Transcript Ei dian otsikkoa - University of Ljubljana
The Finnish Strategy in Teacher Education at the 2nd cycle level
Hannele Niemi Vice-Rector University of Helsinki http://www.helsinki.fi/tutkinnonuudistus/english/ 17.05.2007
The Finnish Educational System
The 9 years comprehensive school Free for all No private school system High quality in all schools The highest results in Pisa The 3 years secondary school – leading to Higher education Upper secondary school Vocational institutions Higher Education – access to 65 % for a age cohort – no tuition fees Polytechnics Universities
HIGHER EDUCATION UPPER SECONDARY 10-12 COMPREHENSIVE 7-9 COMPREHENSIVE 1-6 PRESCSHOOL (1)
HIGHER EDUCATION UPPER SECONDARY 10-12 COMPREHENSIVE 7-9 COMPREHENSIVE 1-6 PRESCSHOOL (1) Sedondary Teachers Primary Teachers
Typical trends in the Finnish TE
1971 teacher education into universities (primary and secondary school teachers) since 1979, 5 years programs,
Master degrees (2 nd cycle)
for all comprehensive school teachers (primary and secondary school teachers) a research-based orientation 10-15 % of the applicants are accepted to start their studies several national and international evaluations of structure and quality of teacher education in Finland
Evaluations
1989 National committee for developing teacher education 1993-94 National and international evaluation of educational sciences and teacher education 1995 1998 Research project “Effectiveness of Teacher Education" as part of a large national research programme “Effectiveness of Education 1998 National evaluation of ICT in teacher education 1998-99 National evaluation of teacher education 1999 Evaluation of the quality of research in the teacher education at the University of Helsinki The teacher education development programme 2001 –2005, follow up of the implementation 2006
The main principles of the Finnish teacher education
a profound knowledge of the most recent advances of the research in the subjects they teach the newest research on how something can be taught and learnt (pedagogy) the aim is that teachers can internalise a research-orientated attitude towards their work teacher education in itself should also be an object of study and research
Evidence-based teacher education
Teacher education has active and intensive relationship with research work in different disciplines needed in teachers’ work.
Teachers are familiar with the most recent research work in their subject matter and in pedagogy and they have a critical scientific literacy they can integrate academic research-based knowledge with their own professional behaviour in a reflective way
Why evidence-based teacher education? Ideas behind the principle
prepare teachers to respond to the evolving challenges of the knowledge society the most recent knowledge for their profession knowledge creation Interaction and co-operation with people development of society make decisions to improve education to different learners
Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded approach to their work and are ready to learn new methods for their professional practise. The aim is that they can see their profession an intellectually, socially and morally challenging career.
The Finnish teacher education as a part of the Higher Education Area
All teachers have MA university degree (min. 5 years) All teachers have studies research methods and have written Master Thesis The common pedagogical qualification adds mobility in the profession Teacher education is a part of Higher Education Since 1.8.2005 a Bologna structure in all degrees
2003 - 2004 – 2005
The Bologna process was seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change.
Many national networks and projects worked together to develop and implement the new TE degrees programmes in Finland the National-Level Coordination of Degree Programme Development in Teacher Training and the Sciences of Education http://www.helsinki.fi/vokke/english.htm
Three cycle model for teacher education
The two-cycled
basic degrees
will consist of the
Bachelor’s degree
(180 credits / 3 years) and the
Master’s degree
(120 credits / 2 years) The third cycle will consist of postgraduate studies (leading to a
doctoral degree
) 1 year = 1600 working hours = 60 ECTS
Three cycle model for teacher education
Teacher qualification = BA + MA degrees
the
Bachelor’s degree
(180 credits / 3 years) and the
Master’s degree
(120 credits / 2 years) The third cycle will consist of postgraduate studies (leading to a
doctoral degree
) 1 year = 1600 working hours = 60 ECTS
Alternatives for the structure of university degrees
Examples
Dr MA BA integrated
Alternatives for the structure
Examples
Dr MA BA integrated supplementary studies?
Basic studies 25 Intermediate studies 60 (including BA thesis 6-10) Advance studies 60-90 (including Master thesis 20-40)
Theses
MA BA
25+35= 60 Major Minors Other studies
Theses
MA BA
Major Subject areas Minors Other studies
Theses
MA BA
25 Major Minors Other studies
Primary school teacher education program in Finland Class teachers’ pedagogical studies (as a part of a major in
-
education) Other studies in a major in education research methods scientific writing
-
Subject matter studies for comprehensive school teachers S Studies in a different discipline -
- a minor •
Language&communication & ICT
•
Practice in working life
•
Preparation a personal study plan
•
Optional studies Bachelor’s Degree 180 ECTS
25
(Inc. teaching practice)
Master’s Degree 120 ECTS
35 (Inc. MIN15 teaching practice) 35
(including BA Thesis, 6-10)
45
(including MA Thesis, 20-40)
60 25 35 5 0-35 – 40
TOTAL 300 ECTS
60 80 60 25-60 40-75
Secondary school teacher education programme Subject teachers’ pedagogical studies (minor)
-
Studies in different disciplines
-
major
-
Studies in different disciplines 1-2 minors
• • • •
Language & communication & ICT Practice in working life Preparation a personal study plan Optional studies Bachelor’s Degree 180 ECTS 25-30 (Inc. teaching practice) 60
(including BA Thesis, 6-10)
25-60 Master’s Degree 120 ECTS 30-35 (Inc. min. 15 teaching practice ) 60-90
(including MA Thesis, 20 40)
0-30 TOTAL 300 ECTS 60 120 – 150 25-90 35 - 40 0-30 35-70
Supporting students’ learning
Personal study plans Follow-up of progress in completing of degrees ICT –licence all available resources to students e-learning e-libraries information literacy Transparency in quality assurance
a
research orientation to one’s own work
continuous evaluation of their own work to be open to new approaches to achieve to the best results need a community in which new ideas can be developed, shared and tested
Common European Principles for Teacher Competences and Qualifications
Work with knowledge, technology and information Work with fellow human beings Work with and in society
Why research-based teacher education? Ideas behind the principle
prepare teachers to respond to the evolving challenges of the knowledge society make decisions to improve education to different learners
Tools to use research as means to improve teaching and learning opportunities
Subject content knowledge and pedagogical content knowledge
Critical scientific literacy
Research methods
Authentic projects
Evaluation and reflection
Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded approach to their work and are ready to learn new methods for their professional practise. The aim is that they can see their profession an intellectually, socially and morally challenging career.
We need to increase teachers’ status in society and among other professions
an inspiring career which will attract talented candidates a lack of teachers can never be remedied by lowering standards.
Teacher education needs a clear connection with European Higher Education Area and a research component as its essential part is the investment for the future.
Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded approach to their work and are ready to learn new methods for their professional practise. The aim is that they can see their profession an intellectually, socially and morally challenging career.
Future challenges of TE at the cultural level
The promotion of excellence in teacher education and the teaching profession
Cross-disciplinary research on learning and teaching
Values in schools and society
SOCIETY Infrastructure Social cohesion Innovations
-
CULTURE teacher education
-
research on learning
-
values INDIVIDUALS