RESEARCH BASED TEACHER EDUCATION AT THE UNIVERSITY OF HELSINKI

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1 A pedagógusképzés átalakításának országos koordinálása, támogatása TÁMOP B.2-13/ RESEARCH BASED TEACHER EDUCATION AT THE UNIVERSITY OF HELSINKI JARI LAVONEN, DEPARTMENT OF TEACHER EDUCATION, UNIVERSITY OF HELSINKI, FINLAND

2 A pedagógusképzés átalakításának országos koordinálása, támogatása TÁMOP B.2-13/ FINNISH EDUCATION CONTEXT

3 Outcome based model Finnish model Aims as Learning outcomes Broad aims for teaching/ learning Important level National/district level planning and assessment +a learner knows what he/she should learn - competitive school culture: ranking of students and schools - teaching to the test Assessment and planning at the level of a school and classrooms +co-planning +a teacher conducts assessment for enhancing learning processes - problematic to compare the quality of learning outcomes and select students to next level

4 Values and Aims of an Innovative School Professional teachers Knowledge base Collaboration Life-long learning Local curriculum and environments Broad aims Learning environments Leadership and quality culture Goal orientation and interaction Quality culture Networks & partnerships Design and adoption of educational innovations Finnish society Partners Diverse learners A Finnish school Global Stakeholders Parents

5 A pedagógusképzés átalakításának országos koordinálása, támogatása TÁMOP B.2-13/ RESEARCH AS A PART OF STRATEGY

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7 Key focus areas in research University level: Thinking and learning individual Health and well-being Climate and environmental development and natural resources Culture and Society Department level: Education, society and culture Learning and interaction

8 International research collaboration is a tool for better research: Examples from year 2014 EU funded 13 projects 7 th Framework projects; Horizon Erasmus+; Comenius Collaboration with almost all European countries Finnish Science foundation 9 projects Chile-, US- and South-Africa collaboration Finnish Innovation foundation 7 projects Stanford-collaboration Nordic research foundation 12 projects Collaboration with Nordic and Baltic countries Ministry of Education 11 projects Municipalities/cities 7 projects

9 An example of data used for facilitating assessment discussions

10 Teacher education at the University of Helsinki

11 Framework for designing a teacher education programme at the University of Helsinki Research on subject matter, teaching and learning, engagement, development and needs of learners, policy, history,... Content to the programs. Research on teachers and teacher education - Professional/effective teacher, - Structure and origins of teacher knowledge, - Teacher identity, agency,... - University pedagogy. Program for Pedagogical Studies 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.

12 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, high quality knowledge base networks & partnerships life-longlearning social skills, like communication skills, skills to use ICT, moral knowledge and skills, like moral code of the teaching profession, knowledge about school as an institute and its connections to the society (school - community partnership; local contexts and stakeholders), skill to co-operate with other teachers, parents, skills needed in developing one s own teaching and the teaching profession, academic skills, like research skills, skills needed in processes of developing a curricula,. 13

13 All important 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 (accountability policy trust culture, )

14 Individual characteristics of professional teacher (Hargreaves & Goodson, 1996; Evans, 2008; Freidson, 2001; Urban & Dalli, 2011; Evetts, 2012) high quality knowledge base Conceptual knowledge base Self-regulation of and -control over the work (self-assessment). Specific professional ideology, incl. shared understanding of professional values and ethics code. networks & partnerships Include social and individual elements Strong institutionalization of an occupational group. life-longlearning Autonomous role in planning and implementation (academic expertise). Work (activities) is complex and not easy to standardize.

15 Teacher leadership (Lieberman, 1992, Katzenmeyer & Moller, 2001; Harris, 2003) high quality knowledge base A teacher leader has a clear vision and is goal oriented can plan, implement and assess his/her own practice and pupils learning has deep understanding on teaching and learning networks & partnerships is able to work collaboratively with other teachers is a facilitator, coach, mentor or a trainer of other teachers life-longlearning 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.

16 Teachers in Finland 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

17 Teacher education at the University of Helsinki University of Helsinki (11 faculties, students, staff members) Faculty of Behavioural Sciences Dept. of Teacher Education Teacher Training Schools Faculty of Arts Faculty of Science Faculty of Biosciences Secondary teacher education: pedagogical studies + subject studies Faculty of Theology Faculty of Social Sciences Primary teacher education

18 cr = 27 hours of work Study credits Structure of the Master s degree of a secondary teacher: years, 300 cr Bachelor s level (180 cr) Masterthesis BSc thesis Major Subject Minor Subject Master s level (120 cr) Ped. thesis Teaching practice Pedagogical studies Communication and language studies Teachers benefit of the research orientation while they make the school curriculum, plan, implement and evaluate teaching and learning Subject matter knowledge, knowledge about teaching and learning, and school practise are integrated into the students own personal pedagogical view

19 20 The structure of the pedagogical studies in secondary teacher education programme in Finland General courses on education, teaching and learning 13 cp - Psychology of development and learning 4 cp - Special needs education 4 cp - Social, historical, and philosophical basis of education 5 cp Pedagogical studiesin Finland (60 cp.) Subject pedagog y (PCK) 17 cp - Psychological basis of teaching and learning of a subject 5 cp - Curriculum development and planning of teaching 5 cp - Evaluation of teaching and learning, evaluation of a curriculum 7 cp Educational research 10 cp - Research methodology in education 3 cp - Teacher as a researcher-seminar 3 cp - Minor thesis in pedagogy 4 cp Teaching practice 20 cp - Supervised basic teaching practice 7 cp - Supervised applied teaching practice 5 cp - Supervised advanced teaching practice 8 cp - Reflection supported by portfolio assessment work In Finland huge amount of PCK is taught also at the departments of Physics, Chemistry,

20 cr = 27 hours of work Study credits Structure of the master degree of a primary teacher: years Finnish language, PCK Mathematics, PCK Bachelor s level (180 cr) Masterthesis Teaching practice BSc thesis Pedagogical studies Master s level (120 cr) Physics, PCK Chemistry, PCK Biology, PCK Geography, PCK History, PCK Religion/ethics PCK Sports Arts Music Crafts 20 0 Major Education or Ed. Psych. Multidisciplinary studies Minor Subject Communication and language studies

21 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.

22 24 Comparison of aims in Finnish and Korean Teacher Education programs What kind of support the pedagogical studies offers to the construction of teacher knowledge from the point of view of - structure of the knowledge - origin of the knowledge

23 25 Teacher knowledge A structural perspective to teacher knowledge: A knowledge base for a professional teacher: - subject matter knowledge, - Pedagogical Content Knowledge (PCK) - General Pedagogical Knowledge (GPK) (Shulman, 1987; Carlsen, 1999; Hashweh, 2005) + Knowledge about how to produce and/or consume research based knowledge in education (RES) Origins of teacher knowledge could be divided into: - practitioner (practical) and - professional (theoretical) knowledge (Hiebert et al., 2002)

24 Number of different aims in the curriculum of the pedagogical studies Reflection Producing educational research Consuming educational research School practice Korea Learning of teacher's attitude Finland Learning of educational reality Designing instruction based on the nature of science Use of ICT in learning The role of education in society Different needs of students Planning, teaching and assessing

25 27 From the point of view of the origins of teacher knowledge: Korea Finland Practitioner knowledge Theoretical knowledge

26 Discussion

27 In education we need more... less... professionalism bureaucracy long term policy and a vision decentralization, decision making, assessment and quality culture at local level trust based responsibility (self-evaluations, listening of students and municipality people/ parents voice) ad hoc ideas coming from the politicians standardization, inspection, national testing and heavy quality control test and inspection based accountability collaboration, networking and partnerships competition and rankings

28 Thank you!

29 University of Helsinki (UH) in Brief The oldest and largest university in Finland, founded in 1640 The widest range of disciplines in Finland 11 faculties and 4 campuses within Helsinki 7400 staff members enrolled degree students Ranked among the best 100 universities in the world Nearly 3000 international students from over 100 countries Instruction in Finnish, Swedish, and English