1. Progresjon i praksis i finsk lærerutdanning – og prosessene med rammeplanarbeidet i Norge 25 minutes + 5 minutes of questions from the audience Jari Lavonen, Rammeplanutvalget Department of Teacher Education, University of Helsinki, Finland Jari.Lavonen@Helsinki.Fi

2. Helsinki, February 2011, 12:00 Finnish educational context 1. Finnish educational context

3. 3 Characteristics of Finnish Education Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011) 1. Educational equality - minimize the influence of socio/economic background - education is free (books, meals, health care, …) - well-organised special education (inclusion) and counselling 2. Devolution of decision power to the local level - leadership and management at school level the role of school principal is important - teachers are responsible for local curriculum and assessment

4. Values and Aims of Finnish School Finnish society Partners Global Stakeholders Parents Professional teachers Knowledge base Collaboration Life-long learning Local curriculum and environments Broad aims Learning environments Networks & partnerships Leadership and quality culture Goal orientation and interaction Quality culture A Finnish school Diverse learners

5. 2. Research based Teacher Education at the University of Helsinki

6. 6 Finnish National Teacher Education Strategy: The teacher education programmes should help students to acquire: high-level subject knowledge, pedagogical content knowledge, contextual knowledge, knowledge about nature of knowledge, … social skills, like communication skills, skills to use ICT, moral knowledge and skills, … knowledge about school as an institute and its connections to the society (local contexts and stakeholders), skill to co-operate with other teachers, parents, … skills needed in developing one’s own teaching, the teaching profession and the local curriculum, academic skills, like research skills,... high quality knowledge base networks & partnerships life-long- learning

7. Aims for Swedish secondary teacher education For a Degree of Master of Arts/Science in Secondary Education the student shall demonstrate the knowledge and skills required to work autonomously as a subject teacher in the specialisation for which the qualification is awarded. The student shall also demonstrate knowledge and skills for other forms of teaching for which the degree, pursuant to the applicable regulations, qualifies him or her. Knowledge and understanding (8 aims) Competence and skills (13 aims) Judgement and approach: (life-long-learning) (4 aims) 7 Knowledge and understanding For a Degree of Master of Arts/Science in Secondary Education with a specialisation in teaching in grades 7-9 of the compulsory school system the student shall  demonstrate the subject knowledge required for professional practice, including both an overview of the main fields of the subjects studied and specialised knowledge in certain areas of the fields as well as insight into current research and development work. For a Degree of Master of Arts/Science in Secondary Education with a specialisation in teaching in the upper-secondary school the student shall:  demonstrate the subject knowledge required for professional practice, including both broad knowledge of the field and a considerable degree of specialised knowledge in certain areas of the field as well as specialised insight into current research and development work. For a Degree of Master of Arts/Science in Secondary Education the student shall also  demonstrate the knowledge of didactics and subject didactics including methodology required for teaching and learning in the specialisation or specialisations for which the qualification is awarded as well as for professional practice in other respects and also show awareness of adult learning  demonstrate specialised knowledge of the theory of knowledge and qualitative and quantitative research methods as well as the relationship between the disciplinary foundation and proven experience and its significance for professional practice  demonstrate the knowledge about children´s development, learning, needs and circumstances required for the specialisation for which the qualification is awarded  demonstrate knowledge and understanding of social relationships, conflict management and leadership  demonstrate knowledge of the organisation of the school system, relevant regulatory documents, syllabus theory and different educational and didactical perspectives as well as knowledge of the history of the school system, and  demonstrate specialised knowledge of assessment and grading. Competence and skills For a Degree of Master of Arts/Science in Secondary Education the student shall  demonstrate a specialised capacity to create conditions in which all pupils can learn and develop  display the capacity to benefit from, systematise and reflect critically and autonomously on personal experience, the experience of others and relevant research findings and thereby contribute to professional development and the formation of knowledge in the subjects, subject areas and subject didactics  demonstrate the capacity to take advantage of the knowledge and experiences of pupils to stimulate the learning and development of every pupil  demonstrate the capacity to apply the didactics and subject didactics including methodology required for teaching and learning in the specialisation or specialisations as well as the professional practice for which the qualification is awarded  demonstrate the capacity to plan, implement, evaluate and develop teaching and educational processes individually and together with others in order to stimulate the learning and development of every pupil in the best way possible  demonstrate the capacity to identify and in cooperation with others deal with special educational needs  demonstrate the capacity to observe, document and analyse their pupils´ development and learning in relation to educational objectives and to inform and cooperate with pupils and their caregivers  demonstrate the capacity to communicate and instil core educational values, including human rights and the fundamental democratic values  demonstrate the capacity to prevent and restrain discrimination and other forms of harassment of children  demonstrate the capacity to respect, communicate and instil a gender equal and equal rights perspective in educational processes  demonstrate communicative capacity in listening, speaking and writing to support educational processes  demonstrate the capacity to use digital aids assuredly and critically in educational processes and to take into account the significance of the role of different media and digital environments in this respect, and  demonstrate the capacity to acquire during educational processes skills that are valuable for professional practice. Judgement and approach For a Degree of Master of Arts/Science in Secondary Education the student shall  demonstrate self-awareness and the capacity for empathy  demonstrate the capacity to adopt a professional approach to pupils and their caregivers  demonstrate the capacity to make assessments in educational processes on the basis of relevant scientific, social and ethical aspects with particular respect for human rights, especially children´s rights according to the Convention on the Rights of the Child, and sustainable development, and  demonstrate the capacity to identify the need for further knowledge and to develop his or her own skills in pedagogical practice.

8. Individual characteristics of a professional teacher (Hargreaves & Goodson, 1996; Evans, 2008; Freidson, 2001; Urban & Dalli, 2011; Evetts, 2012) Conceptual knowledge base, Specific professional ideology, incl. shared understanding of professional values and ethics code. Include social and individual elements Strong institutionalization of an occupational group. Self-regulation of and -control over the work (self-assessment) Autonomous role in planning and implementation (academic expertise). Work (activities) is complex and not easy to standardize. 8 high quality knowledge base networks & partnerships life-long- learning

9. Research on teacher professionalism refers to status of teachers and depends on … (Müller et al, 2010; TALIS 2008 survey) individual characteristics (teacher knowledge, teaching philosophy, interaction skills, …) school level factors (shared leadership, collaboration, school-society-family partnership …) cultural and education policy factors at state level or context (trust culture, …) 9 All important

10. A teacher leader … (Lieberman, 1992, Harris, 2003) is goal oriented can plan, implement and assess his/her own practices and students’ learning has deep understanding on teaching and learning is able to work collaboratively with other teachers is a facilitator, coach, mentor or a trainer of other teachers is able to consume research based knowledge is a curriculum specialist and innovator for new approaches is able to use assessment outcomes for school development. … 10 knowledge base networks & partnerships life-long- learning

11. 11 A secondary (subject) teacher typically teaches at grades 7 to 12 (ages 13 to 19) teaches typically one major and one minor subjects (e.g. math and physics) An primary (elementary) school teacher (a class teacher) teaches at grades 1 to 6 (ages 7 to 13) teaches typically all 13 subjects

12. Framework for designing a teacher education programme at the University of Helsinki 12 Programme Research on subject matter, teaching and learning, engagement, development and needs of learners, policy, history,... → Contents to the programs. Research on teachers and teacher education - Professional/effective teacher, - Structure and origins of teacher knowledge, - Teacher identity, agency,... - University pedagogy. EU and National strategies - Teacher education strategy, - National level curriculum; Forms and role of assessment. Feedback - Students’ learning outcomes and evaluations, - Staff members’ self-evaluations of the programme, - Municipality stakeholders’ feedback.

13. Professors, senior lectures - PhD - Time for research Mentor teachers - Highly qualified (two master thesis) - Teach 2/3 of on ordinary teacher (time for mentoring) - Participate research projects (same lanquage) Teacher education at the University of Helsinki University of Helsinki (11 faculties, 38 000 students, 7 400 staff members) Faculty of Behavioural Sciences Faculty of Arts Faculty of Science Faculty of Biosciences Faculty of Theology Faculty of Social Sciences Dept. of Teacher Education Teacher Training Schools Secondary teacher education: pedagogical studies + subject studies Primary teacher education

14. 14 Structure of the Master’s degree of a secondary teacher: 3 + 2 years, 300 cr 0 20 40 60 80 100 120 140 160 180 Major Subject Minor Subject Pedagogical studies Communication and language studies Bachelor’s level (180 cr)Master’s level (120 cr) Master- thesis cr = 27 hours of work Study credits Ped. thesis Teachers benefit of the research orientation while they plan (incl. curriculum), Implement and evaluate teaching and learning and in life-long- learning BSc thesis Teaching practice Subject matter knowledge, knowledge about teaching and learning, and school practise are integrated into the students’ own personal pedagogical view Subject Matter knowledge Subject Matter knowledge PCK GPK

15. Teaching practice: doing practice or learning from parctice Basic practice plan and implement teaching on the basis of the curriculum in interaction with the mentor teacher take into consideration the ethical principles of teaching recognise various types of learners and take them into account in all interactional situations use different teaching techniques and justify the decisions analyse own and peers’ teaching with mentor and peers give and receive feedback in peer group understand school as a multiprofessional community and part of society set new goals in professional development for themselves Advanced practice plan, conduct, and evaluate their teaching more independently than in Basic Practice plan and implement teaching by taking into account the needs and aims of different learners and learning groups in accordance with the curricula use diverse teaching and evaluation methods and utilize the possibilities of network pedagogy in multiple ways analyze and evaluate the results of their teaching and from this basis build their professionality and pedagogical solutions plan a project related to different kind of learning and be active in its implementation 15 Cumulative aims for practice (not only number of days) Enough practice to master level (conceptualising, learning from practice, learning to learn from practice, …) Holistic view to teacher profession (not only training for teaching) Progress with the aims: orientatoon – basic - advanced Allocate time for practice and study credits for students Competence of the mentor teachers: specialisation in mentoring

16. 16 Structure of the master degree of a primary teacher: 3 + 2 years 0 20 40 60 80 100 120 140 160 180 Major Education or Ed. Psych. Multi- disciplinary studies Minor Subject Communication and language studies Bachelor’s level (180Bachelor’s level (180 cr)Master’s level (120 cr) Master- thesis Master- thesis cr = 27 hours of work Study credits BSc thesis Finnish language, PCK Mathematics, PCK Physics, PCK Chemistry, PCK Biology, PCK Geography, PCK History, PCK Religion/ethics PCK Sports Arts Music Crafts Pedagogical studies Teaching practice

17. The pedagogical studies helps the students … to integrate subject matter knowledge, knowledge about teaching and learning and school practice into their own personal pedagogical view; to become aware of the different dimensions of the teacher profession: social, philosophical, psychological, sociological, and historical basis of education; to be able to collaborate in different networks and partnerships; to be able to reflect on their own personal pedagogical “theory/view” (reflection for, in and on action); to act as autonomous professional in planning, implementing and assessing teaching and learning; to develop potentials for lifelong professional development through research orientation. 17

18. Thank you!

19. 19 more...less... professionalism – bureaucracy long term policy and a vision – ad hoc ideas coming from the politicians decentralization, decision making, assessment and quality culture at local level – standardization, inspection, national testing and heavy quality control trust based responsibility (self-evaluations, listening of students and municipality people/ parents voice) – test and inspection based accountability collaboration, networking and partnerships – competition and rankings In education we need …