study visit group report · 2016-02-02 · teachers, head teachers, teacher trainers, principals,...

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Study visit group report

Group No 74

Title of the visit Excellence in teacher continuing training:

access and viability via ICT

Topic Teachers’ and trainers’ continuing professional development and career opportunities

City, country Oulu, Finland

Type of visit mixed

Dates of visit 4/10/2010-8/10/2010

Group reporters MÜLLER-SPERL M., AYDOGAN H.,THOMAS E., KELEMEN R., DANILI E., CASTANHO J., NOVAU GIBERT M.A., HERMES U., KMEŤOVÁ M., MAURICE C.

I FINDINGS

1. One of the objectives of the study visits programme is to exchange examples of good practice among hosts and participants. Cedefop will select well-described projects/programmes/initiatives and disseminate them to former participants and a wider public, including potential partners for future projects. Therefore it is important that you identify and describe all aspects that, in your view, make these projects/programmes/initiatives successful and worth exploring.

Ten professionals coming from eight different countries participated in the study visit: France, Spain, Portugal, Turkey, Czech Republic, Hungary, Greece and Germany. We were pleased to realise that despite our differences, not only in culture but in the expectations we had concerning the study visit, we were able to work as a team, sharing ideas and having lively discussions. During the study visit we had the opportunity to learn about:

The Finnish Educational system, the Future School Research Centre (FSR), Finnish Teacher Training, A local school used as a training school Continuing Education models for teachers Finnish Pisa figures The use of ICT in Teacher Continuing Training

We also attended classes in two schools:

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(a) Santamäki school and Santamäki special school (b) Oulun Normaalikoulu teacher training school linked to the university of Oulu

Santamäki School and Santamäki special School

Santamäki School - Mathematics 1st grade class, interactive white board

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Coffee break at the Oulun Normaalikoulu teachers’ training school restaurant

This study visit enabled us to get an insight into the Finnish educational system. It helped us not only to compare the Finnish teacher continuing educational system but also the educational systems of all the participant countries. It was very useful because it allowed us to reflect on the similarities and differences in the systems concerned.

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Describe each of the good practices you learnt about during the visit (both from the hosts and from one another) indicating the following:

title of the project/programm

e/initiative

country name of the institution that implements it (if possible, provide

a website)

contact person (if possible) who presented the programme to the group

whom the project/ programme/

initiative addresses

what features of the project/programme/initiative make it an

example of good practice

Finnish School System

Finland National Board of Education, http://www.oph.fi/english

Mr. Esa Niemi, Deputy Director,

Learning and Research Services,

University of Oulu

Teachers, Head Teachers, Teacher

Trainers, Principals, Education Managers

It was interesting to discover the Finnish school system in order to understand the organisation within schools. It helped to understand the differences between the countries. It helped to understand why the Finnish system is so successful.

Moodle in School Portugal Escola EB 2º e 3º Ciclos Dr. João de Barros http://eb23jb.safe-net.eu/moodle/ http://www.eb23-dr-joao-barros.rcts.pt/

Mr José Castanho Teacher and Project Manager

Teachers, Teacher Trainers, Trainees, Students, Non-Teaching Staff, Parents

All teachers get complete support from this platform All students get complete support from all courses they are logged in. All teachers are in the same school so they can share ideas and experiences. Very close relationships between teacher trainees and teacher trainers. Integration of teachers, parents, and students from remote areas. Very close relationships between teachers and parents

Background for Finnish PISA results

Finland National Board of Education, http://www.oph.fi/english/source

s_of_information/pisa

Mr. Esa Niemi, Deputy Director,

Learning and Research


Trainers, Principals, Education

Finnish curricula and PISA tests fit well. Important link between good reading skills and performance in science and mathematics. Importance devoted to basic learnings in

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Services, University of

Oulu

Managers Finnish schools ( no pupils dropped out)

Teacher Education in Finland

Finland University of Oulu, Department of Educational Sciences and teacher

Education, http://www.oulu.fi/ktk/kasope/e

nglish/

Dean, Professor, Ms. Riitta-Liisa Korkeamäki



Students who choose to become teachers are very good students (very harsh selection) Close relationship between schools and university.

Future School Research

Programme

Finland University of Oulu, Department of Educational Sciences and teacher

Education, http://futureschoolresearch.wordp

ress.com/

project Manager, Ms. Henna Mikkola



Many researches led at university to improve teaching methods for example digital stories and the virtual fish. Experiments are carried out in schools thus university students are in close relations with schools and experienced teachers.

Teacher Training in Finland & visit to the Oulu Teacher Training School

Finland Oulu Teacher Training School, https://norssiportti.oulu.fi/index.

php?id=3688&lang_id=2

Administrative Head master,

Ms. Eija Kumpulainen



Very close relationships between teacher trainees and teacher trainers. All trainees are well-taken care of. All trainees get complete support from teacher trainers. All trainees are in the same school so they can share ideas and experiences.

Finnish School as a Learning

Environment, visit to the Santamäki Primary School in

Kempele

Finland Santamäki Primary School in Kempele,

http://edu.kempele.fi/santamaki/sateenkaaripeli.htm

Deputy Principal, Ms. Mirja-Liisa Tahkola



Very welcoming learning environment. Normal pupils, special need pupils and handicapped pupils share the same learning community. Extra pedagogical persons and many teacher assistants work in a team. Very small groups and importance of well-being of the pupils.

Continuing Education Models for Teachers in

Finland

Finland http://www.kotu.oulu.fi/ede/index.html

Project managers, Ms. Pia Heikkinen,

Ms. Teija


Trainers, Principals,

Continuous education is done by universities. Most courses are free and 3 days training compulsory every year ( each school

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Mikkilä and Ms. Satu Soila

Education Managers,

Vocational Training Providers

receives money for compulsory training) Lots of competences are worked. Different organizations offer training courses ( large choice for schools and teachers). University experts intervene in training courses.

Flexible Material Production for Online-Courses

Finland Learning and Research Services, University of Oulu, a Moodle

learning environment opened for participants

Project Managers, Mr. Antti Peltonen and Mr. Mikko

Ojala


Trainers, Principals, Education Managers,

Vocational Training Providers

Good quality online training courses for teachers. Opportunity for teachers to train in their own free time. Integration of teachers from remote areas. Ability to share experiences and ideas in an ICT network.

* You can describe as many good practices as you find necessary. You can add rows to the table.

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2. The study visits programme aims to promote and support policy development and cooperation in lifelong learning. That is why it is important to know what you learnt about such policies and their implementation during your visit. You are invited to describe your findings concerning the following:

2.1 APPROACHES TAKEN BY PARTICIPATING COUNTRIES (BOTH HOST AND

PARTICIPANTS’) REGARDING THE THEME OF THE VISIT. ARE THERE ANY SIMILAR APPROACHES/MEASURES IN PARTICIPATING COUNTRIES? WHAT ASPECTS ARE SIMILAR AND WHY? WHAT ASPECTS ARE DIFFERENT AND WHY?

In the course of the study visit we realised that we had similar aims as far as teachers’ continuing education is concerned :

To update academic knowledge of teachers, To improve their teaching skills and the quality of teaching methods, To support team work, To encourage reflection and self evaluation To keep teachers physically and mentally healthy To disseminate good teaching practices To ensure that teachers know national educational priorities To adjust teachers’ skills to the quick changes in our society To understand European dimension better

Despite our similar views and concerns each country has special ways of dealing with continuing teacher training. Different issues have been discussed and as can be seen from the following table the views could be quite different. Teachers continuing education: Name of the country

Is done to achieve promotion (PT, DE, GR, ES, TR, HU) Is compulsory PT, TR Is need oriented SP Is offered during holidays, or after school All countries Is offered during the working period of the teachers

GR gives full salary leave to teachers to do an M.Sc degree or Ph.D

Is provided by regional centres TR, Is provided by different bodies, e.g. local authorities, National Board, Universities

GR, FI,

Is free FI, FR is mostly free GR, Is only done by teacher experts DE Is done by teachers and university staff GR, FI, Is done regularly 12 days in the course of one school year

(CZ) 12 days in the course of four years (HU, DE) 3 days a year (FI)

Because the policy of the different countries varies, teachers’ motivation and responses are very different.

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In all the countries there are courses offered for teachers in order to improve ICT competences. In Portugal and in Turkey they are compulsory. All the countries try to introduce interactive white boards in classrooms and they all offer programmes how to use ICT in class.

2.2 CHALLENGES FACED BY PARTICIPATING COUNTRIES (INCLUDING HOST) IN THEIR

EFFORTS TO IMPLEMENT POLICIES RELATED TO THE THEME OF THE VISIT. WHAT ARE THE CHALLENGES? ARE THEY COMMON CHALLENGES? IF SO, WHY? IF NOT, WHY NOT?

We have all agreed that it is very important for a successful teacher not only to have a solid knowledge and understanding of the subject he/she teaches but also of educational theories and general pedagogics. They also need a substantial training period under the supervision and the counselling of experienced teachers (or tutors). Therefore it ought to a challenge for all countries to spend money and provide good training to future teachers as well as select the best ones. However it seems that all European countries have a tendency to reduce the amount of money provided to teachers’ continuing education. The Finnish way of motivating teachers to participate in continuing education is by advertising courses and sometimes by contacting teachers via e-mails. Headmasters can play a very important role by encouraging certain teachers who may need help in order to develop and update their skills. Maybe another solution would be to open their schools for students and promote the sharing of ideas among schools in the same region.

2.3 NAME AND DESCRIBE EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE

IDENTIFIED THAT PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS) APPLY TO ADDRESS THE CHALLENGES MENTIONED IN QUESTION 2.2. PLEASE MENTION SPECIFIC COUNTRY EXAMPLES.

We were impressed by a very relaxed environment in the schools we visited. Every school provides a free school meal. The sense of community and the involvement of the teachers for the well-being of their pupils were impressive. Teachers seem highly respected in Finnish society and so the profession is very attractive. Only the best students can get a place in teacher training.

The training of teachers takes place both at university and in training schools. Teacher trainees are well-looked after at the training schools. They work hand in hand with experienced teachers and teacher trainers. They have the opportunity to observe classes at the beginning and they can work in teams to prepare lesson plans. When first teaching on their own, they always get a precise feedback.

Fully-trained teachers are offered both face to face and online continuous educational training. The Department of Research at the University of Oulu is now offering more and more online courses which are highly popular. Not more than 25 people can participate in one course. Courses are open for teachers for primary, secondary and vocational schools. Courses are always run by an expert who also gives regular assignments. The assignment is always related to practical classroom activities. For a

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successful participation and to receive a certificate, three criteria have to be fulfilled: reading the material and doing the assignments, participating actively in the online discussions of the group, giving feedback at the end of the course. The courses have become increasingly more popular ( not only for people in remote areas) and there is a drop out of only 5%.

2.4 ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES. COULD ANY

EXAMPLES OF GOOD PRACTICE PRESENTED IN THIS REPORT BE APPLIED AND

TRANSFERRED TO OTHER COUNTRIES? IF SO, WHY? IF NOT, WHY NOT?

The most important aspect of the study visit was the way continuous teacher training is run via ICT and the use of a moodle platform. This can be done in all the other countries. This way of handling teacher continuous training is easy to organise, fairly inexpensive and accessible to everybody. It is also a good means of sharing ideas and creating a community of teachers. Besides, teachers can organise their training in their own free time.

3. Creating networks of experts, building partnerships for future projects is another important objective of the study visit programme.

This study visit allowed us to reflect on the following ideas for future collaboration.

• Comenius and e-Twinning-cooperation (distributor of contacts etc.) • Webconferencing between schools • Cooperation on Teacher Training? Contacts, short sessions • Moodle • Network for sharing teacher education examples • Shared platform for teachers trainees (collaboration on certain topics etc.) • Parents, retired teachers – how to connect parents and schools better? • Content and language integrated learning (David Marsh) • Grid question • ‘Rapid e-learning’ into other countries (collaboration, guidance, personal touch) • Teaching students with special needs / specific needs • Integration of pupils with special needs / inclusion • Think big, start small • Coaching new teachers ‘online’ (in Moodle etc.)

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TO SUM UPTO SUM UPTO SUM UPTO SUM UP

THANK YOU!THANK YOU!THANK YOU!THANK YOU!

4. What is the most interesting/useful information that the group believes should be communicated to others? To whom, do you think, this information will be of most interest?

A whole number of facettes make the Finnish school different and successful: small classes, warm free lunches for every pupil, the teachers are highly respected and motivated, no pupil is left out in the system, parents respect the work of teachers. Online training via ICT could be developed in every country. We believe that Boards of Education and training centres/schools would be interested in the continuous training experiments led in Finland.

Working at the University.

study visit group report · 2016-02-02 · teachers, head teachers, teacher trainers, principals,...

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