Nasjonalt og internasjonalt perspektiv på veiledning av nyutdannede lærere / førskolelærere og styrking av praksisopplæringa i lærerutdanningene On-the-job Training in Teacher Education Trondheim,

On-the-job Training in Teacher Education History Structures Issues Perspectives School TE (TE = Teacher Education)

On-the-job Training in Teacher Education Resources Documentation (Eurydice, OECD, nat.reports etc.) Reports - model projects - evaluation - policy implementation Research - scattered - most of it case based - rather inconclusive - a number of common issues

On-the-job Training in Teacher Education 1. History Introduced by August Herman Francke in Halle around 1700 Regular part of many TE programs since early 19th century Obligatory part of TE in Germany since around 1900 Introduced in most European countries in the second part of the 20th century (the one and only exception: Greece). Extended in most OECD countries within the last decade or so.

On-the-job Training in Teacher Education 1. History Eurydice 2004

On-the-job Training in Teacher Education 1. History Eurydice 2004

On-the-job Training in Teacher Education 2. Structure Huge variations in length, placement, requirements, mentoring, supervision etc. Qualified guess: on average about 10 – 15 % of the initial teacher training and about one year after entering the job. Post-graduate training includes in most cases (supervised) lesson planning, teaching, standing in for absent teachers, participation in staff meetings, extracurricular activities.

On-the-job Training in Teacher Education 2. Structure Types of supervision / mentoring Only teacher based (with or without examination) Only school based (with or without examination) School based in combination with either TE institutions or a specialized seminary. TE or seminary based with more or less organized involvement in one or more schools.

On-the-job Training in Teacher Education 3. Issues Common issues in research & policy making Economy (costs of recruitment vs. costs of support structure). Maintenance (trained teachers last longer). Recruitment (rising the stakes vs. lack of qualified teachers) Distribution (integrated vs. consecutive). There is no conclusive research evidence on what works best.

On-the-job Training in Teacher Education 3. Issues Common issues in research & policy making BOLOGNA - BA teaching / MA academic - BA academic / MA teaching - BA teaching (+) - BA academic (+) - at seminaries, academies, university colleges or universities? - at the same or at different institutions? - with or without integrated / postgraduate on-the-job training? There is no conclusive research evidence on what works best.

On-the-job Training in Teacher Education 3. Issues Common issues in research & policy making Transition (how to link TE and school based practice). Selection (who should intervene when). Certification (double-certified teachers last longer). Effectiveness (which model is most effective in what?). There is no conclusive research evidence on what works best.

On-the-job Training in Teacher Education 3. Issues Common issues in research & policy making Most research & policy making is focused on teaching quality, school improvement & other educational issues. Most trainees report as main problems: - coping with their new life - coping with local traditions - class room management - teaching methods - stress, stress and... stress There is no conclusive research evidence on what works best.

On-the-job Training in Teacher Education 4. Perspectives Common challenges in Norway & abroad Sustainable support structures (institutionalization & budgets) Sustainable training programs (more focus on coping) TE – school interaction (how to bridge the gap without losing the cutting edge) Life – long training (how to continue support beyond the initial phase)