Transcript Ei dian otsikkoa - Helsingin yliopisto

Research based Class Teacher Education
matti.meri @helsinki.fi
12.09.08
Stucture of Class Teacher Education
A Master of Education degree (5 years, 300 study
points/ECTS)
The main subject is education or educational
psychology
The obligatory minor subject is a multidisciplinary
module, that consists of subject didactics for
subjects taught in comprehensive school
Studies in a minor subject (60 study points) gives
the class teacher the qualification to teach the
subject in the upper level of comprehensive
school
THE MAIN IDEA OF CLASS TEACHER
EDUCATION
INTERACTION, PROFESSIONALITY AND SOCIETY

The student’s professional development is supported
with collegial working culture, different modes of
action and student’s argumentation skills.

Teacher education produces the teachers, who have
wide professionality. The professionality is based on
pedagogical thinking, teacher as researcher approach
and personal practical theory.

The student teachers are guided to reflect on the
ethical issues of education and to work as active
change agent at school community and in society.
THE AIMS OF CLASS
TEACHER EDUCATION
Humanistic conception of man and
educational science
 The
individual’s personal growth and the social and
cultural meanings of education are united in teacher
education.
 They promote individual’s life long learning.
Studying skills
 The
student develops her/his observation skills,
reflection skills and analysis skills
by practicing her/his pedagogical thinking.
Research-based Teaching at the Heart of
Class Teacher Education
 The research-based approach
 is
the central guiding theme of teacher education in Helsinki
 is integrated into every course of the education
 courses in research methods are introduced from the very
beginning of the studies
Along with this approach, the aim is to achieve a balanced
development of the teacher's personality in which the teacher’s
pedagogical thinking is essential
Research-based Approach
From Theory to Practice – From Practice to Theory
 Every study unit connected with research

The conceptualization of practice
 Continuous courses of research methods

Quantitative methods – qualitative methods
 Overall competence of research methods

“All are known generally, one is known specifically.”
 Master’s thesis
 Teachers as practitioner researchers


Producer of the research: ability to conduct the research
Consumer of the research: ability to understand and use
research results and information in own work
 Direct access to doctoral studies
Teacher’s Core Competences

Self-confidence
 Creativity
 Meta-cognitive skills
 Skills to direct interaction
 Ability to create effective teachingstudying-learning
environments
DEDUKTIVE
I
N
T
U
I
T
I
V
E
Kontextcompeteces
Researchcompetences
Reflectioncompentences
Problemsolvecompetences
INDUKTIVE
R
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T
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N
A
L
E
General aims for Teaching practice in Class Teacher Education
 curriculum and intentionality as a basis for teaching
process
 understanding of the phases of instruction: planning,
implementation and evaluation
 continuous professional development and reflection
- ability to justify and explain own pedagogical decisions
 understanding of the teacher’s role in society
 Two practice periods

Minor subject practicum (12 sp), 3rd study year
- various didactical issues concerning different subjects
- different teaching methods, materials and aids of pupils

Main subject practicum (8 sp), 4th or 5th study year
- the knowledge of pupil and ability to support them
- the ability to co-operate with different instances
- the ability to be responsible of the wholeness
of teacher’s work
THE CONCLUSION OF STUDIES
IN CLASS TEACHER EDUCATION
Cultural bases of education (15 sp)
R
e
s
e
a
r
h
s
t
u
d
i
e
s
Psychological bases of education (15 sp)
Pedagogical bases of education (20sp)
Multidisciplinary studies (60 sp)
Optional minor studies (75 sp)
P
r
a
c
t
i
c
u
m
s
t
u
d
i
e
s
(70 sp)
(20 sp)
Communication and orienting studies (25 sp)