1. Challenges for Subject Teacher Education Jari Lavonen Professor of Physics and Chemistry Education Department of Applied Sciences of Education, University of Helsinki jari.lavonen@helsinki.fi

2. 2 A subject teacher teaches at grades 7 to 12 (ages 13 to 19) is qualified for teaching positions in all kinds of schools in his or her major subject teaches typically two or three subjects (e.g. math and physics)

3. 3 Subjet teacher’s Master’s degree 3 + 2 years (180 + 120 credits) Major subject (e.g. physics) 120 credits 1. minor subject (e.g. chemistry) 60 credits 2. minor subject (pedagogical studies) 60 credits Language and communication studies Competent to continue postgraduate studies

4. 4 Subject teacher education at the University of Helsinki University of Helsinki Faculty of Behavioural Sciences Faculty of Arts Faculty of Science Faculty of Biosciences Faculty of Theology Faculty of Social Sciences Dept. of Applied Sciences of Education Teacher Training Schools Subject teacher education section, pedagogical studies University of Art and Design Sibelius Academy Theatre Academy Curriculum planning for pedagogical studies 40 experts from various organisations

5. 5 Challenges for Subject Teacher Education

6. 6 Challenges outside the Department of Applied Sciences of Education Research-based teacher education (University’s strategy) Four types of students: individual study plans Wide pedagogical competence through teacher education: from primary schools to polytechnics (Ministry of Education) Integration of ICT to teacher education (including teaching practice) (National strategy) Possibility to e-learning

7. 7 Challenges inside the Department of Applied Sciences of Education Student feedback or course evaluation: The structure of pedagogical studies must be easily perceived and process-oriented There must be balance and interaction between theoretical and practical studies Enough time for thinking over pedagogical and practical issues Developing pedagogical studies together with the staff at the Department of Applied Sciences of Education in teacher training schools at Subject departments

8. 8 Strategy of the Department To educate teachers with certain characteristics The teachers should be aware of the different dimensions of the teaching profession (social, philosophical, psychological, sociological, and historical basis of education) be able to reflect broadly on their own work have potential for lifelong professional development (to learn more subject knowledge, pedagogical knowledge and pedagogical content knowledge) be able to think pedagogically in planning – teaching – evaluating

9. 9 Furthermore, the teachers should have the basic knowledge of 1) the subject matter, 2) the nature of the information and 3) the information collection in the subjects they teach. be capable of multidisciplinary thinking, argumentation, and integrative teaching, which are all in line with the general values related to education and teaching be capable of creative and flexible thinking, and ready to face and carry out changes in the work community have good co-operation and communication skills (mother tongue, foreign languages) and know how to use ICT in education. be competent for postgraduate studies

10. 10 Pedagogical studies

11. 11 Four-module process model E ducation – S ubject didactics – P ractice Module 3 (18 sp.) E III: Social, historical, and philosophical basis of education; 5 sp. S III: Seminar on curriculum work and evaluation of learning and teaching; 7 sp. P II: Supervised applied practice in Teacher Training School; 6 sp. Module 4 (17 sp.) E IV + A IV: “Teacher as a researcher” seminar; 10 sp. P III: Supervised Master’s level practice in Teacher Training School; 7 sp. Autumn (Bachelor’s level 25 sp.) Spring (Master’s level 35 sp.) Module 4 Planning of the ”teacher’s thesis” 5 sp. Module 1 (15 sp.) E II: Psychology of development and learning; 4 sp. E I: Special needs education; 4 sp. E + S I: Theoretical, psychological, and didactical basis related to teaching and learning a subject; 7 sp. Module 2 (10 sp.) S II: Seminar on teaching methods and planning; 3 sp. P I: Supervised teaching practice in Teacher Training School; 7 sp.

12. 12 Competences of a subject teacher An expert subject teacher has to have competence in: Subject knowledge and skills: an expert teacher has a well organised knowledge structure in a subject, an understanding of the nature of knowledge and how new knowledge is acquired and adopted in the subject,... Pedagogical knowledge and skills: an expert teacher can plan, implement and evaluate learning activities (teaching methods) and learning; motivate students and use ICT in education An expert teacher is able to develop his/her own teaching together with other colleagues (teacher as a researcher; collaborative, reflective and contextual professional development skills)