The Finnish Strategy in Teacher Education at the 2nd cycle level Hannele Niemi Vice-Rector University of Helsinki http://www.helsinki.fi/tutkinnonuudistus/english/ 17.05.2007

The Finnish Educational System The 9 years comprehensive school Free for all No private school system High quality in all schools The highest results in Pisa The 3 years secondary school – leading to Higher education Upper secondary school Vocational institutions Higher Education – access to 65 % for a age cohort – no tuition fees Polytechnics Universities

HIGHER EDUCATION UPPER SECONDARY 10-12 COMPREHENSIVE 7-9 COMPREHENSIVE 1-6 PRESCSHOOL (1)

HIGHER EDUCATION UPPER SECONDARY 10-12 COMPREHENSIVE 7-9 Sedondary Teachers COMPREHENSIVE 1-6 Primary Teachers PRESCSHOOL (1)

Typical trends in the Finnish TE 1971 teacher education into universities (primary and secondary school teachers) since 1979, 5 years programs, Master degrees (2nd cycle) for all comprehensive school teachers (primary and secondary school teachers) a research-based orientation 10-15 % of the applicants are accepted to start their studies several national and international evaluations of structure and quality of teacher education in Finland

Evaluations 1989 National committee for developing teacher education 1993-94 National and international evaluation of educational sciences and teacher education 1995-1998 Research project “Effectiveness of Teacher Education" as part of a large national research programme “Effectiveness of Education 1998 National evaluation of ICT in teacher education 1998-99 National evaluation of teacher education 1999 Evaluation of the quality of research in the teacher education at the University of Helsinki The teacher education development programme 2001–2005, follow up of the implementation 2006

The main principles of the Finnish teacher education 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) the aim is that teachers can internalise a research-orientated attitude towards their work teacher education in itself should also be an object of study and 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 evidence-based teacher education? - Ideas behind the principle prepare teachers to respond to the evolving challenges of the knowledge society the most recent knowledge for their profession knowledge creation Interaction and co-operation with people development of society make decisions to improve education to different learners

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.

The Finnish teacher education as a part of the Higher Education Area All teachers have MA university degree (min. 5 years) All teachers have studies research methods and have written Master Thesis The common pedagogical qualification adds mobility in the profession Teacher education is a part of Higher Education Since 1.8.2005 a Bologna structure in all degrees

2003 - 2004 – 2005 The Bologna process was seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change. Many national networks and projects worked together to develop and implement the new TE degrees programmes in Finland the National-Level Coordination of Degree Programme Development in Teacher Training and the Sciences of Education http://www.helsinki.fi/vokke/english.htm

Three cycle model for teacher education The two-cycled basic degrees will consist of the Bachelor’s degree (180 credits / 3 years) and the Master’s degree (120 credits / 2 years) The third cycle will consist of postgraduate studies (leading to a doctoral degree) 1 year = 1600 working hours = 60 ECTS

Three cycle model for teacher education Teacher qualification = BA + MA degrees the Bachelor’s degree (180 credits / 3 years) and the Master’s degree (120 credits / 2 years) The third cycle will consist of postgraduate studies (leading to a doctoral degree) 1 year = 1600 working hours = 60 ECTS

Alternatives for the structure of university degrees Examples Dr MA BA integrated

Alternatives for the structure Examples Dr MA supplementary studies? BA integrated

Theses MA 25+35= 60 BA Minors Other Major studies Basic studies 25 Intermediate studies 60 (including BA thesis 6-10) Advance studies 60-90 (including Master thesis 20-40) Theses MA 25+35= 60 BA Major Minors Other studies

Theses MA BA Major Minors Other studies Subject areas

Theses MA BA 25 Major Minors Other studies

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

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

Supporting students’ learning Personal study plans Follow-up of progress in completing of degrees ICT –licence all available resources to students e-learning e-libraries information literacy Transparency in quality assurance

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

Common European Principles for Teacher Competences and Qualifications Work with knowledge, technology and information Work with fellow human beings Work with and in society

Why research-based teacher education? - Ideas behind the principle prepare teachers to respond to the evolving challenges of the knowledge society 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

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.

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.

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.

Future challenges of TE at the cultural level The promotion of excellence in teacher education and the teaching profession Cross-disciplinary research on learning and teaching Values in schools and society

Infrastructure Social cohesion Innovations SOCIETY CULTURE teacher education research on learning values INDIVIDUALS .