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Presentation by Björn Astrand

Presentation by Björn Astrand



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Bjorn Presentation Transcript

  • 1. Workshop 8th – 10th February 2007 Tallin University
  • 2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. Declaration of Human Rights article 26
  • 3. “Democracies are founded on a distinctive web of values: human dignity, equality, justice, responsibility and freedom. Most students never actually study such issues in any formal way, either in school or in college.” College Learning for the New Global Century, 22
  • 4. What’s the future for Teacher Education in Europe? • What is the nature of Teacher Education? • What is/are the role(s) of research? • What is the nature of quality in this regard? • How can and do we evaluate quality in teacher education?
  • 5. Teacher Education: First local provider of higher education Designed for national purposes and often locally colored Secondly – defined as outside the emerging modern higher education system Thirdly – integrated into the higher education with restrictions as being “foreign”
  • 6. As Teacher Education (TE) is an integrated part of higher education (HE), the future conditions and thereby challenges for TE is the same as for HE As HE has to respond to societal demands and demands from individual citizens in terms of education for individual endeavour so has TE Societal level Individual level Existential Reproduction Emancipation Renewal Employability Sustainability
  • 7. As a part of HE, TE needs to develop and rely on the same quality assurance system as in HE, demanding same quality standards (, levels, structures and procedures) As a professional education, TE needs to identify quality in terms of professional capabilities and skills on top of general quality requirements (content)
  • 8. Quality evaluation of Swedish HE focus weaknesses as: • Related to mass HE • Declining internationalisation/ • Related to shortage of mobility funding/drive for external funding • Under prepared creating dependencies incoming students (and and erosion of outgoing ?) academic freedom and • To many similar educational breadth programmes and • Lack of cooperation institutions And they all applies to TE as well – but what differ?
  • 9. Evaluation of programme – what’s the value of studies in terms of: Specialisation for teaching positions High Low High General A B preparation for active citizenship C D etc Low (After Labaree) Nature of TE is to be found in both areas and needs to be located in section A
  • 10. Current analysis in US: • In an era when knowledge is the key to future • In an economy where every enterprise is challenged to innovate or be displaced • In a democracy that is diverse, globally engaged, and dependent on citizen responsibility • In a world of daunting complexity • In a period of relentless change What sort of College Education is then necessary? For TEPE – what sort of TE should we promote?
  • 11. Research based teacher education In Swedish – a concept with a wide signification: Research based education Forskningsanknuten undervisning Forskningsanknuten undervisning Research (a tied knot) teaching teaching research In essence: two separate lines combined providing new capabilities
  • 12. Categories of understandings of “research based” That module content, readings and/or learning outcome are related to research in several respects. That teachers are doing both teaching and research That those institutions providing education also provides research opportunities and conducts research. That students after passing modules/programmes can advance to research. To be explored – to be implemented
  • 13. Theory Practice Academy Profession General skills Specific skills Schools Teacher Education Represents dichotomies which is possible to overcome, dissolve and to utilise. Our history and current situation in HE and in relation to schools demands further engagement with those divisions, false or not.
  • 14. The ongoing shift in focus on research (content, methods, location and actors) can give a leverage to overcome, dissolve and proceed As real school life experiences becomes object for research aiming at progress within schools and TE, and as actors within field also conduct such endeavours we will enhance TE capabilities to respond to: demands on general skills demands on professional skills
  • 15. What’s the future for Teacher Education in Europe? • What is the nature of Teacher Education? • What is/are the role(s) of research? • What is the nature of quality in this regard? • How can and do we evaluate quality in teacher education?
  • 16. Desired Likely Not likely Not desired