Published on

Presentation by Björn Astrand

Published in: Technology, Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. Teacher Education Policy in Europe Workshop 8th — 10th February 2007 Tallin University
  2. 2. Education shall be directed to 1 H‘. the full development of the T Q; T . human personality and to the C , strengthening of respect for _ ,1 M human rights and fundamental -. -‘, .,rll, lfll; i”. _ , freedoms. if‘ ’ -i tilt}; 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. 9’ . . 3 -V Declaration of Human Rights “at, 2’ article 26 l 4,. " _ ‘I -'. l‘r. I ii
  3. 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 coflegef’ College Leaming for the New Global Century, 22
  4. 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 teachereducaflon?
  5. 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 L Thirdly - integrated into the higher education with restrictions as being “foreign”
  6. 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 “J: |‘rl ‘‘. »7*. r~ ‘ Societal level r'i, .”}"-_)F . "y, k 2‘ '! ‘,'J Individual level L .3" A * .1.. - . ‘ -Reproduction I Existential -Renewal Emancipation -Sustainability I Employability
  7. 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. 8. Quality evaluation of Swedish HE focus weaknesses as: * Related to mass HE ~ Declining o Related to Shortage of in’lel'nati0na| iSatiOn/ funding/ drive for m0bi“tY external funding - Under prepared creating dependencies incoming students (and and erosion of outgoing ? ) academic freedom and . To many Simnar edUCatiOnai breadth programmes and - Lack of cooperation institutions And they all applies to TE as well — but what differ?
  9. 9. Evaluation of programme — what’s the value of studies in terms of: Specialisation for teaching positions High Low General High (9 3 preparation for active citizenship etc Low C D (After Labaree) Nature of TE is to be found in both areas and needs to be located in section A
  10. 10. Current analysis in US: i 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 i 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. 11. lilclrllegc Learning Global Century New The Essential Learning Outcomes inovoitavtotqidqtu u. ... .~ - . .-. .r, and undnulnp :1 . ... ... ... o. um um nine 4:. » nu. .. . ..4.. ._ n-4-. -hull poop: on Inunlylilutnndlfv : h-o- In sum: # lrmirlH~; e of Human Galina: an! the Myiical and Natl rll WIM --uudndyiuuhnuisn-lulu-via-n-u-luau-. hinui51iI. hhnI iI$I. IIuhh-an: fun: -Iivuut-n-uiuhbigy-é-nbanh -nunpouud-d-‘u 4! lm-llewral and Pnaical Skilu. includiuq - hon -I unlu- ~ c—u-I --u -mu. .. - I1: I-In-Inn-n'upfin - Gun-amnion‘-y - H-——— 3-ow - 3--: -1,. -u—-ulvinu P-violnbidn U9. lb on-hula-. - 04¢ paid Jpflcrbfl Au. JJUIWU p—u—n p-, -A ad nnauaiwpubnnn 4‘ Potsomi and Social flnpotliililrty, lull-ling - C-il-ipndnununtunt-hnduddlld - I-ouhodlaablonoulumpnooo - M-ia-mg-ulmi-n - v—a—‘—-i. uI. c:rraI. i-. .I—-a-. A-oAoun~. p~vn-~Jn~u»¢a. .o. ao—--~¢—a»d-o. A4aAub: g¢ 4! ilrlupulrvvlO»Hlll‘, ‘I| ll| l‘h] - S. -I-—'. aa. _.«r—-. .,I. |-. ._———-| .a. ,.. 'i_i. ..i. . r. -.-. u~. wu. .,uuu'- ll-lain -bu u-, .-was-n-wu-u -4-¢. p.»-o Ia wannauado-unnnnm-at: -urn-o-at-not-In-uuauu-nnutu-at-on bun -cc un-u-can-vuulnuuiwa--yuan-—u-uu nlmnunu--un-no u-anon»-»¢-q nu-1 ---vu, nnuoeI- -mun VI hogan puma: - pmeauoznnsmnun n-any-an Lia--ii. »-nxrsumsn-as-us: I-o'Q1‘r4nUuuaIl. la5aII. '1hpl. '1D, 'n~ l¢nraL-visa-evn~hoununfiaaIl, u1A-u&s: —$oaAkdruuvlUuI-unnunc ~u: aDa- us FIGURE 5 REMAPPING LIBERAL EDUCATION Liberal Elwcairou In no ‘limui-In cumy UM-rli fluent’-our II Ilh Two-q-llnl century - Ill elite citriculun - I necessiy for all 0 norwocmionnl student: -anopiioniunha °as5.-'-nluilla E lonumie succvsee; III a glrbdl economy and Ior mforrud clrmnsh p -liioralam -nl M: hacls, coIn- colleges or mumv collages, colleges of III! colleges, and and Icianco: Ill larger iruttunans uruwrsmear, norm: II Iiolda of study lrecomrnandodl -through studies in art: md sciences field: rm main‘) - throne in studio : across the entire educational and/ or lhroudr cormnwrn: school ooriorul oducnion through college in the -nimsl years lrocommandodl ol collage
  12. 12. Research based teacher education In Swedish — a concept with a wide signification: Research based education Forskningsanknuten undervisning Forskningsanknuten undervisning I, I Research (a tied knot)_teaching teaching research 1- -~. e,. ____M , M,, ::‘*“% : two separate lines ‘1 __, ‘ combined providing new ‘e4.: ,Eo, .;—~"’ capabilities
  13. 13. 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
  14. 14. ff‘ IV I ll’ ' I U ‘ . in ‘ ‘I ‘ Iirheory I , _’. LI ' Academy General skills Schools I Practice Profession " Specific skills Teacher Education ii‘ I he/ ‘Vi I It I II I / -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.
  15. 15. -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 l. ’ "I aiming at progress within ‘ ‘fl __ I '? _, 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 I he skills
  16. 16. 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 educafion?
  17. 17. Desued Not likely ”"°'Y Notdesued