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, FinlandJari.Lavonen@Helsinki.Fi

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 …