Learning together: Comparing Secondary Initial Teacher Education in England and Finland Paul Dickinson (Sheffield Hallam University, England) Jaana Silvennoinen (University of Helsinki, Finland) THE BATTLE FOR TEACHER EDUCATION: REFORM IN INTERNATIONAL AND NATIONAL CONTEXTS Bergen, 2014

Why the interest? Why our approach? England and the move to a school-led system ( Range of routes, government policy, speed of change, key implications ) Finland and the university-led system ( Stability, Masters level and training schools ) Key similarities and differences

Materials and Methods Materials National Newly Qualified Teacher Surveys University Exit Surveys 16 Semi-Structured interviews with school based mentors (eight in each country)

Surveys SS Findings from the national Newly Qualified Teachers Surveys Findings from the University exit surveys

Findings from the semi structured interviews with school based mentors Questions 1. What are your thoughts about the current models of secondary Initial teacher training in your country? 2. What do you think are the most important roles of the university in the current system? 3. What do you think are the most important roles of the school/s in the current system? 4. How important do you think your role is in educating new teachers? 5. How important do you consider the role of research in supporting the development of student teachers?

Notable similarities and differences suggested from this study Similarities Perceived characteristics of an effective mentor and the importance of their role Perceived importance of the university’s role Differences Number of schools and routes used for training Academic level expected on qualifying Contact hours teaching on the Initial Teacher Education programme University tutors and use of joint observations Pedagogical freedom

Lessons to consider from the findings Raising the status of mentors in the school system in England and developing minimum requirements/training in both countries Improving the coherence between university/theory and school practice Ensuring strong peer support and facilitation of peer learning Providing a two year training programme-note Ofsted in England Supporting research, but ensuring its relevance to teaching and learning Increasing emphasis on teaching pupils from minority ethnic backgrounds Ensuring the right balance between practical training and time/focus for reflection/observations/planning in teacher training schools Using university expertise in joint observations

Further research? A more detailed/specific study of the views of student teachers, mentoring teachers, senior lecturers and professors at both universities should be carried out. This could focus on: 1. Effective integration of university/theory and school/ practice models 2. Developing a high quality mentoring culture 3. Effective transition into the early years of teaching 4. Student teachers being encouraged to find their own teaching styles Paul Dickinson Jaana Silvennoinen

Most training routes are nine months to one year intensive School based mentors are vital to the model Growing need for better training to work effectively with ethnic minority pupils Growing focus on the need for better transition from ITE into the early years of teaching Need for greater clarity of the relationship between university/theory inputs and School/Practical inputs Key Similarities

EnglandFinland Increasingly school- ledUniversity- led UG route, post graduateMasters level Lead teaching time can be hoursApprox. 25 hours lead teaching time Over a thousand schools (in fact almost all schools can be lead training schools) and over a hundred accredited providers Eight schools used Mentors used but not highly valued in school hierarchy Teaching and mentoring perceived as key responsibilities of all teachers in training schools Significant range of teaching routes availableOne main model Strong external monitoring- OfstedMore emphasis on self monitoring No requirement for university involvement in trainingUniversity and school training strongly linked Compliance model still prevalent- although latest Ofsted requirements suggest some move towards recognising a more individual approach to meeting the Teacher’s Standards Risk taking and finding your own style encouraged Key Differences