1. Linking professional learning and the work of teachers EDiTE final conference, Budapest 2014.07.04 Gábor Halász ELTE University Click on pictures in orange frame!

2. Why do we deal here with this theme? Those educating teachers and studying TE need a good understanding of –the nature of the professional knowledge teachers need for effective teaching and –the way this knowledge is created, acquired, shared and used, including workplace learning This is a central theme of research on teacher education and on the work of teachers

3. Themes for reflection The nature of knowledge and professional knowledge Creating, sharing and using professional knowledge in the teaching profession: the role of the workplace Implications for teacher education

4. Possible implications for EDiTE Workplace knowledge creation and sharing processes –should be part of the EDiTE curriculum, –should be a focus of EDiTE common research EDiTE doctoral students should be involved in communication with practitioners Doctoral schools should have intensive working relationship with schools (see the Horizon application)

5. Thank you for your attention!

6. The nature of knowledge The diversity of knowledge –What, how, whom, why… –Explicit and tacit knowledge (theory-in-use, knowledge embedded in practice) –Individual and collective knowledge The practical definition of knowledge –The thing we need to solve problems –The thing we need to answer the question „How should I do this?”

7. The nature of professional knowledge The knowledge needed in professional work to solve work related problems –The diagnose an illness… –To find a technical solution for effective energy use… –To make a group of student understand a complex theory… Theory of action: espoused theories and theories-in-use Knowledge and practice

8. Source: Conway, P.F – Murphy, R - Rutherford, V. (2014): ‘Learningplace’ Practices and Pre- service Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy. In. McNamara et al. (eds.), Workplace Learning in Teacher Education, Springer

9. The nature of the professional knowledge of teachers The knowledge used in the professional work of teaching, that is –When doing the work of teaching (supporting learning) –When working with others in schools Understanding the job of a teacher –The great diversity of teaching jobs and work situations –The need to analyze the complex work of teachers

10. Creating, sharing and using knowledge in the teaching profession – three cases A particularly successful Hungarian school The Japanese lesson study An average Finnish school

11. What is common in the three cases A great part of the knowledge teachers use is embedded in their daily practice and it is shared through their daily communication at the workplace Professional knowledge is permanently created, shared and used at the workplace (the school) even when it is not perceived

12. Some key features Non-regular ways of knowledge creation and sharingNon-regular ways of knowledge creation and sharing An atmosphere of intellectual stimulation The need to solve daily problems Collective, shared nature Supportive organisational environment Permanent experimentation Reflective dialogue

13. Examples of non regular ways of learning Learning while (for example)… –observing colleagues in the framework of the school level teacher evaluation system –preparing a tender in a consortium of schools –discussing the case of a pupil having learning difficulties with colleagues –preparing lessons at home –receiving guests form an other school Learning from „clients” (pupils/parents)

14. The case of a particularly successful Hungarian school 70% disadvantaged, 60% Roma 100% continues after completion and 40% in secondary school leading to HE A key element of the pedagogical technology is the use of tasks called „open questions” Teachers invent and test every day many new „open questions” The school teaches other schools and student teachers

15. The case of a the Japanese lesson study Teachers identify teaching/ learning problems They create a model lesson with proposed solutions to the problem They collectively observe the lesson and analyse the experience The lesson is improved and repeated on the basis of the collective discussion The small innovations are integrated into the professional routines

16. The case of a Finnish school About one third of pupils are identified as „problematic” – they are treated as „cases” that need specific pedagogical attention Each „case” is discussed by a team of teachers who teach the given pupil The team is led a coordinator staff member (an SNI teacher) Specific individual solutions are elaborated by the team for each pupil „case”

17. Implications for teacher education/1 The nature of teacher learning has to be better understood, including what happens at the workplace Teacher educators should study workplace level knowledge creation and knowledge sharing processes Students should be prepared to take part in school level knowledge creation and knowledge sharing processes

18. Implications for teacher education/2 Rich and intensive university/school dialogue is needed - applying the knowledge triangle to the education sector –School level innovation processes –Teacher education programs –Research on teaching and learning Relevant development interventions needed

19. An ESF funded intervention in Hungary (TAMOP 4.2.1) Regional networks of TE universities and schools TE Universities taking part in school level innovations TE universities actively supporting continuous professional development in schools

20. Click on pictures in orange frame! You have to click on pictures framed with orange colour while watching projection to activate hidden slides. example: