should be no anyway many pupil assessment that's too difficult for the system, 388 00:45:19,680 --> 00:45:25,830 but all the alternatives and assessments were greeted with some very good and very happy. 389 00:45:25,830 --> 00:45:30,390 People like to see the items sometimes that people have to respond. 390 00:45:30,390 --> 00:45:37,230 So this is our primary multiple choice. I don't exclude the knowledge go with you. 391 00:45:37,230 --> 00:45:41,490 And this was a relatively low difficulty item. 392 00:45:41,490 --> 00:45:48,220 This was a method with more difficult and basically gave me no position on campus. 393 00:45:48,220 --> 00:45:56,760 0.26 incapacitated that Sasser uses 116 in the age of six available to open to give it to me. 394 00:45:56,760 --> 00:46:00,150 He's also by used to have this need to bring you back. 395 00:46:00,150 --> 00:46:08,010 What is your name is most likely misconception and draw a visual representation of the teacher to use the normal to your point of those seats. 396 00:46:08,010 --> 00:46:11,700 The kids didn't understand why dances worked so well. 397 00:46:11,700 --> 00:46:15,330 I refused. And so, ladies, you combine mathematics with the knowledge. 398 00:46:15,330 --> 00:46:20,220 Within four months, the average person to notice some results in average. 399 00:46:20,220 --> 00:46:26,580 Sixty six percent of the people who participated and answered correctly. 400 00:46:26,580 --> 00:46:38,610 The mathematics opens, but they range from 121 is very low to 97, which are the areas that are more difficult for people. 401 00:46:38,610 --> 00:46:47,490 I said people people became much more difficult that they run a checklist, and that's actually some swear words were much more difficult. 402 00:46:47,490 --> 00:46:53,940 And the secondary average proportion correct 169 for the rest of the knowledge. 403 00:46:53,940 --> 00:46:58,200 But again, very low. I mean, there's a huge range from getting to variability. 404 00:46:58,200 --> 00:47:07,800 You can see the point can do it for one. So there was somebody in the classroom all of a sudden decided, you know, it's. 405 00:47:07,800 --> 00:47:15,690 The items were more difficult, but more difficult to close in 2016. 406 00:47:15,690 --> 00:47:20,970 So there were some really great forces, keep the one I wanted to show. 407 00:47:20,970 --> 00:47:27,210 You have a measure of the need to produce the Moon, but not very much the focus of it we measure. 408 00:47:27,210 --> 00:47:32,130 So we measure the groups about between them. 409 00:47:32,130 --> 00:47:41,220 And second, you separate yourself, for example, where it of some opportunities to learn disinformation before following the multiple during this. 410 00:47:41,220 --> 00:47:44,570 So we want to know whether they were, they say the real. 411 00:47:44,570 --> 00:47:50,920 System graphics, but it's it getting breakfast on the grill, so I suppose it's about the first month of class. 412 00:47:50,920 --> 00:47:58,150 Class description numbers of the school infrastructure and practises are more than 50 practises opportunities to learn. 413 00:47:58,150 --> 00:48:03,390 We presented them with topics so produce the very school curriculum. 414 00:48:03,390 --> 00:48:12,130 Television programmes are the topics they in the future. And so we show them six to seven topics based on the analysis of the curriculum. 415 00:48:12,130 --> 00:48:18,850 And this is what we got. Basically, you know, you're almost going to be very lucky for this. 416 00:48:18,850 --> 00:48:23,230 This graph every time that it was done. So no numbers do. 417 00:48:23,230 --> 00:48:27,430 Ultimately, what what topics are you teaching? 418 00:48:27,430 --> 00:48:34,630 And so they the newly single in the noise, the family, teachers and the Orange is the second. 419 00:48:34,630 --> 00:48:40,750 So they are teaching different topics, and they could respond to whether they're using the primary curriculum. 420 00:48:40,750 --> 00:48:42,820 On the second most frequent thing, 421 00:48:42,820 --> 00:48:54,100 we ask them whether they could be prepared for digital conflict from the front lines or in the secondary language, just perspective. 422 00:48:54,100 --> 00:49:04,450 But then when we ask them whether it's a topic that they've got the knowledge that you are strong with the primary teachers, 423 00:49:04,450 --> 00:49:13,840 so primary teachers really are really challenged in terms of their of their curriculum because the curriculum keeps getting more complex, 424 00:49:13,840 --> 00:49:20,550 but they are no better. Oh, I had to show the door to this one. 425 00:49:20,550 --> 00:49:32,490 We also asked them whether they had to learn to determine because if you look at the huge variation they're under, so different, this is from here. 426 00:49:32,490 --> 00:49:36,550 So one secondary better answer to that one? 427 00:49:36,550 --> 00:49:43,230 You to. But you can see here a line where you see it or you see it. 428 00:49:43,230 --> 00:49:52,410 Yeah, this is this nine here is going to premiere, which just means that they basically say, yes, we're learning to teach for the year. 429 00:49:52,410 --> 00:50:00,240 But, you know, in other countries, it's very difficult. You know, in some places, for example, in Honduras. 430 00:50:00,240 --> 00:50:06,460 You know, I think will give area, especially secondary teachers. 431 00:50:06,460 --> 00:50:14,160 They don't learn to teach their systems, which is, you know, are some. 432 00:50:14,160 --> 00:50:21,510 OK. And so the last one I wanted to show you is the development of a Mathematical Compass Observatory instrument. 433 00:50:21,510 --> 00:50:31,050 So why do you observe the of knowledge in action? Because of the social distance to do interventions with practise be, you know, feasible? 434 00:50:31,050 --> 00:50:37,650 And so we decided to develop an observation instrument. We look at the role of establish activation protocols, 435 00:50:37,650 --> 00:50:44,010 but we didn't like them because they were difficult to use or they were not mathematics specific. 436 00:50:44,010 --> 00:50:48,880 For the few times we live in about an instrument that I would everything in the second round. 437 00:50:48,880 --> 00:50:53,850 We we live in countries piloting the observation instrument in 105 classrooms. 438 00:50:53,850 --> 00:50:58,140 How can have primary and secondary in conjunction with other instruments? 439 00:50:58,140 --> 00:51:03,360 So we went to the classrooms and we did this and then teachers, some people and there was a risk. 440 00:51:03,360 --> 00:51:11,400 We observed teachers who were fired from the sample, but the results are for testing the viability of the of the Easter recess. 441 00:51:11,400 --> 00:51:16,110 This was a proof of concept. So remember, it wasn't. 442 00:51:16,110 --> 00:51:21,690 So this is proving that in fact, we can do just so, but it's not representative of the countries that have studied. 443 00:51:21,690 --> 00:51:28,050 That's different from this and could say we had representative studies that said we've had to do a proof of concept study. 444 00:51:28,050 --> 00:51:34,140 I'm not showing you that yet. I'm showing you the results of the proof of concept study for the first time. 445 00:51:34,140 --> 00:51:37,470 So the first known observation for the I'm not sure how many you know, 446 00:51:37,470 --> 00:51:43,500 the age of people here who you're old enough like me, you probably remember the times. 447 00:51:43,500 --> 00:51:48,030 So we did collect information about the classroom and the students. 448 00:51:48,030 --> 00:51:53,520 The study is the instrument that we found that had been validated in dimension 449 00:51:53,520 --> 00:52:00,450 and that it captures another body of BBC and then we develop more mathematics, 450 00:52:00,450 --> 00:52:11,520 a specific instrument. And we said the video instruction and we went to the assistant to see how we learn about it, how we know how to look. 451 00:52:11,520 --> 00:52:16,320 So this is a group of people that we still need in here. 452 00:52:16,320 --> 00:52:24,230 Some people were able to observe more and some people were have less. 453 00:52:24,230 --> 00:52:29,780 This is the standard observation instrument looks very complicated, but a second big issue for use, 454 00:52:29,780 --> 00:52:36,080 this is anything about the selling instrument you said, you know, you mark what is happening in the classroom every 10 minutes. 455 00:52:36,080 --> 00:52:42,950 So you are you're there because it starts the way the class can buy things. 456 00:52:42,950 --> 00:52:53,420 So if a class and that 60 Minutes business accepts six observations and then you do the observations, you directly what that means. 457 00:52:53,420 --> 00:53:03,510 So we did something and we said, OK, I'm certain that this is actually what we think this is representing what we found in the study. 458 00:53:03,510 --> 00:53:11,450 So 17st basically the Red Sox lecture the oranges discussion that we always practised. 459 00:53:11,450 --> 00:53:21,080 So a lot of what these people were doing, he was lecturing and practising informatics in primary and secondary. 460 00:53:21,080 --> 00:53:27,260 This is another way to look at how and how he delivers the features and looks like you. 461 00:53:27,260 --> 00:53:36,140 Thank you both very much. And then how they were doing it, they are mostly working with everyone who chose the school system with victory, 462 00:53:36,140 --> 00:53:45,570 and sometimes they did large groups of some sometimes to. This is the same the same way as the children of. 463 00:53:45,570 --> 00:53:50,340 So this is what we're dealing between the 10, the 10 minutes of the fighting defendants. 464 00:53:50,340 --> 00:53:54,480 Basically, we say, OK, let's look at the floor of the class. 465 00:53:54,480 --> 00:54:01,870 What is the teacher doing? Those things that we have not come to the standard system? 466 00:54:01,870 --> 00:54:12,580 Usually you see places where there's where this happened. We went to see the film and then this Metro Theatre, we went to see what you know, 467 00:54:12,580 --> 00:54:16,390 how well, how the theatre is managing the clouds, what we continue to use this first. 468 00:54:16,390 --> 00:54:22,870 Some are very formal and they say the title of the lesson afterwards because it's an explanation of this and we can work. 469 00:54:22,870 --> 00:54:28,690 Some of them do that. So we recorded that fool. And this is a way of representing this. 470 00:54:28,690 --> 00:54:36,670 So what you see there, he said, is he is going to hit you off by. 471 00:54:36,670 --> 00:54:47,800 What you tell us is that the average of eight teachers in this country for a very uniform day that borders and flop. 472 00:54:47,800 --> 00:54:51,220 So this is a country where most of the teachers, to quote, 473 00:54:51,220 --> 00:55:00,760 understand him as one of the first activists in the class where they shared the solutions that the students have, 474 00:55:00,760 --> 00:55:09,790 where they provide procedural explanations, when they they so many politicians admissions. 475 00:55:09,790 --> 00:55:20,320 They use these solutions to explain maths problems. I'm sorry, I you have asked for a copy of that uses a broken machine, which uses technology. 476 00:55:20,320 --> 00:55:27,520 There's a lot of uses of technology. We welcome the use of technology. 477 00:55:27,520 --> 00:55:31,450 So it's a kind of very interesting finding. So be careful. 478 00:55:31,450 --> 00:55:39,250 See these problems. Have a disability pension in a presentation. 479 00:55:39,250 --> 00:55:48,370 This is the same thing. And so of the original results would become but needs to be improved and all of these things and improve accepted the concept. 480 00:55:48,370 --> 00:55:57,190 And it depends on the people that are looking to us for going to conclusions would be very well with a bit of the most important is this last line. 481 00:55:57,190 --> 00:56:03,040 We developed a strong move that represent a technique that you practise in challenging contexts. 482 00:56:03,040 --> 00:56:18,250 But we also develop on the commission, so reconceptualize value measures to do something and we are reaching that at the end of this year. 483 00:56:18,250 --> 00:56:23,020 OK, this is the last, the last part. The challenges for Putin. 484 00:56:23,020 --> 00:56:27,700 I think that that of is a very important challenge for future engagement. 485 00:56:27,700 --> 00:56:35,110 I would say to me study found that programmes that we use highly monitoring features and evaluation and accountability systems in place, 486 00:56:35,110 --> 00:56:40,570 which help the Soviet programme, other study programmes and practises and options for continued recruiting. 487 00:56:40,570 --> 00:56:45,730 Yes, but in the fact of the traditional precipitation amounts may make it very difficult for 488 00:56:45,730 --> 00:56:54,640 communicators to respond in practise to have a baby severely all the glandular demands. 489 00:56:54,640 --> 00:57:00,370 But accountability is desirable as some of the interior I don't follow and I agree with each other. 490 00:57:00,370 --> 00:57:02,570 There's actually no order. 491 00:57:02,570 --> 00:57:11,560 The second probability is that what's going to happen, but it's also necessary for schools and teachers of underserved populations, 492 00:57:11,560 --> 00:57:16,120 but not expensive, producing teachers that we're going for their expensive learning. 493 00:57:16,120 --> 00:57:22,180 And for some basic things, my teachers are not expensive. 494 00:57:22,180 --> 00:57:25,870 Another challenge is the challenge of knowledge that this film is going to be found, 495 00:57:25,870 --> 00:57:30,160 the programmes that the most knowledgeable teachers give them opportunities to their 496 00:57:30,160 --> 00:57:34,180 knowledge of the curriculum between Typekit application and freedom of speech, 497 00:57:34,180 --> 00:57:35,920 work and conflicts, and how to teach. 498 00:57:35,920 --> 00:57:46,180 Teachers have national or local standards that ensure future teachers mastery of remote and how the teacher before declared the teacher. 499 00:57:46,180 --> 00:57:50,860 But it's important to note that different knowledge is needed for different contexts. 500 00:57:50,860 --> 00:57:58,000 And in the cases of all, I think the game is supposed to be just an example, and kids is knowing how to read and so forth. 501 00:57:58,000 --> 00:58:06,260 It's more important than knowledge as a case of the teacher in the gorilla in front shows. 502 00:58:06,260 --> 00:58:15,710 And also very much needed is a big and future because medical provides free textbooks for only children in primary school from day one to six. 503 00:58:15,710 --> 00:58:23,150 So it's also a teacher who would have found around this another district that did the same thing, but did that in Michigan. 504 00:58:23,150 --> 00:58:27,300 So these are very contested places. 505 00:58:27,300 --> 00:58:34,290 Challenges the future digital vision is, of course, this discussion as to where to turn the vision take place should it be. 506 00:58:34,290 --> 00:58:41,370 How do you the vision institutions, should it be the schools in partnerships between the kind of vision institutions and schools? 507 00:58:41,370 --> 00:58:44,880 There is much of debate and there is a lot for, say, $393 there too, 508 00:58:44,880 --> 00:58:53,730 that we need with companies we can mentor and government on hand, and I'm concerned. 509 00:58:53,730 --> 00:58:58,170 But the scholars agree that universities are important places for teachers to learn content 510 00:58:58,170 --> 00:59:03,810 and pedagogical content knowledge and to develop critical thinking and research direction, 511 00:59:03,810 --> 00:59:11,040 which is important in recent months. Or maybe even more so, I defer to the first three years of life. 512 00:59:11,040 --> 00:59:17,580 We need to rethink how we prepare teachers to address the various needs of people who are highly diversified. 513 00:59:17,580 --> 00:59:23,220 In 1990, one size fits all people learning the style of programmes rhetoric that we're preparing 514 00:59:23,220 --> 00:59:27,580 teachers to teach early pupils in this country bring to programmes in the U.S., 515 00:59:27,580 --> 00:59:31,170 namely, say, this programme. How the transformed the curriculum, 516 00:59:31,170 --> 00:59:37,890 an assessment of approaches to support active learning in spite of questionable approaches are doing so with children well, 517 00:59:37,890 --> 00:59:45,210 especially as they begin to learn reading breaking numeracy. We need to rethink the assumptions that we making teachers teach them that 518 00:59:45,210 --> 00:59:51,180 teachers have the required knowledge and skills as they begin to learn to teach. 519 00:59:51,180 --> 00:59:57,780 How do you prepare to just engage with pupils in your own language? And present instruction is another challenge, especially more. 520 00:59:57,780 --> 01:00:05,910 During migration, waves continue to work, I think for many countries and how to best put their teachers together to teach in challenging contexts. 521 01:00:05,910 --> 01:00:09,750 That's a really difficult thing that you basically say. We're not prepared. 522 01:00:09,750 --> 01:00:15,460 We we're not prepared to this because they have to deal with this difficult. 523 01:00:15,460 --> 01:00:24,290 So you can assume that future teachers come through their programmes with the media company knowledge and skills to be effective teachers. 524 01:00:24,290 --> 01:00:33,280 I give you the same responsibility of programmes those who think the future teachers know their subjects and that they know how to teach experience. 525 01:00:33,280 --> 01:00:37,870 For me, this is a question of social justice, and that's why I am very committed to this study. 526 01:00:37,870 --> 01:00:41,830 I should say another mathematician or mathematician, can you? 527 01:00:41,830 --> 01:00:49,840 But I know how to do research on computers, and I have been a feature of the paper for three years. 528 01:00:49,840 --> 01:00:57,700 So a question of social justice here is pupils come to school expecting to be filled by improvisers and preachers, 529 01:00:57,700 --> 01:01:02,050 teachers composition application programmes. It's beginning to become effective. 530 01:01:02,050 --> 01:01:08,200 Teachers are used to students entrance. I think very much by the way I wanted to. 531 01:01:08,200 --> 01:01:12,610 Before we do, we have open questions. 532 01:01:12,610 --> 01:01:18,580 I wanted to make an invitation to the Oxford Department for Education to participate in 533 01:01:18,580 --> 01:01:24,400 the next study that we're doing or anyone that makes it basically what we're going to do. 534 01:01:24,400 --> 01:01:31,900 We have a grant to be submitted to the National Science Foundation to do a study that will do all that connexion. 535 01:01:31,900 --> 01:01:35,470 So we have the proof of concept. Now we want to do the ministry. 536 01:01:35,470 --> 01:01:40,570 We have different ways to now approaching something that that would make it so much easier. 537 01:01:40,570 --> 01:01:51,010 So if you are enthusiastic about this and want to hear the call to increase the quality of research and the profile of professional educators, 538 01:01:51,010 --> 01:02:01,240 join me in the future so you can see my picture in my email address or my that Sat-Sun State University. 539 01:02:01,240 --> 01:02:10,500 Thank you for your attention. That's true. 540 01:02:10,500 --> 01:02:12,562 Let me open it up now for.