Teacher Education in Europe IP/Vilnius July Jens Rasmussen, Danish School of Education, University of Aarhus

Teacher education counts  Teachers are of major importance to student outcomes  Most important single factor to explain student outcomes (Darling-Hammond & Young, 2002), (Darling-Hammond & Brasford, 2005) (OECD, 2005), (Day, Day, Qing, & Stobart, 2009)  Teacher quality correlate significant and positive with student outcomes (Hanushek, 2002)  “The quality of an educational system cannot exceed the quality of its teachers” (Barber & Mourshed, 2007)  Teacher education matter (Darling-Hammond, Hammerness, Grossmann, Rust, & Schulman, 2005), (OECD, 2005)

McKinsey & Company Two students with same performance *Among the top 20% of teachers **Among the bottom 20% of teachers Source:Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement Student with low- performing teacher** Student with high- performing teacher* 90 th percentile 50th percentile 0th percentile 100 th percentile 8 Age (yrs) 37 th percentile 53 % 11 Student performance

Challenges to teacher education Recruitment Theory and practice Research based

The study  Differences between Finland and the rest of the Nordic countries  Literature  History  Survey  Potential applicants (last year)  Teacher education students (1. year)  Focus group interviews  Potential applicants (last year)  Teacher education students (1. year)

Background Few applicants Entrance level Completion

Denmark: 62% Norway: 47% Sweden: 77% Finland: Nearly all

Applicants

Reforms Denmark Finland Iceland Norway Sweden (2010)

Pedagogics Denmark Ca. 54 ECTS42 ECTS33 ECTS Finland : 60 ECTS 7.-9.: ECTS 1.-6.: ECTS 7.-9.: 40 ECTS Iceland ECTS50 ECTS Norway ECTS iincl. practicum 60 ECTS incl. practicum 30 ECTS incl. practicum 30 ECTS Sweden ECTS incl. practicum 90 ECTS incl. practicum 90 ECTS incl. practicum

Practice teaching Denmark ECTS36 ECTS Finland ECTSVary, 20 ECTS Iceland ECTS Norway weeksinkl. incl. practicum 18 weeksincl. practicum weeks incl. practicum Sweden Vary, ca. 30 ECTS Vary, at least 30 ECTS

Salary

Teaching hours

Factors of importance for choice of education Education – Interesting and demanding – City – University – Time for other activities Employment – Salary – Interesting work – Job security

Teacher education University – Research environment Interesting and demanding Academic demanding

What counts? Education University Orientation at the profession – Pedagogic and didactics – Communicator, teacher Teaching subjects – Research based – Valence Environment – City with a good reputation – Academic development more than social club activities

What counts? Employment Status – High status in Finland and Iceland – Low status in Denmark and Norway Job security Orientation at profession Expert in teaching

Theory and practice 1

Theory and practice 2

Theory and practice 3 Science Scientific knowledge Empirical Quantitative Qualitative Analytic/ theoretical Middel range theory Grand theory Scientific praktice knowledge Theory of science Reserach methods Education Professional knowledge Evidence based Science Empirical Analytic/ theoretical Practice Philosophical Analytic Normative Professional practice knowledge

OISE/UT, Canada

Denmark

University of Hensinki, Finland (1)

University of Hensinki, Finland (2)

NIE, Singapore