progresjon i praksis i finsk lærerutdanning – og prosessene med rammeplanarbeidet i norge 25...
TRANSCRIPT
Progresjon i praksis i finsk lærerutdanning – og prosessene med rammeplanarbeidet i Norge
25 minutes + 5 minutes of questions from the audience
Jari Lavonen, Rammeplanutvalget Department of Teacher Education, University of Helsinki, [email protected]
Helsinki, February 2011, 12:00
1. Finnish educational context
3
Characteristics of Finnish Education Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)
1. Educational equality - minimize the influence of socio/economic background - education is free (books, meals, health care, …) - well-organised special education (inclusion) and counselling
2. Devolution of decision power to the local level - leadership and management at school level the role of school principal is important - teachers are responsible for local curriculum and assessment
Values and Aims of Finnish School
Finnishsociety
Partners
Global StakeholdersParents
Professional teachers• Knowledge
base• Collaboration • Life-long
learning
Local curriculumand environments• Broad aims • Learning
environments
Networks &partnerships
Leadership and quality culture• Goal orientation
and interaction• Quality culture
A Finnish school
Diverse learners
2. Research based Teacher Education at the University of Helsinki
6
Finnish National Teacher Education Strategy: The teacher education programmes should help students to acquire:
high-level subject knowledge, pedagogical content knowledge,
contextual knowledge, knowledge about nature of knowledge, … social skills, like communication skills, skills to use ICT, moral knowledge and skills, …
knowledge about school as an institute and its connections to
the society (local contexts and stakeholders), skill to co-operate with other teachers, parents, …
skills needed in developing one’s own teaching, the
teaching profession and the local curriculum, academic skills, like research skills, ...
high quality knowledge
base
networks &partnerships
life-long-learning
Aims for Swedish secondary teacher education
For a Degree of Master of Arts/Science in Secondary
Education the student shall demonstrate the knowledge and
skills required to work autonomously as a subject teacher in
the specialisation for which the qualification is awarded. The
student shall also demonstrate knowledge and skills for
other forms of teaching for which the degree, pursuant to the
applicable regulations, qualifies him or her. Knowledge and understanding (8 aims) Competence and skills (13 aims) Judgement and approach: (life-long-learning) (4 aims)
7
Individual characteristics of a professional teacher(Hargreaves & Goodson, 1996; Evans, 2008; Freidson, 2001; Urban & Dalli, 2011; Evetts, 2012)
Conceptual knowledge base , Specific professional ideology, incl. shared understanding of
professional values and ethics code .
Include social and individual elements Strong institutionalization of an occupational group.
Self-regulation of and -control over the work
(self-assessment) Autonomous role in planning and implementation
(academic expertise). Work (activities) is complex and not easy to standardize.
8
high quality knowledge
base
networks &partnerships
life-long-learning
Research on teacher professionalism refers to status of teachers and depends on …(Müller et al, 2010; TALIS 2008 survey)
individual characteristics (teacher knowledge, teaching
philosophy, interaction skills, …)
school level factors (shared leadership, collaboration,
school-society-family partnership …)
cultural and education policy factors at state level or
context (trust culture, …)
9
All
imp
ort
ant
A teacher leader …(Lieberman, 1992, Harris, 2003)
is goal oriented can plan, implement and assess his/her own practices and
students’ learning has deep understanding on teaching and learning
is able to work collaboratively with other teachers is a facilitator, coach, mentor or a trainer of other teachers
is able to consume research based knowledge is a curriculum specialist and innovator for new approaches is able to use assessment outcomes for school
development. …
10
knowledgebase
networks &partnerships
life-long-learning
11
A secondary (subject) teacher
typically teaches at grades 7 to 12 (ages 13 to 19) teaches typically one major and one minor subjects (e.g.
math and physics)
An primary (elementary) school teacher (a class teacher)
teaches at grades 1 to 6 (ages 7 to 13) teaches typically all 13 subjects
Framework for designing a teacher education programme at the University of Helsinki
12
Programme
Research on subject matter, teaching and learning, engagement, development and needs of learners, policy, history, ... → Contents to the programs.
Research on teachers and teacher education- Professional/effective teacher,- Structure and origins of teacher knowledge,- Teacher identity, agency, ...- University pedagogy.
EU and National strategies- Teacher education strategy,- National level curriculum;
Forms and role of assessment.
Feedback- Students’ learning outcomes and evaluations, - Staff members’ self-evaluations of the programme,- Municipality stakeholders’ feedback.
Professors, senior lectures- PhD- Time for research
Mentor teachers- Highly qualified (two master thesis)- Teach 2/3 of on ordinary teacher (time for mentoring)- Participate research projects (same lanquage)
Teacher education at the University of Helsinki
University of Helsinki (11 faculties, 38 000 students, 7 400 staff members)
Faculty ofBehaviouralSciences
Faculty of Arts
Faculty of Science
Faculty of Biosciences
Faculty of Theology
Faculty ofSocial Sciences
Dept. of TeacherEducation
Teacher TrainingSchools
Secondary teacher education: pedagogical studies + subject studies
Primary teacher education
14
Structure of the Master’s degree of a secondary teacher: 3 + 2 years, 300 cr
0
20
40
60
80
100
120
140
160
180
Major Subject
Minor Subject
Pedagogicalstudies
Communicationand language
studies
Bachelor’s level (180 cr) Master’s level (120 cr)
Master-thesis
cr
= 2
7 ho
urs
of w
ork
Stu
dy c
redi
ts
Ped. thesis
Teachersbenefit of the research orientation while they
plan (incl. curriculum), Implement and evaluate
teaching and learningand in life-long-
learning
BSc thesis
Teachingpractice
Subject matter knowledge, knowledge about
teaching and learning, and school practise
are integrated into the students’ own personal pedagogical
view
SubjectMatterknowledge
SubjectMatterknowledge
PCK
PCK
GPK
Teaching practice: doing practice or learning from parctice
Basic practice plan and implement teaching on
the basis of the curriculum in interaction with the mentor teacher
take into consideration the ethical principles of teaching
recognise various types of learners and take them into account in all interactional situations
use different teaching techniques and justify the decisions
analyse own and peers’ teaching with mentor and peers
give and receive feedback in peer group
understand school as a multiprofessional community and part of society
set new goals in professional development for themselves
Advanced practice plan, conduct, and evaluate their
teaching more independently than in Basic Practice
plan and implement teaching by taking into account the needs and aims of different learners and learning groups in accordance with the curricula
use diverse teaching and evaluation methods and utilize the possibilities of network pedagogy in multiple ways
analyze and evaluate the results of their teaching and from this basis build their professionality and pedagogical solutions
plan a project related to different kind of learning and be active in its implementation 15
• Cumulative aims for practice (not only number of days)• Enough practice to master level (conceptualising, learning from practice,
learning to learn from practice, …) • Holistic view to teacher profession (not only training for teaching)• Progress with the aims: orientatoon – basic - advanced
Allocate time for practice and study credits for students• Competence of the mentor teachers: specialisation in mentoring
16
Structure of the master degree of a primary teacher: 3 + 2 years
0
20
40
60
80
100
120
140
160
180
Major Education orEd. Psych.
Multi-disciplinarystudies
Minor Subject
Communicationand language
studies
Bachelor’s level (180 Bachelor’s level (180 cr) Master’s level (120 cr)
Master-thesisMaster-thesis
cr
= 2
7 ho
urs
of w
ork
Stu
dy c
redi
ts
BSc thesis
Finnish language, PCK
Mathematics, PCK
Physics, PCK
Chemistry, PCK
Biology, PCK
Geography, PCK
History, PCK
Religion/ethics PCK
Sports
Arts
Music
Crafts
Pedagogicalstudies
Teachingpractice
The pedagogical studies helps the students …
to integrate subject matter knowledge, knowledge about
teaching and learning and school practice into their own
personal pedagogical view;
to become aware of the different dimensions of the
teacher profession: social, philosophical, psychological,
sociological, and historical basis of education;
to be able to collaborate in different networks and
partnerships;
to be able to reflect on their own personal pedagogical
“theory/view” (reflection for, in and on action);
to act as autonomous professional in planning,
implementing and assessing teaching and learning;
to develop potentials for lifelong professional
development through research orientation. 17
Thank you!
19
more ... less ...professionalism – bureaucracy
long term policy and a vision
– ad hoc ideas coming from the politicians
decentralization, decision making, assessment and quality culture at local level
– standardization,inspection, national testing and heavy quality control
trust based responsibility (self-evaluations, listening of students and municipality people/ parents voice)
– test and inspection based accountability
collaboration, networking and partnerships
– competition and rankings
In education we need …