- School/Institute/Department: EECS
- Subjects: Teaching
- Status: Past
The aim of this teacher training project is to help transform science and mathematics teaching practice across Europe by giving teachers new skills to engage with their students, exciting new resources and the extended support needed to effectively introduce enquiry based learning into their classrooms. We will do this by working with teacher training institutions and teacher networks across Europe where we will implement innovative training programmes called ‘enquiry labs’. These will be based around the core scientific concepts and emotionally engaging activity of solving mysteries, i.e. exploring the unknown. The enquiry labs will use scientists and communication professionals (e.g. actors, motivational speakers, etc.) to mentor teachers through the transition to use enquiry to teach science. A spoke and hub model for coordination and delivery allows the project to both respond to local country needs while maintaining an overall EU wide sharing of best practices and reporting:
Teacher training partner spokes
The partner teacher trainers, in conjunction with local teacher networks, will undertake the running of the project and more specifically their tasks include: identifying local barriers to enquiry uptake and strategies to overcome these; identifying curriculum areas where enquiry based learning can be embedded most easily; recruiting for and running the enquiry lab events; producing multimedia materials for their local educational context; providing face to face and online support and mentoring of teachers and promoting their work through national and European networks and repositories.
These training schemes will involve classroom training workshops, drama based activities or other appropriate skill building exercises, and will be supplemented between events by active online support and mentoring of teachers. To ensure firm embedding each training partner is locally an expert in the workings of their national school system and curriculum.
All TEMI training partners have working links with at least two national teacher’s networks and engagement with at least one national science centre in their country and have identified channels to influence national policy makers, for example through participation in national advisory boards or conferences.
The central support infrastructure coordinated by QMUL will deliver overall project management, including coordinating all deliverables, servicing the project advisory board, developing the project brand, driving the media, dissemination and legacy strategy, providing an infrastructure to share best practice across all aspects of the project, including organisation of trans-EU events, coordinating delivery of a range of multi-platform enquiry Smartphone apps for use in and out of the classroom and facilitating external project evaluation.
The consortium: The TEMI project gathers 13 partners from 11 countries. It is coordinated by Queen Mary, University of London. Coordinator: Prof. Peter McOwan.
Queen Mary, University of London - UK
Università degli Studi di Milano - Italy
Bremen University - Germany
University of Limerick - Ireland
Sheffield Hallam University - UK
Hogskolen I Vestfold - Norway
University of Vienna - Austria
Weizmann Institute - Israel
Leiden University - Netherlands
Charles University Prague - Czech Republic
Sterrenlab - Netherlands
TRACES - France
Cnotinfor - Portugal
Funding body: TEMI is a science education project, funded by the European Commission under the Seventh Framework Programme (FP7), category Capacities, Science in Society, Coordination Action.