Research-based teacher education

Research-based teacher education Vice-Rector, Professor Hannele Niemi University of Helsinki Tallinn 090207

Teachers’ key competences Society Human Knowledge beings  work with information, technology and knowledge;  work with their fellow human beings – pupils, trainees, adult learners, colleagues and other partners in education; and  work with and in society - at local, regional, national, European and broader global levels

The European Commission convened a small group of experts  Prof. Sonia Blanford, UK,  Prof. Bernard Cornu, France  Prof. Hannele Niemi, Finland  Prof. Pavel Zgaga, Slovenia to elaborate common European principles for teacher competences and qualifications. They submitted their recommendations in December 2004, and these principles were largely discussed in June of 2005 in a Member State conference.

Teacher education must be included as part of the European Higher Education Area  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)  teacher education in itself should also be an object of study and research  the aim is that teachers can internalise a research-orientated attitude towards their work

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 research-based teacher education? - Ideas behind the principle  prepare teachers to respond to the evolving challenges of the knowledge society  the most recent knowledge of  subject matter  curriculum content  pedagogy  social and cultural dimensions of education  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

Learning and knowledge Learning – knowledge of active the highest quality knowledge based on construction the best research

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.

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

Bachelor’s Master’s TOTAL Primary school teacher education Degree Degree 300 program in Finland 180 ECTS 120 ETCS ETCS Class teachers’ pedagogical studies 60 25 35 (as a part of a major in education) (Inc. teaching (Inc. MIN15 - practice) teaching practice) Other studies in a major in education 80 35 45 - research methods (including BA (including MA - scientific writing Thesis, 6-10) Thesis, 20-40) - optional studies Subject matter studies for 60 60 comprehensive school teachers S Studies in a different discipline -- 25 0-35 25-60 a minor •Language and comm, including ICT 35 40-75 •Practice in working life 5 – 40 •Preparation a personal study plan •Optional studies

Secondary school teacher education Bachelor’s Master’s TOTAL programme Degree Degree 300 ETCS 180 ECTS 120 ETCS Subject teachers’ pedagogical studies 25-30 30-35 60 (minor) (Inc. teaching (Inc. min. 15 practice) teaching practice) Studies in different disciplines 60 60-90 120 – 150 - major (including BA (including MA Thesis, 6-10) Thesis, 20-40) Studies in different disciplines 25-60 0-30 25-90 - 1-2 minors Language and communication studies, including ICT 35 - 40 0-30 35-70 Practice in working life Preparation a personal study plan Optional studies

nowledge:

Assistance to preparation of communication on the relationship between research, policy and practice in the field of education and training Application of knowledge Hannele Niemi 29.01.07 Vice-Rector University of Helsinki

For whom?  Teachers  Headmasters/princip als  Trainers Research  Teacher educators Evidence  Local authorities Knowledge  Educational policy makers  Parents, stakeholders,  Working life partners  Companies  Media

What has been done? - A mapping of the current situation in the field of application  Identified weaknesses  Weak capacity to use evidence-based knowledge  Difficult to find it  Conceptual confusions  Professional culture  Evaluation policy

What has been done? - A mapping of the current situation in the field of application  Emerging strengths  WG A. “Improving the Education of teachers and trainers” (2004 )  The Focus group 2004-2005  ENTEP European Network for teacher Education Policies  Teacher Education Policy in Europe (TEPE) Network  Models of research based teaching and teacher education

Variety of evaluation studies – difficult to access Students’ learning outcomes (in different subject matters or in generic skills or special education needs) Teachers’ competences and career-long learning (various theoretical approaches) Teaching and learning methods (small case studies vs. large scale surveys) Curriculum development (tied to national contexts, historical and political roots) School development (tied to administrative structures) National or local policy programmes (national educational policy)

What should be done? Some principles and recommendations  Teacher education as part of the European Higher Education Area  Renewing evaluation culture  Data basis and repositories  Professional culture  Administrative structures

How could it be done?  European level research programs  teaching, school administration, educational policy and teacher education in focus.  Action research programs  as a part of teachers’ and other professionals’ continuous education.  National and European doctoral programs  for teachers, head masters and teacher educators (three cycles of the Bologna process).  Local and national multi-professional networking  researchers, teachers, social-workers, working-life partners and media.  A European project “Evaluation and evaluation culture”  towards more participatory and communicative culture. Active interaction of researchers, practitioners and policymakers is needed.

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.

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Research-based teacher education

by Mart Laanpere on Feb 10, 2007

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