Transcript Ei dian otsikkoa

Challenges for Subject Teacher
Education
Jari Lavonen
Professor of Physics and Chemistry Education
Department of Applied Sciences of Education,
University of Helsinki
[email protected]
A subject teacher
 teaches at grades 7 to 12 (ages 13 to 19)
 is qualified for teaching positions in all kinds of schools in
his or her major subject
 teaches typically two or three subjects (e.g. math and
physics)
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Subjet teacher’s Master’s degree
 3 + 2 years (180 + 120 credits)
 Major subject (e.g. physics) 120 credits
1. minor subject (e.g. chemistry) 60 credits
2. minor subject (pedagogical studies) 60 credits
Language and communication studies
 Competent to continue postgraduate studies
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Subject teacher education at the
University of Helsinki
University of Helsinki
Faculty
of
Arts
Faculty of
Behavioural
Sciences
Teacher
Training
Schools
Dept. of
Applied
Sciences of
Education
Faculty
of
Science
Faculty
of
Biosciences
Faculty
of
Theology
Faculty
of
Social
Science
Curriculum planning for
pedagogical studies
40 experts from various organisations
Subject teacher education section, pedagogical studies
University
of Art and
Design
Sibelius
Academy
Theatre
Academy
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Challenges for Subject Teacher
Education
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Challenges outside the
Department of Applied Sciences of Education
 Research-based teacher education
(University’s strategy)
 Four types of students: individual study plans
 Wide pedagogical competence through teacher
education: from primary schools to polytechnics
(Ministry of Education)
 Integration of ICT to teacher education
(including teaching practice) (National strategy)
 Possibility to e-learning
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Challenges inside the
Department of Applied Sciences of Education
 Student feedback or course evaluation:
 The structure of pedagogical studies must be easily
perceived and process-oriented
 There must be balance and interaction between
theoretical and practical studies
 Enough time for thinking over pedagogical and
practical issues
 Developing pedagogical studies together with the staff
 at the Department of Applied Sciences of Education
 in teacher training schools
 at Subject departments
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Strategy of the Department
To educate teachers with certain characteristics
The teachers should
 be aware of the different dimensions of the teaching
profession (social, philosophical, psychological, sociological,
and historical basis of education)
 be able to reflect broadly on their own work
 have potential for lifelong professional development
(to learn more subject knowledge, pedagogical knowledge
and pedagogical content knowledge)
 be able to think pedagogically in
planning – teaching – evaluating
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Furthermore, the teachers should
 have the basic knowledge of 1) the subject matter, 2) the
nature of the information and 3) the information collection in
the subjects they teach.
 be capable of multidisciplinary thinking, argumentation, and
integrative teaching, which are all in line with the general
values related to education and teaching
 be capable of creative and flexible thinking, and ready to
face and carry out changes in the work community
 have good co-operation and communication skills (mother
tongue, foreign languages) and know how to use ICT in
education.
 be competent for postgraduate studies
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Pedagogical studies
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Four-module process model
Education – Subject didactics – Practice
Autumn (Bachelor’s level 25 sp.)
Module 1 (15 sp.)
Spring (Master’s level 35 sp.)
E II: Psychology of development and
learning; 4 sp.
E I: Special needs education; 4 sp.
E + S I: Theoretical, psychological,
and didactical basis related to
teaching and learning a subject; 7 sp.
Module 2 (10 sp.)
S II: Seminar on teaching methods
and planning; 3 sp.
P I: Supervised teaching practice in
Teacher Training School; 7 sp.
Module 4
Planning of the ”teacher’s thesis” 5 sp.
Module 3 (18 sp.)
E III: Social, historical, and
philosophical basis of education;
5 sp.
S III: Seminar on curriculum
work and evaluation of learning
and teaching; 7 sp.
P II: Supervised applied practice
in Teacher Training School; 6 sp.
Module 4 (17 sp.)
E IV + A IV: “Teacher as a
researcher” seminar; 10 sp.
P III: Supervised Master’s level
practice in Teacher Training
School; 7 sp.
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Competences of a subject teacher
 An expert subject teacher has to have competence in:
 Subject knowledge and skills: an expert teacher has
a well organised knowledge structure in a subject, an
understanding of the nature of knowledge and how
new knowledge is acquired and adopted in the
subject, ...
 Pedagogical knowledge and skills: an expert teacher
can plan, implement and evaluate learning activities
(teaching methods) and learning; motivate students
and use ICT in education
 An expert teacher is able to develop his/her own
teaching together with other colleagues (teacher as a
researcher; collaborative, reflective and contextual
professional development skills)
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