Learning from Global North and Global South

From Blended Learning to Social Networks

5. Learning from Global North and Global South

Formal and informal modalities of professional learning for teacher and teacher educators need to meet the emerging challenge of increased openness and cross-institutional collaboration among higher education institutions and practitioners (Nerantzi, 2019).

Understanding how to maximize the potential of connecting other communities of teacher educators, professionals, and institutions via such media remains a significant challenge. Language policies that promote a plurilingual approach will allow teacher educators to accept external collaboration beyond national borders, incorporate new perspectives into their daily practices and develop the pedagogical practices and digital competencies necessary to face new challenges posed by the knowledge society. Furthermore, teachers must be exposed to innovative training with an international and intercultural perspective. Considering the issues of the teacher competencies for teacher and teacher educators, the attention on competencies have to be central. We proposed a reference framework of competencies required for teacher-educators to engage their professional development in the following. This is the final output of the project BLTeae (www.blteae.eu), based mainly on AMU's teaching skills reference:

1. Mastering academic knowledge: to read up on the most appropriate resources and have an epistemological view of concepts and their evolution.

2. Designing an education: Define objectives in terms of knowledge and skills; taking into account the context of the training and the diversity of the public and their achievements; Structuring the teaching content; Plan activities and teaching sequences

3. Using the different Information and Communication Technologies: Using multimedia tools; Produce adapted teaching aids

4. Transmit academic knowledge: Supervise the student in time in the development of personal work; Make yourself available to interact with the student; Assist the student in his educational choices and study pursuits;

Support the student in the construction of his professional project

5. Supervise and accompany the student: Supervise the student in time in the development of personal work;

Make yourself available to interact with the student; Assist the student in his educational choices and study pursuits; Support the student in the construction of his professional project.

6. Evaluate learning: Know and master the different evaluation methods; Plan and implement evaluation activities according to the objectives pursued; Inform the student of the evaluation procedures

7. Working as a team: Participating in the design, implementation, and monitoring of educational projects;

Organize, communicate and collaborate with other teachers within the training schemes throughout the academic year; Work in a multidisciplinary team

8. Coordinate a university pedagogical program: Organize a training device taking into account the objectives of the training, its constraints, and, where appropriate, the multidisciplinary context in which it is pars;

Structuring educational programs by ordering a coherent progression; Guide and accompany the work of the pedagogical team in the implementation of the training program; Undertake a work of continuous improvement of the training device.

9. Reflect on your teaching practice and make it evolve: Update your knowledge according to the progress of the research; Have a constant critical view of his practice and understand its impact on student learning; Share your practice with other teachers; Measure the relationship between the content of his teaching and professional integration. Define your needs for continuing education.

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and more than two-thirds of all internet users. Social media refers to a wide range of applications that enable users to create, share, comment, and discuss digital content. Social networks like Facebook that were primarily conceived for socialization have now become oriented towards professional use and a phenomenon called professional Facebooking (Manca & Ranieri, 2017).

The educational literature suggests that teachers are becoming engaged on social media like Twitter, Facebook, Instagram, and Snapchat (Potolia & Zourou, 2019). Thus, the use of online professional communities could have the potentiality for professional learning. Indeed, participation and collaboration on social media could be favorable for discovering, discussing, and suggesting methodologies, tools, and solutions already experimented by peers, introducing innovation (Fancera, 2019). Teacher and teacher educators regularly use technological tools and digital resources in their teaching, such as exploring various pedagogical resources, uploading documents, and receiving updates about new trends. For example, social networks have become a space to share open educational resources (OER), particularly for teachers who need to go beyond academic textbooks. Through social media communities, teachers are engaged in collegial discussions and share experiences related to their profession.

At the same time, the main challenges are associated with the risks to privacy deriving from personal data disclosure, which is an inherent characteristic of social media in general.