Transcript The Finnish Education For All - an example of possible models

The Finnish Education For All
- an example of possible models for solving the
educational puzzle
HSE - Yaroslavl' Forum
Session: Models of Teacher Training and Upgrading
Jarkko Hautamäki
Centre for Educational Assessment, Department of
Teacher Education
University of Helsinki, Finland
22.4.2014
Educational
Puzzle to be
Solved
Coda
The educational goal is to develop children who
not only honor the rules and norms of the society
but who are able to use these rules to promise
themselves what they will do, to plan ahead, to
delay gratification and work towards their goals
and to meet their obligations. In so doing they
move from being controlled by others to
controlling themselves, the vaunted goal of
education. (David Olson)
To begin two ways to look on
schooling as a solution to
variances /differences
between students
Model of Schooling 1st step
Historical expansion of education from a
class-based priviledge to the right of
citizens
Coverage: % of the relevant age cohort
historical expansion from 1 % to 100 %;
how to organise education for ALL
using (comprehensive vs. selective)
models for schooling
Model of Schooling – 2nd step
how to tackle
the variation of
pupils & to solve
matching (demands/competence)
Content:
the level of
the knowlegde
and skills
Defined via
curriculum goals &
leaving credentials
& links to further
education
What the
civil and
economic
activities
require:
Our best
quess!
Model of Schooling – the moral
issue
How to tackle
the variation of
pupils
Content:
if the level is fixed to a ≈high level, does this
mean that all should attain this very level?
if YES, we have an educational problem,
if NO, we have a moral problem
Coverage: using models for schooling
The moral obligation
When education is a universal benefit, and
the future requires competent adults with good
education, then
the school has a moral obligation to support
everyone to learn
But pupils have also the obligation to try to
learn and to learn to commit oneself to studies
How we in Finland have solved this
educational puzzle?
And are we satisfied with the
results, so far?
The Finnish Education System
•
•
•
•
Basic education still mostly divided to two
separate entities of grades 1–6 and grades 79
Age-cohort 60 000, together 540 000
students
About 3000 schools
Average expenses 7000 e/student
• c. 40 000 teachers in basic
education
• c. 5500 special teachers (=14 %)
PISA assessment
point/position
Educational Equity Account in Finland (PISA 2006
data, Hautamäki & al, 2008)
Factor
Cognitive outcomes
Interpretation
Regional
No difference
Regional balance is achieved
Urban/rural
Urban M > rural M
Real, but so far small
differences, monitoring in
needed
Parents’ education
Higher means for students
with better educated parents
Debates and further analyses
still needed; a complex issue!
Finnish/Swedish
Finnish > Swedish
Need to be analysed even if
the diffs were same in PISA 00
and 03
Immigrants
Natives > immigrants
Need to be monitored reading
habits?
Gender
Girls > boys
Level diff is modest; balance
diff is large
Assessment of teachers
12
Finnish
trends
Opposite trends
(an example)
Qualification
Master degree
Teachers in US apply to the National Board
for Professional Teaching Standards (use of
portfolio, videotaped lesson, …)
Standards for
teachers
No standards
Australian professional standards for
teachers
Assessment
(appraisal)
Self-assessment
and development
discussions with
the headmaster
External appraisal and writing of evaluation
sheets (S. Korea)
Inspectors
No-inspectors
Heavy inspection in UK
Testing
No-national
testing
Teachers are valued based on their
students’ success in national tests
Teacher Education
A. Basic training
B. Inservice training
Selection
Dialog
old/new
Prevention
of Burn-Out
Practice &
Theory
Initial
Mentoring
But there is no way, for any
educational systems, to manage
without well-trained and committed
teachers, and systemic solutions to
train them and to have a wellfunctioning inservice training.
But these systems are historically
given; but have to change as well –
taking their time.
Brief history of teacher training
1852 Professor in Education, the first of its kind in the Nordic
countries, is established at the University of Helsinki.
1863 Finland’s first teacher training seminar
1864 Helsingin normaalilyseo school for teacher training (boys)
1869 Finnish girls school in Helsinki for teacher training (girls)
1947 The Helsinki Teacher Education College is founded. The
college is dedicated to educating class teachers.
1974 Teacher education in the whole of Finland is transferred to
universities and higher education institutions.
1979 Class teacher education becomes an academic discipline
master level at the universities
The Finnish Education System since
1968/1972
•
•
•
•
Basic education still mostly divided to two
separate entities of grades 1–6 and grades 79
Age-cohort 60 000, together 540 000
students
About 3000 schools
Average expenses 7000 e/student
• c. 40 000 teachers in basic
education
• c. 5500 special teachers (=14 %)
PISA assessment
point/position
Curriculum: contents, details, control: degrees of
freedom
Teachers’ competence and ideas of
teaching the subjects: rules, duties,
obligations
Curriculum: contents, details, control: degrees of
freedom
Adaptive balancing
Teachers’ competence and ideas of
teaching the subjects: rules, duties,
obligations; layered corpus
Finnish Teacher Education Development Programme (2002): The teacher education
programmes should help students to acquire:
partnership
high quality
profesionalism
•
knowledge about nature of knowledge,
•
social skills, like communication skills; skill to cooperate with other teachers,
•
moral knowledge and skills, like social and moral code of the teaching
profession,
•
knowledge about school as an institute and its connections to the society
(school community and partners, local contexts and stakeholders),
•
skills needed in developing one’s own teaching and the teaching
profession.
academic skills, like research skills; skills to use ICT, skills needed in
processes of developing a curricula,
….
•
life-longlearning
high-level subject knowledge and pedagogical content knowledge, and
•
20
The main ideas behind teacher
education
•
•
•
Student teachers are supported to develop competencies for:

broad planning (curriculum) implementation (teaching
methods) and assessment

Collaboration and action culture
Teacher’s academic expertise is based on

an idea of “teacher as a researcher”

active and wide knowledge base

pedagogical and reflective thinking
Teacher education guides the students

to think on the ethical issues of education

to be active agents of change in the school community,
teacher education and society.
An elementary (primary) school teacher (a class
teacher)
teaches at grades 1 to 6 (ages 7 to 13)
teaches typically all 13 subjects
A secondary (subject) school 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)
22
The Department of Teacher Education provides studies in
six different educational programmes:
Class Teacher Education
Craft Studies and Craft Teacher Education
Home Economics and Home Economics Teacher
Education
Kindergarten Teacher and Early Childhood Education
Subject Teacher Education
Special Education
1 ECTS credit = 27 hours of work
Finnish language
Structure of the master degree
of a primary teacher: 3 +Mathematics
2 years
Bachelor’s level (180 cr)
Master’s level (120 cr)
Physics,
Chemistry
Biology,
Geography
History
Religion/ethics
Sports
Arts
Music
Crafts
Study credits
cr = 26 hours of work
180
160
140
Masterthesis
120
100
80
Teaching
practice
60
BSc thesis
Pedagogical
studies
40
20
0
24
Major
Education or
Ed. Psych.
Multidisciplinary
studies
Minor
Subject
Communication
and language
studies
Core elements:
- pedagogical studies
- subject studies in all the major
subjects
- practice in training schools (9)
Only nominated research universities
can train teachers (faculty), and there
are 8 such universities in Finland, but
these universities have different ways
to work (there are no detailed orders)
The Department of Teacher Education provides studies in six different
educational programmes:
Class Teacher Education
Craft Studies and Craft Teacher Education
Home Economics and Home Economics Teacher Education
Kindergarten Teacher and Early Childhood Education
Subject Teacher Education
Special Education
The aim of the subject teacher education is to educate subject teachers for
duties in basic and general upper secondary education as well as adult
education.
Teachers’ pedagogical studies provide the students with extensive
pedagogical qualifications for teacher duties at various educational levels and
institutions (basic education, vocational institutions, polytechnics, folk high
schools, adult education centres).
Teachers’ pedagogical studies in basic and general upper
secondary education (60 ECTS)
comprise basic studies of 25 ECTS credits and intermediate studies of 35 ECTS
credits. As a rule, the studies require full-time studies lasting one academic
year and they include a great deal of contact teaching requiring attendance.
These teachers graduate from Research Universities, majoring in their
subjects (Physics, History, …)
1st period 18 ECTS credits
Psychology of development and learning (4 cr)
Special education (4 cr)
Introduction to subject teaching (10 cr)
2nd period 13 ECTS credits
Teacher as a researcher -seminar
Research and methods (6 cr)
Basic practice in Teacher Training School (7 cr)
3rd period 17 ECTS credits
Social, historical, and philosophical foundations of education (5 cr)
Evaluation and development of teaching (7 cr)
Applied practice (5 cr)
4th period 12 ECTS credits
Teacher as a researcher -seminar
Pedagogical thesis (4 cr)
Practice in Teacher Training School (8 cr)
Core elements:
- pedagogical studies combined with
- advanced subject studies in one
subject
- practice in one of the training schools
(9)
The Department of Teacher Education provides studies in six different
educational programmes:
Class Teacher Education
Craft Studies and Craft Teacher Education
Home Economics and Home Economics Teacher Education
Kindergarten Teacher and Early Childhood Education
Subject Teacher Education
Special Education
Special support by a special teacher in
her small class for 4 pupils
But support can be also given this way
Also something can be learned from
others
Non-degree special education teacher studies = A diploma or a
certificate to special education
The extent of the studies is 60 ECTS.
There are three different studies:
- special education class teacher studies
their core education is a class-teacher
- special education teacher studies
their core education is Master Art /Master Sc in some
school subject: Finnish, Physics, History, …
- early education special teacher studies
their core education is kindergarten teacher
Non-degree special education teacher studies
The extent of the studies is 60 ECTS.
The studies have been planned so that it is
possible to complete them in one academic
year.
The competences are determined on the basis
of the student’s first degree and other teacher
competence.
Figure 1 The Three step model of student support in Basic education
Changing Structures/Responsibilities
Basic studies in special education
Basic course in special education
Challenges of learning
Exclusion
Special educational needs
Introduction to educational research
Intermediate studies in special education
Neurocognitive aspects of learning I
Communication
Dyslexia
Mathematics
Challenges in behaviour
Social background of special education
Orientation towards professional life
Teaching practice
Short final paper
25 cr
6 cr
6 cr
5 cr
5 cr
3 cr
35 cr
4 cr
4 cr
5 cr
3 cr
4 cr
4 cr
3 cr
5 cr
3 cr
A generalization
HUMAN CAPITAL:
highly educated teachers, A strong pedagogical leadership
and part-time special education
SOCIAL CAPITAL:
Collaborative Documentation and
decision-making
In student welfare group
TOOLS AND ROUTINES:
Pedagogical assessment based on
Meamingful information and wellFunctioning routines
The Triangle
Human Capital
- Techers’ knowledge and skills
- Teachers’ beliefs
- Instructional leadership
Social Capital
-quality of professional community
-effort-based instuctional culture
Human Capital
HC is needed when implementing new policies, is
created and strengthened through developing
social capital within schools and introducing
systematically tools and practices that make the
change of class-room practices possible
Social Capital
Is related to the ways people in organisation use
when they share what they know and with whom
they talk, how openly or widely the information is
shared
The provision of diagnostic and remedial tools
• The core principle (early recognition and immediate
support) would we futile unless relevant tools
recognizing the learning problems and intervening
were not available
• The use tools constitutes the backbone of the
expertise of the special education teachers. Variety of
toolsets used for different problems, age-groups and
subjects has been developed by psychologists,
logopedists and special education teachers. These
means are complementary.
Plasticity
(universal constraints)
)
Rehabilitation
Intervention
Teaching
Educability
Teachability
(socio-historical constraints)
(objective constraints
Advisory Board for Professional
Development of Education Personnel
Inservice training in Finland
- municipal obligation
- Ministry of Education:Programmes
- National Board of Education:
monetary support
A special state program 2010-2016
- Computers and ICT in Education
- Wellbeing of Teachers
- Quality of Education
Tasks:
- To follow the state and development of needs of
continuing education;
- Make proposals and give statements about the
direction and realisation of continuing education;
- To follow continuing education planning of
education personnel in other countries;
- TALIS Finnish participation was initiated here
- To assist education authorities in the planning of
the continuing education agenda for the years
2014-2020, and in development of quality
assurance criteria
Members are nominated by the
Ministry of Education, and they
represent ministry, NBE,
municipalities, professional unions
(teachers, principals), universities’
teacher training units, and different
kind of educational institutions
Special state program 2010-2016
- Computers in Education
- Wellbeing of Teachers
- Quality of Education
Organisation
- Ministry, NBE, Teachers Union
- Provinces
- Municipalities and
- Network of Schools
Special target-groups:
- mentoring for starting teachers
- mentoring for middle-career teachers
- support and re-fresment for teachers
over 55 with a long career
- potential rectors and directors of
schools
Coda
The educational goal is to develop children who
not only honor the rules and norms of the society
but who are able to use these rules to promise
themselves what they will do, to plan ahead, to
delay gratification and work towards their goals
and to meet their obligations. In so doing they
move from being controlled by others to
controlling themselves, the vaunted goal of
education. (David Olson)
The End
Classics on learning to learn
T.S.Eliot, Modern Education and the Classics,
1932, in Selected Essays, Faber and Faber, 3rd
Enlarged Edition, 1969, p. 512
No one can become really educated without
having pursued some study in which he took no
interest-for it is a part of education to learn to
interest ourselves in subjects for which we have
no aptitude.
Highest International Socio-economic Effect, hisei; PISA 2006
Reading Scores: Nordic countries and UK; Multilevel modelling (2level models, by countries)
hisei
se
Denmark
1.18
0.07
Finland
1.01
0.06
Iceland
1.07
0.09
Norway
1.71
0.08
Sweden
1.52
0.08
UK
1.33
0.05
ADAPTIVE SCHOOL
Co-operation between
institutions (school, family,
protection,
social work)
loosening the borders
THINKING SCHOOL
Cultivates and
forms thinking
creating
the mastery of thinking
OPEN SCHOOL
Co-operation within school
(teachers, special teachers,
psychologist, …)
redefining the internal
borders
MORAL SCHOOL
Cultivates
the humanistic values
creating
the perspective
of
hope
Main ideas of the new strategy:
inclusion, nearest school
Intensified support a new concept (every child is entitled; no special
education referrals if not given this type of support first). This
support is not just the work of Sp. Ed. teacher but every teacher
(class-teacher, subject teacher)
Systematic, evidence-informed teaching and pedagogical evaluation
Multi-professionality
Co-teaching, co-educational
Flexible groupings and differentiation and individualizing of teaching
Emphasizing pedagogical instead of psychological/medical
(much in common with the RTI-model applied in US)
RTI – model : response_to_intervention (hoitovaste]
The NEED
Great and difficult to serve
SUPPORT
Special
2%
Overdiagnosed and
expensive
5-7 %
Intensive
15-20 %
Yl
General
Standard
Small and standard
Underdiagnosed and
neclegted
Model for Teachers’ Roles
• Is related to another question,
• Ie., how to manage the logistics of the whole
system so that a need is properly served with
a relevant ’service’
• Using two kinds of information
– Knowledge or evidence chain (what is it about)
– Material chain (where are students, teachers,
tools, time-and-space options)
PRINCIPLES
Early intervention
Neighbourhood school
Inclusion
STRUCTURE
3-step model (general, intensified, special support)
PROCESSES
Intensified support
LP Learning Plan
Special support
ILP Individual Learning Plan
PRACTICAL TOOLS
COLLABORATION, ROLES
student
Parents, guardians
Preschool, class, subject, spec. ed. teachers
Principal
Multi-professional Student Wellfare Group, Multi-administr.
Two things:
A (special) educational activity can be
modelled using logistics as model, where a
lot of several things have to be coordinated in time-space
And the basis for ’need-servic’e is always a
hypothesis which must be proved in the
teaching-learning transactions, which
taken place
Plasticity
(universal constraints)
Rehabilitation
Intervention
Development
Learning
Type of mediation:
teaching,
intervention,
rehabilitation
Teaching
Educability
Teachability
(socio-historical constraints)
(objective constraints)
A model of the CONCEPTUAL FOUNDATIONS FOR SPECIAL EDUCATION from a socio-historical and
developmental approach, where SPECIAL EDUCATION is given a mediating position between 3
different types of CONSTRAINS and various TOOLS, which are used/invented to overcome the
constraints.
The 3 types of constraints are PLASTICITY (universal constraints, like blindness), TEACHABILITY
(objective constraints, like difficulties in comprehending/teaching geometry) and EDUCABILITY (sociohistorical constraints, like gender and SES).
Using this model it is possible to compare different modes of activity in SE field, i.e, the notions like
teaching <> intervention <> rehabilitation can be described within the same model. Learning
processes are modified differently in different modes of mediation, and lead through different ways
into development, ie., the permanent bases for following developmental steps.
Plasticity
(universal constraints)
Rehabilitation
Development
Intervention
Learning
Teaching
Educability
Teachability
(socio-historical constraints)
(objective constraints)
The developmental function is either a competence function or a dysfunction; forms of these are totally
or in principle different, which leads to different interventions:
a) To increase a competence function
b) To prevent a dysfunction to increase or to make the dysfunction to decrease
Characteristics of Finnish Education Policy (1)
Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)
1. Common, consistent and long-term policy
- models for teacher & comprehensive education are 40 years
old
2. Educational equality
- need to mitigate socio/economic backgrounds
- education is free (books, meals, health care, …) in basic
education
- well-organised special education (inclusion) and counselling
According to PISA School Questionnaire data
- 97% of the schools are public schools
- 99% of the funding comes from the government (OECD: 83%).
- 64% (33%) of the schools reported that students are
not grouped by ability into different classes in any subject
66
3. Devolution of decision power to the local level
- leadership and management at school level
(headmaster)
- local curriculum and classroom based assessment
According to PISA School Questionnaire data
- in 65% of the schools a principal teacher formulates
the school budget (53%)
- in 97% of the schools, principal teacher and teachers
feel that they are responsible for disciplinary and
assessment policy (77%)
4. The culture of trust and co-operation are based on
professionalism (academic experts):
- no inspectors, no national exams (testing)
- no private tutoring or evening schools
67
Students in class teacher education complete a Bachelor of
Education degree comprising 180 ECTS credits and a Master of
Education degree comprising 120 ECTS credits, the completion
of which takes approximately five years.
180 + 120 = 300 ECTS
The class teacher education qualifies graduates to teach a class
in grades 1 to 6 in basic education.
The major subject studies entail 60 ECTS credits of pedagogical
teacher studies.
In addition, the degree also comprises
subject didactic studies (how to teach learning to read and
write and calculate, other school subjects)
supervised teaching practices and
minor subject studies, as well as
language and communications studies.