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Portugal:Continuing Professional Development for Teachers Working in Early Childhood and School Education

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Overview Portugal

Contents

Portugal:Political, Social and Economic Background and Trends

Portugal:Historical Development

Portugal:Main Executive and Legislative Bodies

Portugal:Population: Demographic Situation, Languages and Religions

Portugal:Political and Economic Situation

Portugal:Organisation and Governance

Portugal:Fundamental Principles and National Policies

Portugal:Lifelong Learning Strategy

Portugal:Organisation of the Education System and of its Structure

Portugal:Organisation of Private Education

Portugal:National Qualifications Framework

Portugal:Administration and Governance at Central and/or Regional Level

Portugal:Administration and Governance at Local and/or Institutional Level

Portugal:Statistics on Organisation and Governance

Portugal:Funding in Education

Portugal:Early Childhood and School Education Funding

Portugal:Higher Education Funding

Portugal:Adult Education and Training Funding

Portugal:Early Childhood Education and Care

Portugal:Organisation of Programmes for Children under 3 years

Portugal:Teaching and Learning in Programmes for Children under 3 years

Portugal:Assessment in Programmes for Children under 3 years

Portugal:Organisation of Programmes for Children over 3 years

Portugal:Teaching and Learning in Programmes for Children over 3 years

Portugal:Assessment in Programmes for Children over 3 years

Portugal:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Portugal:Single Structure Education (Integrated Primary and Lower Secondary Education)

Portugal:Organisation of Single Structure Education

Portugal:Teaching and Learning in Single Structure Education

Portugal:Assessment in Single Structure Education

Portugal:Organisational Variations and Alternative Structures in Single Structure Education

Portugal:Upper Secondary and Post-Secondary Non-Tertiary Education

Portugal:Organisation of General Upper Secondary Education

Portugal:Teaching and Learning in General Upper Secondary Education

Portugal:Assessment in General Upper Secondary Education

Portugal:Organisation of Vocational Upper Secondary Education

Portugal:Teaching and Learning in Vocational Upper Secondary Education

Portugal:Assessment in Vocational Upper Secondary Education

Portugal:Organisation of Post-Secondary Non-Tertiary Education

Portugal:Teaching and Learning in Post-Secondary Non-Tertiary Education

Portugal:Assessment in Post-Secondary Non-Tertiary Education

Portugal:Higher Education

Portugal:Types of Higher Education Institutions

Portugal:First Cycle Programmes

Portugal:Bachelor

Portugal:Short-Cycle Higher Education

Portugal:Second Cycle Programmes

Portugal:Programmes outside the Bachelor and Master Structure

Portugal:Third Cycle (PhD) Programmes

Portugal:Adult Education and Training

Portugal:Distribution of Responsibilities

Portugal:Developments and Current Policy Priorities

Portugal:Main Providers

Portugal:Main Types of Provision

Portugal:Validation of Non-formal and Informal Learning

Portugal:Teachers and Education Staff

Portugal:Initial Education for Teachers Working in Early Childhood and School Education

Portugal:Conditions of Service for Teachers Working in Early Childhood and School Education

Portugal:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Portugal:Initial Education for Academic Staff in Higher Education

Portugal:Conditions of Service for Academic Staff Working in Higher Education

Portugal:Continuing Professional Development for Academic Staff Working in Higher Education

Portugal:Initial Education for Teachers and Trainers Working in Adult Education and Training

Portugal:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Portugal:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Portugal:Management and Other Education Staff

Portugal:Management Staff for Early Childhood and School Education

Portugal:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Portugal:Education Staff Responsible for Guidance in Early Childhood and School Education

Portugal:Other Education Staff or Staff Working with Schools

Portugal:Management Staff for Higher Education

Portugal:Other Education Staff or Staff Working in Higher Education

Portugal:Management Staff Working in Adult Education and Training

Portugal:Other Education Staff or Staff Working in Adult Education and Training

Portugal:Quality Assurance

Portugal:Quality Assurance in Early Childhood and School Education

Portugal:Quality Assurance in Higher Education

Portugal:Quality Assurance in Adult Education and Training

Portugal:Educational Support and Guidance

Portugal:Special Education Needs Provision within Mainstream Education

Portugal:Separate Special Education Needs Provision in Early Childhood and School Education

Portugal:Support Measures for Learners in Early Childhood and School Education

Portugal:Guidance and Counselling in Early Childhood and School Education

Portugal:Support Measures for Learners in Higher Education

Portugal:Guidance and Counselling in Higher Education

Portugal:Support Measures for Learners in Adult Education and Training

Portugal:Guidance and Counselling in a Lifelong Learning Approach

Portugal:Mobility and Internationalisation

Portugal:Mobility in Early Childhood and School Education

Portugal:Mobility in Higher Education

Portugal:Mobility in Adult Education and Training

Portugal:Other Dimensions of Internationalisation in Early Childhood and School Education

Portugal:Other Dimensions of Internationalisation in Higher Education

Portugal:Other Dimensions of Internationalisation in Adult Education and Training

Portugal:Bilateral Agreements and Worldwide Cooperation

Portugal:Ongoing Reforms and Policy Developments

Portugal:National Reforms in Early Childhood Education and Care

Portugal:National Reforms in School Education

Portugal:National Reforms in Vocational Education and Training and Adult Learning

Portugal:National Reforms in Higher Education

Portugal:National Reforms related to Transversal Skills and Employability

Portugal:European Perspective

Portugal:Legislation

Portugal:Institutions

Portugal:Glossary

Improving teaching quality is a core objective of the Government’s educational policy, in particular via continuing professional development for teachers.

Organisational Aspects

On-going education and specialised training for teachers are two ways that help to develop the teacher’s continuing professional development.

On-going education is ensured as a right and a duty and has the aim of up-grading and up-dating the teacher’s professional knowledge and competences, his/her professional mobility and progress in his/her career.

Specialised training is defined as additional training that allows teachers to gain qualifications in other educational functions that are needed if the schools are to work efficiently and the educational system is to be developed.

Continuous vocational training

There are different kinds of activity based on continuous vocational training: training courses, training workshops, study circles, short courses or, at the request of the Scientific-Pedagogic Council of Continuous Vocational Training, internships and projects.

Continuous training is organised by different sorts of sponsors: Higher Education establishments; training centres run by school associations (there are 91 School Association Training Centres); Municipal and inter-municipal run initiatives put on by schools and kindergartens that get together for the purpose; not-for-profit professional or scientific association training centres; Ministry of Education central services, training in areas considered relevant for developing the educational system and other sponsors whose intervention is deemed useful in this domain.

The accreditation of training bodies, trainers and training courses is the responsibility of the Scientific-Pedagogic Council of Continuous Vocational Training. Short courses are recognised and certified by the training bodies. For the purposes of career progress, teachers must attend and pass 25 hours at the 5th grade and 50 at the remaining grades of continuous training or specialised training courses.

The School Association Training Centres (SATC) should provide back up to schools when diagnosing needs and working out respective agendas. On the basis of this planning, the SATCs would then draw up their own action plans which are accredited by the Scientific-Pedagogic Council of Continuous Vocational Training.The School Association Training Centres (SATC) may establish collaboration protocols with public, private and cooperative bodies, in order to provide training in priority areas.

A few nationwide continuous training programmes have also been designed in agreement with national training priorities. In this domain, the National Programmes of Continuous Vocational Training are particularly relevant where teaching Mathematics, Portuguese and experimental Science Education are concerned. Such Programmes were set up between 2005 and 2007 in order to respond to ongoing systemic problems. More recently, in the sphere of the Technological Education Plan (TEP) also on a nationwide basis, the Training Programme TEP 2010 was launched by means of the SATC regional training plans. In the first year of its implementation, 2217 classes were given; they were organised by the recruitment group and covered about one third of all teachers. A total of 44,386 teachers obtained a pass after having attended a 15-hour training programme. From 2011 onwards, due to a lack of funding, the national ETP training programme was not continued. However, as part of their action plans, the training bodies involved have continued to offer these courses.

Training for school leadership is a key area where launching training initiatives has followed the Ministry of Education strategic line of action. Under the Ministry’s directive and by means of the Directorate General for School Administration which has drawn up and formed different partnerships, training programmes have been designed to target mainly top-level school leadership. It is hoped that their impact is reflected throughout the whole of the school leadership and will bring about an improvement in the students' quality of learning. Accordingly, a partnership with Microsoft was established in 2010 in order to install the “Innovating Leaders” Training Programme that covered 350 directors from schools / groups of schools and thousands of users. The aim of the programme is to conceive and apply Improvement Plans favouring the educational communities falling within the programme.

The teacher performance assessment system established in 2012 introduced changes to previous models, such as the simplification of procedures, longer assessment cycles and the introduction of an external aspect focussed on classroom observation. As a result of legislation, and in order to strengthen and consolidate the specific skills of the teachers involved in classroom observation, in 2013 and 2014 the General-Directorate of School Administration implemented training programmes for the external assessors of the scientific and pedagogical aspect of teacher performance assessment. This nationwide training, given by the School Association Training Centres (SATC), covered around 4,300 external assessors teachers in over 200 classes in two stages.

The Pestalozzi Programme aims to promote the Council of Europe’s values and principles – respect for human rights, democracy and the rule of law – in education via the training of education professionals that will then cascade their experience and the results of the training in the workplace. For more information on the Program, please check chapter on Mobility in Early Childhood and School Education.

Recently, with the new legislation, through Decree-Law no. 22/2014, of February 11, which establishes the new legal regime of the training of teachers,in-service training becomes geared towards improving the quality of teacher performance focusing the training system on priorities identified by the school and teachers’ professional development.

At each School Association Training Centre, there is a focus on creating groups of internal trainers that boost the level of qualifications of existing education professional in schools and allow quality training to be given in the areas identified as priorities by the schools themselves. The quality of training is guaranteed via a variety of regulation mechanisms, via monitoring by the General-Directorate of School Administration and external evaluation, which is the responsibility of the Inspectorate-General of Education. This new model of continuous vocational education involves short training courses (recognised and certified by training bodies) that last a minimum of three hours and a maximum of six hours. This training is important for career development, alongside accredited training and specialized training, with a maximum of five hours at 5th grade and 10 hours at the remaining grades.

This new legislation applies to all teachers working in state schools, in Portuguese schools abroad and private and cooperative schools teaching of the Schools Association Training Centres. This model ensures free compulsory continuous vocational training and involves short training courses (between 3 and 6 hours) recognised and certified by training bodies with a maximum of five hours at 5th grade and 10 hours at the remaining grades.

Specialised Training

All teachers who are duly qualified and integrated into the teaching career and who have at least five years teaching experience at the time the course is held, may take a specialised course.

The following areas have been mentioned (in the Rules for Specialised Training): special education; school administration; social-cultural animation; educational guidance; curriculum development and organisation; teaching-practice supervision and training the trainers; training management and animation; and, communication in education and information management. At a later date, an area of specialised training was put forward that had to do with education inspection aimed at inspectors working for the General Inspectorate of Education.

Specialised training courses are held by Higher Education establishments and last 250 hours. The curriculum includes a general training section on educational sciences that should not occupy more than 20% of the total number of hours, a section on the specialised domain that occupies not less than 60% of the course and a section based on a project on a non-specialised domain.

Incentives for Participation in Continuing Professional Development (CPD) Activities

Teachers do not have to pay for training if the Government education services have launched the initiative. Time off school so as to take a training course is deemed working time and as such, is remunerated. Leave of absence in order to take a course may be obtained for not more than 5 consecutive or 8 random working days per year.

Leave of absence for training if the Governments education services have launched the initiative (i.e. the Ministry of Education’s central and/or regional Departments, the school / Group of schools in which the teacher works), is preferentially given when training takes place in the non-teaching part of the teacher’s timetable. If it has been proved impossible to time training activities so that they harmonise with the teacher’s non-teaching part of the timetable, the teacher is given leave of absence during his/her teaching timetable. Whatever the case, training may only be given the go-ahead after the school /Group of schools have ensured that there will not be a break in the lessons the teacher normally gives.If the training course is upon the teacher’s own initiative, it will have to be done when there is no teaching, during the school holidays.

After a written request has been handed in by the teacher interested in taking a continuous vocational training course, it falls to the director of the schools / Group of schools to grant the teacher leave of absence.