Teachers training in Norway and MKTPresented at the University of Coimbra, Portugal

May 31st, 2011

Arne Jakobsen

Department of Education

University of Stavanger

arne.jakobsen@uis.no

C. Miguel Ribeiro

ESEC Universidade do Algarve

cmribeiro@ualg.pt

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Stavanger

Bergen

Trondheim

Oslo

Educational system in Norway

• Right to Upper secondary school

• Compulsery 10 years ofschooling

• Age 1 – 5 Kindergarten (Right to kindergarten, if the parentswant)

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Financing of education:

Central government subsidises publicand most private education on all levels.

Counties and municiplities get a lump of money from state, autonomy in use. Very few earmarked grants.

Public education from primary to university is provided free of charge.

State Comprehensive SchoolSystem

• Public schools: to provide equality ofopportunities for all members of society

• A democratic community where all social classesof society meet.

• A common structure for all pupils grade 1-10

(some resistance: but gradually unstreamedclasses replaced divided courses/structure

• Grades can stigmatise pupils, kill innermotivation to learn. No grades given to childre before in 8. grade.

Ownership of schools

2 % of pupils (grade 1-10) in private schools

5 % of pupils in private upper secondary school

Long tradition of public schools

43 % of children in private kindergarten

57 % of children in public kindergarten

Percentage of female teachers:

• 92 % kindergarten

• 70 % grade 1- 10 in school

• 48 % upper secondary and in colleges

• 35 % universities

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Colleges and universities

7 universities , 25 university colleges,

20 private institutions

2003 Quality reform: implementation of Bologna process

State Educational Loan Fund offers support to students

Stavanger

Bergen

Trondheim

Oslo

Ullandhaug Campus

Norwegian Petroleum Directorate

IRIS

Rogaland Science Park: Precubator, Incubator, Start-up companies, Spinouts

University of StavangerHistory and roots

1994: Stavanger University College

(merger of seven colleges)

• Rogaland University Center (1969)

• Norwegian School of Hotel Management (1912)

• Stavanger School of Nursing (1920)

• Rogaland Conservatory of Music (1945)

• Stavanger School of Education (1954)

• Stavanger School of Social Studies (1966)

• The Norwegian Church’s School of Theology (1989)

January 1, 2005: University status

University of Stavanger

• Merger of University Colleges in 1994, became University College of Stavanger

• University of Stavanger since 2005

• 1200 faculty, administrative and service staff

• 8500 students

• 16:1 student-faculty ratio

• 34 Bachelor programmes

• 28 Master programmes

• 8 PhD programmes

University of Stavanger

4 Faculties:

• Faculty of Arts and Education

• Faculty of Science and

Technology

• Faculty of Social Sciences

• Museum of Archaeology

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Faculty of Arts and Education

• National Centre for Reading Education and Research

• National Centre for Behavioural Research

• Department of Music and Dance

• Department of Cultural Studies and Languages

• Department of Early Childhood Education

• Department of Education

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Department of EducationFaculty of Arts and Education

• Used to offer a 4 year general teacher educationprogram for grades 1 – 10 (all school subjects)

• 4 year teacher education, grades 1-7

• 4 year teacher education program

grades 5-10 – both can be extended to 5 yearsMA program

• BA (and MA) Sports Education

• MA Special Needs Education

• MA Mathematics Education

• Eramus Mundus MA Migration &

Intercultural Relations

• PhD in Education

Teacher Education for Grades 1-7

• Math Education (30 ECTS), Norwegian (30 ECTS)

• Pedagogy and Pupil-related skills (60 ECTS)

• Choose among a lot of elective subjects

• Normally four school subjects - must have 60 ECTS in minimum one subject

• Bachelor’ thesis

• 100 days field practice

• Take place at partner schools, under supervisionand counselling by experienced teachers

• With minimum 15 ECTS in counselling student teachers

Teacher Education for Grades 5-10

• Mathematics Education OR Norwegian 60 ECTS

• Pedagogy and Pupil-related skills (60 ECTS)

• Choose among a lot of elective subjects

• Normally 3 school subjects, each of 60 ECTS

• Bachelor’ thesis

• 100 days with field practice

• Take place at partner schools, under supervisionand counseling by experienced teachers

• With minimum 15 ECTS in counseling student teachers

Main issues

• Two different teacher programs – directed to primary – or secondary school pupils – to meetthe different needs of the pupils – both sociallyand academically

• In Mathematics, Norwegian and Pedagogycomplete differentiation between the twoprograms

• Integration between school subject, pedagogyand learning in practice

• Link between theory and practice

Graduate and Post-GraduatePrograms

• MA Special Needs Education

• MA Mathematics Education

• Eramus Mundus MA Migration &

Intercultural Relations

• PhD in Education

Research

• Teachers’ knowledge and capacity for teaching diverse students (main researchprogram)

– Several research groups are aligned with this topic; for example:

– Teachers’ mathematical knowledge for teaching

• What kind of knowledge do teachers need to teachmatematics?

– Teachers’ knowledge and capacity for teaching: from students to professional

• Students development over the course of their study;

• Transition to teaching

• Mentoring novice teachers

– Inclusive Education

• To understand procceses of inclusion and exclusion

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International studentswww.uis.no/english

Open to applicants from all over the world:

Degree opportunities• MSc in Petroleum Engineering• MSc in Biological Chemistry• MSc in Computer Science• MSc in Offshore Technology• MSc in Environmental Technology• MSc in International Hotel and Tourism Management• Master of Arts in Literacy Studies• Master Programme in Musical Performance - classical• Joint Master programme in Migration and Intercultural Relations• PhD-Programmes

Postgraduate courses within • Music production and recording, classical music, jazz, voice etc

For students who plan to study in Norway or students whoalready are in Norway:• Norwegian Language and Culture (1 year programme which qualifies for entry to all

Norwegian Higher Education)

International studentswww.uis.no/english

Open to students whose home institution has

an agreement with the University of Stavanger:

Exchange programme opportunities

– Music and Dance Performance

– Business, Hotel- and Tourism

– Nursing

– Computer Science

– Natural Science and Mathematics

– Mechanical and Civil Engineering

– Industrial Economics, risk management and planning

– Petroleum Engineering

– Foreign Languages (English)

– Comparative Educational Studies

Comparative Educational Studies

• Comparative Educational Studies - A Three Month Exchange Programme for International Students

• Offered for the first time in 2004. So far more than 150 student teachers from Austria, Belgium, the Czech Republic, Denmark, Finland, Germany, Latvia, Northern Ireland, Poland, Romania, Spain, Switzerland, The Netherlands and the USA have attended our courses

• Student teachers (Pre-school, primary and secondary school)

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Orientation Week for International Students

• Pick-up service– Air-port, train-station, etc

• Presentation of UiS– Computer room

– Student card

– Guided tour on campus

– Library introduction

• Meeting Norwegian culture– How to reduce the cost of

living in Norway

• Practical arrangements– Passport/Visa/Immigrant Office

– Bus card

– Bank account

– Health check (TB)

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Orientation Week for International Students

• Guided tours downtown and in Rogaland county– city walk

– bus trip

– boat trip

– daylong hike in mountain

– barbeques

Note the 1000 meters drop below them into a cold fjord!

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Student Residencies

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Student Residencies

Photo: E. Stornes

Photo: E. Stornes

www.uis.nowww.uis.no/english

Research at Department of Education

• Teachers’ knowledge and capacity for teaching diverse students (main researchprogram)

– Several research groups are aligned with this topic; for example:

– Teachers’ mathematical knowledge for teaching (MKT)

• What kind of knowledge do teachers need to teachmatematics?

– Teachers’ knowledge and capacity for teaching: from students to professional

• Students development over the course of their study;

• Transition to teaching

• Mentoring novice teachers

– Inclusive Education

• To understand procceses of inclusion and exclusion

Background Norway/Portugal:

• Students (TIMSS, PISA,…)

• Teachers’ knowledge is important for students achievement

• Government decide to invest in Professional development (Programa de Formacão Continua emMatematica - PFCM)

• Professional development programs to meet teachers’ needs

• Mathematical knowledge for teaching (MKT)

Our project research question: What are the possibilities and challenges of using the MKT measures in Norway?

Que MKT possuem os professores (actuais e futuros), como evoluiesse MKT e de que modo podemos contribuir para o seuincremento?

Project so far: Translation of items Pilot: 142 (150) teachers

measured and 7 focus group interviews

Trabalho colaborativo com professores dos primeiros anos (reflexao

sobre as aulas); questionarios e entrevistas alunos formacao

inicial

Mathematical knowledge for teaching(MKT)

• Classroom studies in the U.S.

• Work of teaching (gravacoes salas de

aula)

• Tasks of teaching (gravacoes salas de

aula)

• Areas of MKT (em Geometria e Medida,

Otd, Algebra, NO)

• MKT items

• MQI - back to the classroom (ainda nao

mas…)

Example of one task with items

• Choosing and using representations

– Representing a particular idea in multiple ways

– Interpreting a particular representation in multiple ways

– Choosing a diagram/story/model to represent and idea/concept/expression

– Selecting a representation to match an instructional purpose

MKT - the «egg»

Ball, D. L., Thames, M. H., & Phelps, G. (2008, p. 403).

Ball, D. L., Thames, M. H., & Phelps, G. (2008, p. 403).

CCK – Conhecimento comum

do conteúdo – conhecimento

sobre como fazer – óptica do

utilizador (adquirido nas UC de

Matemática)

HCK (Conhecimento do Horizonte Matemático) – conhecimento de

como os vários tópicos matemáticos se relacionam e da forma como a

aprendizagem de um determinado tópico se desenvolve ao longo da

escolaridade

SCK – Conhecimento Especializado do Conteúdo – conhecimento

sobre como ensinar a fazer/entender (apenas necessário aos

professores para ensinar – adquirido também nas UC de Matemática

(na formação de professores…))

• A Especificidade do Conhecimento Matemático para o

Ensino Ball et al. (2008)

• A Especificidade do Conhecimento Matemático para o

Ensino Ball et al. (2008)

KCT – Conhecimento do Conteúdo e do

Ensino – escolha da sequência das

tarefas, de exemplos, ..., (Normalmente

considerado “Didáctica”)

KCS – Conhecimento do conteúdo e dos alunos –

necessidade/capacidade do professor antecipar o que os alunos

pensam, suas dificuldades e motivações bem como ouvir e interpretar

os seus comentários (conhecimento das possíveis concepções

erróneas, motivações e interesses dos alunos, bem como das suas

necessidades)

KCC – Conhecimento do conteúdo e do currículo – possuir uma visão

completa da diversidade e variedade de materiais didácticos

disponíveis

Example item

•MKT item

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Discutindo o MKT envolvido/relacionado com um exemplo envolvendo rectângulos

A professora Maria pretende abordar oestudo de rectângulos (e a noção de fracçãocomo parte-todo). Para isso pediu aos seusalunos do 1.º ano para dizerem o queentendem por rectângulo, desenharem um edividirem-no em quatro partes iguais.

Que conhecimento lhe cumpre ter de modo a poder

“ensinar para a compreensão” e deixar a “porta aberta”

para aprendizagens futuras?

Discutindo o MKT envolvido/relacionado com um exemplo envolvendo rectângulos

A professora Maria pretende abordar o estudo de rectângulos (e a noção defracção como parte-todo). Para isso pediu aos seus alunos do 1.º ano paradizerem o que entendem por rectângulo, desenharem um e dividirem-no emquatro partes iguais.

Estas foram algumas das respostas (representações) dos

alunos da professora Maria ao pedido para desenharem e

dividirem o rectângulo em quatro partes iguais

Que conhecimento lhe cumpre ter de modo a poder “ensinar para a compreensão” e deixar a “porta aberta” para

aprendizagens futuras?

(CCK) – Conhecimento Comum do

Conteúdo

Saber identificar, de entre as respostas fornecidas,quais as representações incorrectas e “correctas” ede rectângulo e que ilustram uma sua correctadivisão em quatro partes iguais

?

?

?

?

Quais os motivos matemáticos que permitem considerar, ou

não, como correcta(s), estas divisões?

(SCK) – Conhecimento Especializado do Conteúdo (exemplos rectângulos)

(será possível efectuar uma tal divisão?)

Poderá a professora Maria aceitar todas estas representações

de rectângulo?

www.uis.nowww.uis.no/english