1. Teacher Education in Europe IP/Vilnius July 8 2010 Jens Rasmussen, Danish School of Education, University of Aarhus

2. 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)

3. 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

4. Challenges to teacher education Recruitment Theory and practice Research based

5. 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)

6. Background Few applicants Entrance level Completion

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

8. Applicants

9. Reforms Denmark 19661991199720012006 Finland 197419792005 Iceland 19711978-79198819932007-08 Norway 19731994199920032009 Sweden1965197819882001(2010)

10. Pedagogics Denmark1966199119972006 Ca. 54 ECTS42 ECTS33 ECTS Finland19741979 1.-6.: 60 ECTS 7.-9.: 25 + 10 ECTS 1.-6.: 120-140 ECTS 7.-9.: 40 ECTS Iceland197119932008 42 ECTS50 ECTS Norway1973199419992003 60 ECTS iincl. practicum 60 ECTS incl. practicum 30 ECTS incl. practicum 30 ECTS Sweden196519882001 90 ECTS incl. practicum 90 ECTS incl. practicum 90 ECTS incl. practicum

11. Practice teaching Denmark1966199119972006 30 ECTS36 ECTS Finland19741979 35 ECTSVary, 20 ECTS Iceland197119932008 24 ECTS Norway1973199419992003 16-18 weeksinkl. incl. practicum 18 weeksincl. practicum 20-22 weeks incl. practicum Sweden196519882001 Vary, ca. 30 ECTS Vary, at least 30 ECTS

12. Salary

13. Teaching hours

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

15. Teacher education University – Research environment Interesting and demanding Academic demanding

16. 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

17. What counts? Employment Status – High status in Finland and Iceland – Low status in Denmark and Norway Job security Orientation at profession Expert in teaching http://www.norden.org/sv/publikationer/publikationer/2010-533

18. Theory and practice 1

19. Theory and practice 2

20. 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

21. OISE/UT, Canada

22. Denmark

23. University of Hensinki, Finland (1)

24. University of Hensinki, Finland (2)

25. NIE, Singapore