On What There Is - uibk.ac.at file3 Kraler, Ch.& Schratz, M (2008). Competencies and Teacher...

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13th Biennial Conference, Earli 2009

Fostering Communities of Learners25-29 August, 2009, University of Amsterdam

On What There Is

Competence Development and Developmental Tasksin Initial Teacher Education

(long version)( g )

Christian Kraler

Institute of Teacher Education and School ResearchUniversity of Innsbruck

phone: 0043 (0)512 507-4657eMail: [email protected]

http://homepage.uibk.ac.at/~c62552

Introduction

Willard Van Orman Quine (1908 – 2000)

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1948 paper "On What There Is" published in Review of Metaphysics. Reprinted in 1953 From a Logical Point of View. Harvard University Press.

“ ‘What is there?’ It can be answered, moreover, in a word – ‘Everything’ ”

Earli 2009, Amsterdam [email protected] 28 August, 2009

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Move entire (sub)population to expertise: competence is door/bottle neck

Idea

Competencies

1 2 3 4 5

or1 2 3 4 5

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Gerald Grant (1979). “On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education”.Natl Book Network.

Introduction

Competencies

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OECD-Project DeSeCo(1997-2009)The Definition and Selection of Key Competencieshttp://www.deseco.admin.ch/

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http://www.oecd.org/dataoecd/47/61/35070367.pdf

D.S. Rychen and L.H. Salganik (eds.)Defining and selecting key competencies (2001)Weinerts‘ Concept of Competences


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Kraler, Ch.& Schratz, M (2008).

Competencies and Teacher Education ~ 2000

Introduction

Competencies

Acquiring Knowledge,Developing Competencies/Skills.Models for a Competency BasedTeacher Education. Waxmann(in German)

& own research in (Initial) Teacher Education

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Competency-oriented curriculum for ITE at the University of Innsbruck 2001:3 dimensions (with 27 subcompetences): social and personal competencies subject oriented and didactical competencies organizational and systemic competences

8 years of experience…


Introduction

Competencies

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Fachliche, fachdidaktische, pädagogische Kompetenzen

Diagnostische, institutionelle, curriculare, Methodische,Personell-kulturelle, reflexive und evaluative (Girmes 2004)

some conceptsused in TE …

Introduction: Competencies

„On what there is …“

Fachliche und didaktische Kompetenzen, organisationale undsystemische Kompetenzen, soziale und personale Kompetenzen

Personale Kompetenz, Aktivitäts- und Handlungskompetenz,fachlich-methodische Kompetenz, Sozial-Kommunikative Kompetenz(Erpenbeck/Rosenstiel 2003)

Unterrichten, Erziehen, Beurteilen, Innovieren (KMK, 2004)

Fachkompetenz, Methodenkompetenz, Sozialkompetenz, Personalkompetenz-klasse (Frey 2006)

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concepts are normative theoretical (scientific) and practical tools


Jungle of Competencies

Introduction

Competencies

“There remains room for disagreement over cases; and so

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gthe issue has stayed alive down the centuries. (Quine 1948, “On What There Is”)

“the obvious counsel is tolerance and an experimental spirit” (Quine 1948, “On What There Is”)


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ITE

Teacher Education

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(Initial) Teacher Education: competencies and the underlying discussion

Paradigm of personality Paradigm of Profession

Teacher Education

Paradigms

Paradigm of personality Paradigm of Profession

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„born teacher“50-80% of teachers‘ opinion(Bromme/Haag 2004, S. 777ff.)

„educated teacher“ professional skill competency-based TE


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Transition points in ITE:

Occupational Aptitude and Inclination(berufliche Eignung und Neigung)

Teacher Education

Paradigms

p admission for the TE-Program assessments during TE certification

(individual) professional competence developement …

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Paradigm of personality: Tests (e.g. Big Five personality traits, NEO PI-R five-factor personality inventory)Johannes Mayr, Ferdinand Eder, …

„pre“ selection „later or post“ selection

competency assessment(s) characterise competencies …


Teacher Education

Paradigms

“Here we have two competing conceptual schemes […]. Which should prevail? Each has its advantages; each has its special simplicity in its own way. Each, I suggest, deserves to be developed. Each may be said, indeed, to be

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the more fundamental, though in different senses.” (Quine 1948, “On What There Is”)


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points of view (cf. OECD: DeSeCo)

Success for society Success for individuals

Teacher Education

Paradigms & p.o.v.S

tve tud

ents‘ p

erspectiveC

on

ten

t p

ersp

ecti

v

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Profession – the object of interest Content „objective“ view

Person – the subject of interest Student „subjective“ view

Interests/demands/wishesof society

Interests/demands/wishesof individuals


„Eines der größten Probleme der Erziehung ist, wie man die Unterwerfung unter dengesetzlichen Zwang mit der Fähigkeit, sich seiner Freiheit zu bedienen, vereinigenkönne. Denn Zwang ist nöthig! Wie cultivire ich die Freiheit bei dem Zwange? Ichsoll meinen Zögling gewöhnen, einen Zwang seiner Freiheit zu dulden, und soll ihn

Teacher Education

Kant

g g g , g ,selbst zugleich anführen, seine Freiheit gut zu gebrauchen.Kant: „Pädagogik“ (453:28-37)

„One of the biggest problems of education ishow to combine the submission to regulatedforce with the ability to use one‘s ownfreedom. Because compulsion is nessecary.How can I cultivate freedom under constraint? I h ld t il t t l t

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Immanuel Kant (1724-1804)

I should accustom my pupils to tolerate aconstraint of his freedom. At the same timeI should instruct him to use his freedom well.“Kant (1803). On Pedagogy

dialectic problem of individual need and social demand


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Developmental Tasks and Education. McKay, 1972.d d t d l f D l t l T k

Robert Havighurst (1900-1991)

DevelopmentalTasks

age dependent model of Developmental Tasks (1948)

The Developmental-task concept occupies middle groundbetween the two opposed theories of education: the theory of freedom – that the child will develope best if

left as free as possible, and

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the theory of constraint – that the child must learn to become a worthy, responsible adult through

restraints imposed by his society.“ (Havinghurst 1972, S. vi)

A developmental task is midway between an individual need and a societal demand. (Havighurst, [1948] 1972, p. vi)


Havighurst picks up Kants ‘dialectical’ formulation for the problem (cf. Meyer 2007, p. 165)

DevelopmentalTasks & Kant

Hamburg University PhD Graduate School of ‘Bildungsgang-forschung’ (Learner Development and Educational Experience)

Prof. Dr. (em.) Meinert A. MeyerUniversity of Hamburg

Meyer, M. (2007). Didactics, Sense Making and Educational Experience.In: European Educational Research Journal, Vol 6 Nb 2, 2007

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“A developmental task is a task which arises at or about a certain period in the life of the individual, successful achievement of which leads to his happiness and to success with later tasks, while failure leads to unhappiness in the individual, disapproval by the society , and difficulty with later tasks.” (cited by Trautmann 2004, S. 23)


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teaching objectices & students’ perspectives

DevelopmentalTasks & Kant

curricular frameworkfor TE (normative)

students’ interests, needs,situation, visions

By placing sense making, competence and identity development in the middle of our diagram, we

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y p g g, p y p g ,define good instruction in a new way. Experience, in educational setting, allows sense making, this means growth of meaning in the Dewey sense, and growth of meaning means competence and identity development. It is of great importance for success in learning and should receive increased weight in the analysis and evaluation of learning environments and instructionalprocesses. (Meyer 2007, p.167)


Preschooloccupational image(e g playing teacher)

infant

Professional Knowledge

becoming a teacherbiography

(e.g. playing teacher)

School experiences(e.g. favourite teacher, realizing the

teaching profession ofparents/relatives ,…)

l Biography

pupil

Professional teacher education/traininginitial provisions

professional lifeworking life biography and developmentcontinuous professional development

Professiona

TE student

teachercf. Kraler 2009

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objective courseof education(curriculum,

/training

Developmental Tasks during Initial Teacher Education(Kraler 2009)

institutionaldemands andrequirementsetc.)

subjective courseof education

(choice,prevailing

conditions,etc.)

DT

DT

DT

DTrsity) teacher education/

DT

Initial (unive

University/teacher training institution

student teachers

extrinsic demands instrucion

intrinsic motivation construcion

cf. Kraler 2009 Earli 2009, Amsterdam [email protected] 28 August, 2009

A developmental task must beA developmental task must bemeaningful/sense making for bothindividuals and theconcerning social context

[email protected] 15./16.6. 2009

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potential concept actual “performative” realization

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Academic year

pedagogy and teaching practice

subject and subject specific didactics

developmental tasks

1st year introductory phase (introductory course/WS, teaching practice reflexion

Subject oriented introduction and basic courses

• shift in perspective from pupil to teacher• Trial identification & self-assessment introduction & fit

ITE & DT

teaching practice, reflexion course/SS

courses introduction & fit(subjects & career aspiration)

2nd year basic competencies in general didactics (psychology of learning, communication, school education)

Consolidation and expansion of subject oriented key competences

• Acquisition and comprehension of fundamental professional ideas (education, subjects, didactics, teaching)

• Developing basic trust, professional competence

3rd year Internship semester at school, guided/ autonomous teaching

Consolidation and expansion of subject specific didactics

• practical implementation of professional knowledge with regard to an individual strength-weakness analysisdeepening of kno ledge &

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• deepening of knowledge & competencies

4th year Synopsis, expansion and correction/adaption

specialisation & consolidation

• reflective theory-praxis synopsis• compensation of competencydeficiencies professionalization

5th year diploma thesis & diploma examination Integrating academic & profession-oriented diploma thesis/certification initial provisions

cf. Kraler 2009 Earli 2009, Amsterdam [email protected] 28 August, 2009

Analysing the following data sets:

Developmental Portfolios (qualitative) ~60 Professional Development Portfolios

Research &Findings

60 Professional Development Portfolios written during the first 6-9 semesters of ITE ~ 15 to 40 pages Topic: the professional competence development during the

period of ITE

Biographical Interviews (qualitative) graduated teaches 20 biographical interviews focused on becoming a teacher &

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g gthe individual student-teacher career

~ 1 hour each Initial Question: how and why did you become a teacher student

Questionnaire (SPSS) n= 287 closed and open questions


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Curriculum-based developmental tasksTrial identification (analyzing choice of profession) Understanding fundamental ideas of the relevant subjectsT hi i t hi t t t t i d t i

ITE & DT

Findings

Teaching internships to test out acquired competencies Readjustment & amendment (based on the experiences from the internship) LLpLDiploma certification

Student-based developmental tasks Role allocation: growing into the role of the student New relations: disengaging from the parental home, relationship/new

f i d hi / ld f i d hi t i d t d t t d i t th

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friendships/old friendships sustained, students studying together Dealing with frustration concerning course organisation and specific contents Subject-specific socialisation (faculty culture) Change of perspectives through periods spent abroad (especially when

studying languages) Earning money (subject-related, e.g. tutoring, or non-subject-related, often

also just to get a change


status quo: incl. SS2009

Fächerübersicht Häufigkeit Prozent Gültige

Prozente Kumulierte

Prozente

AWK 1 ,2 ,2 ,2

Bewegung & Sport 46 8,0 8,0 8,2

Bildnerische Erziehung 2 ,3 ,3 8,6

Biologie & Umweltkunde 28 4,9 4,9 13,4

Chemie 9 1 6 1 6 15 0

Research & Findings

Program Evaluation

Sample WS 06/07, SS 07,WS 07/08, SS 08,WS 08/09, SS09

n=287

Gültig

Chemie 9 1,6 1,6 15,0

Deutsch 68 11,9 11,9 26,5

Englisch 96 16,8 16,8 43,3

Französisch 27 4,7 4,7 48,0

Geographie und Wirtschaftskund

39 6,8 6,8 54,8

Geschichte, Sozialkunde, Polit

82 14,3 14,3 69,5

Griechisch 1 ,2 ,2 69,6

Informatik 1 ,2 ,2 69,8

Italienisch 37 6,5 6,5 76,3

Latein 6 1,0 1,0 77,3Evaluation study by the

Institute of Teacher Education

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Mathematik 44 7,7 7,7 85,0

Physik 16 2,8 2,8 87,8

Psychologie & Philosophie

34 5,9 5,9 93,7

Russisch 3 ,5 ,5 94,2

Spanisch 28 4,9 4,9 99,1

Textile Gestalten 1 ,2 ,2 99,3

Theologie 3 ,5 ,5 99,8

Werkerziehung 1 ,2 ,2 100,0

Gesamt 573 100,0 100,0

Institute of Teacher Educationand School Research

Questionnaire (B. Weiser et.al.)Analysis (MCA B. Rieder & Ch.K.)


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gender Research & Findings

Program Evaluation

age

term

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Research & Findings

Program Evaluation

Cooperation of training departments.

Topics of the training departments intertwine.

Strong tensions between the trainingdepartments.

Developmental tasks for theTE-Organisation!

Students as mirror ofthe organisation


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Fine

„Mastery of the fundamental ideas of a field involves not only thegrasping of general principles, but also the development of anattitude toward learning and inquiry, toward guessing and hunches,toward the possibility of solving problems on one’s own [ ] a young

Jerome Bruner

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toward the possibility of solving problems on one s own. […] a young[…] student needs some working version of these attitudes if he is toorganize his learning in such a way as to make what he learnsusable and meaningful in his thinking.“ (Bruner, 1960, p. 20)


On What There Is - uibk.ac.at file3 Kraler, Ch.& Schratz, M (2008). Competencies and Teacher...

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