an example of possible models for solving the educational puzzle HSE Yaroslavl Forum Session Models of Teacher Training and Upgrading Jarkko Hautamäki Centre for Educational Assessment Department of Teacher Education ID: 623128
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Slide1
The Finnish Education For All- an example of possible models for solving the educational puzzle
HSE - Yaroslavl' Forum
Session: Models of Teacher Training and Upgrading
Jarkko
Hautamäki
Centre for Educational Assessment, Department of Teacher Education
University of Helsinki, Finland
22.4.2014Slide2
Educational Puzzle to be SolvedSlide3
CodaThe educational goal is to develop children who not only honor the rules and norms of the society but who are able to use these rules to promise themselves what they will do, to plan ahead, to delay gratification and work towards their goals and to meet their obligations. In so doing they move from being controlled by others to controlling themselves, the vaunted goal of education
. (
David Olson)Slide4
To begin - two ways
to look on
schooling
as a
solution
to
variances
/
differences
between
students
Slide5
Model of Schooling 1st step
Coverage
: % of the relevant age cohort
historical expansion from 1 % to 100 %;
how to
organise
education for ALL
using (comprehensive vs. selective)
models for schooling
Historical
expansion
of
education
from
a
class-based
priviledge
to the
right
of
citizensSlide6
Model of Schooling – 2nd step
how to tackle
the variation of
pupils & to solve
matching (demands/competence)
Content:
the
level
of
the
knowlegde
and
skillsDefined via curriculum goals &leaving credentials & links to further education
What
the
civil
and
economic
activities
require
:
Our
best
quess
!Slide7
Model of Schooling – the moral issue
Coverage
:
using models for schooling
Content:
if the level is fixed to a ≈high
level, does
this
mean
that all should
attain
this very level
?
if YES, we have an educational problem,
if NO, we have a moral problem
How to tackle
the variation of
pupilsSlide8
The moral obligation
W
hen
education
is a
universal
benefit
, and the future requires competent adults with good education, then the school has a moral
obligation
to
support
everyone to learnBut pupils have
also
the
obligation
to
try
to learn and to learn to commit oneself
to
studiesSlide9
How we in Finland have solved
this
educational
puzzle?
And
are
we
satisfied with the results, so far?Slide10
The Finnish Education SystemBasic education still mostly divided to two separate entities of grades 1–6 and grades 7-9Age-cohort 60 000, together 540 000 students
About 3000 schools
Average expenses 7000 e/student
c. 40 000 teachers in basic education
c
. 5500 special teachers (=14 %)
PISA assessment
point/positionSlide11
Educational Equity Account in Finland (PISA 2006
data
, Hautamäki &
al
, 2008)
Factor
Cognitive
outcomes
Interpretation
Regional
No difference
Regional balance is achieved
Urban/rural
Urban M > rural M
Real, but so far small differences, monitoring in needed
Parents’ education
Higher means for students with better educated parents
Debates and further analyses still needed; a complex issue!
Finnish/Swedish
Finnish > Swedish
Need to be analysed even if the diffs were same in PISA 00 and 03
Immigrants
Natives > immigrants
Need to be monitored reading habits?
Gender
Girls
>
boys
Level
diff
is
modest
;
balance
diff
is
largeSlide12
Assessment of teachers12
Finnish
trends
Opposite
trends
(an example)
Qualification
Master
degree
Teachers in US apply to the National Board for Professional Teaching Standards (use of portfolio, videotaped lesson, …)Standards for teachersNo standardsAustralian professional standards for teachers
Assessment (appraisal)
Self-assessment and
development discussions with the headmaster
External appraisal and writing of evaluation sheets (S. Korea)InspectorsNo-inspectorsHeavy inspection in UKTesting
No-national testing
Teachers are valued
based on their students’ success in national testsSlide13
Teacher EducationA. Basic training
B.
Inservice
trainingSlide14Slide15
But there is no way, for any
educational
systems
, to
manage
without
well-trained and committed teachers, and systemic solutions to train them
and to
have
a
well-functioning inservice training.But these
systems
are
historically
given; but have to change as
well
–
taking
their
time
. Slide16
Brief history of teacher training 1852 Professor in Education, the first of its kind in the Nordic countries, is established at the University of Helsinki. 1863 Finland’s first teacher training seminar 1864
Helsingin
normaalilyseo
school for teacher training (boys)
1869
Finnish girls school in Helsinki for teacher training (girls)
1947
The Helsinki Teacher Education College is founded. The college is dedicated to educating class teachers.
1974 Teacher education in the whole of Finland is transferred to universities and higher education institutions. 1979 Class teacher education becomes an academic discipline master level at the universities Slide17
The Finnish Education System since 1968/1972Basic education still mostly divided to two separate entities of grades 1–6 and grades 7-9
Age-cohort 60 000, together 540 000 students
About 3000 schools
Average expenses 7000 e/student
c. 40 000 teachers in basic education
c
. 5500 special teachers (=14 %)
PISA assessment
point/positionSlide18
Curriculum
:
contents
,
details
,
control
:
degrees
of freedomTeachers’ competence and ideas
of
teaching
the
subjects: rules, duties, obligationsSlide19
Curriculum
:
contents
,
details
,
control
:
degrees
of freedomTeachers’ competence and ideas
of
teaching
the
subjects: rules, duties, obligations; layered corpus Adaptive balancingSlide20
20Finnish Teacher Education Development Programme (2002): The teacher education programmes should help students to acquire:
high-level subject knowledge
and
pedagogical content knowledge
, and
knowledge about nature of knowledge
,
social skills,
like communication skills; skill to cooperate with other teachers,
moral knowledge and skills, like social and moral code of the teaching profession,knowledge about school as an institute and its connections to the society (school community and partners, local contexts and stakeholders),skills needed in developing one’s own teaching and the teaching profession.academic skills, like research skills; skills to use ICT, skills needed in processes of developing a curricula,….
high quality
profesionalism
partnership
life-long-
learningSlide21
The main ideas behind teacher educationStudent teachers are supported to develop competencies for:
broad planning
(curriculum)
implementation
(teaching methods) and
assessment
Collaboration
and action culture
Teacher’s
academic expertise is based onan idea of “teacher as a researcher”active and wide knowledge base pedagogical and reflective thinking
Teacher education guides the students
to think on the
ethical issues
of educationto be active agents of change in the school community, teacher education and society.
PROFESSIONALITY
ACADEMIC
EXPERTISE
SERVICE TO THE
SOCIETYSlide22
22A secondary (
subject
)
school
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 elementary (primary
)
school
teacher (a class teacher)
teaches at
grades 1 to 6
(ages 7 to 13)
teaches
typically all 13
subjectsSlide23
The Department of Teacher Education provides studies in six different educational programmes: Class Teacher Education Craft Studies and Craft Teacher Education Home Economics and Home Economics Teacher EducationKindergarten Teacher and Early Childhood Education
Subject Teacher Education
Special Education
1 ECTS credit = 27 hours of workSlide24
24Structure 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 (180
Bachelor
’
s level (180 cr)
Master
’
s level (120 cr)
Master
-
thesis
Master
-
thesis
cr = 26 hours of work
Study credits
BSc thesis
Finnish
language
Mathematics
Physics
,
Chemistry
Biology
,
Geography
History
Religion/ethics
Sports
Arts
Music
Crafts
Pedagogical
studies
Teaching
practiceSlide25
Core elements:- pedagogical studies
-
subject
studies
in
all
the
major
subjects- practice in training schools (9)Only nominated research universities can train teachers
(
faculty
)
, and there are 8 such universities in Finland, but these universities have different ways to work (there
are
no
detailed
orders
) Slide26
The Department of Teacher Education provides studies in six different educational programmes: Class Teacher Education Craft Studies and Craft Teacher Education Home Economics and Home Economics Teacher EducationKindergarten Teacher and Early Childhood Education
Subject Teacher Education
Special EducationSlide27
The aim of the subject teacher education is to educate subject teachers for duties in basic and general upper secondary education as well as adult education. Teachers’ pedagogical studies provide the students with extensive pedagogical qualifications for teacher duties at various educational levels and institutions (basic education, vocational institutions, polytechnics, folk high schools, adult education centres
).
Teachers’ pedagogical studies in basic and general upper secondary education
(60 ECTS)
comprise basic studies of 25 ECTS credits and intermediate studies of 35 ECTS credits. As a rule, the studies require full-time studies lasting one academic year and they include a great deal of contact teaching requiring attendance.
These teachers graduate from Research Universities, majoring in their subjects (Physics, History, …)Slide28
1st period 18 ECTS creditsPsychology of development and learning (4 cr)Special education (4 cr)Introduction to subject teaching (10
cr
)
2nd period 13 ECTS credits
Teacher as a researcher -seminar
Research and methods (6
cr
)
Basic practice in Teacher Training School (7
cr)3rd period 17 ECTS creditsSocial, historical, and philosophical foundations of education (5 cr)Evaluation and development of teaching (7 cr) Applied practice (5 cr)4th period 12 ECTS creditsTeacher as a researcher -seminarPedagogical
thesis (4
cr
)
Practice in Teacher Training School (8 cr)Slide29
Core elements:- pedagogical studies
combined
with
-
advanced
subject
studies
in one subject- practice in one of the training schools (9) Slide30
The Department of Teacher Education provides studies in six different educational programmes: Class Teacher Education Craft Studies and Craft Teacher Education Home Economics and Home Economics Teacher EducationKindergarten Teacher and Early Childhood Education Subject Teacher Education
Special EducationSlide31Slide32
Special support by a special teacher in her small
class
for 4
pupilsSlide33
But support can be also given this
waySlide34
Also something can be learned from othersSlide35Slide36
Non-degree special education teacher studies = A diploma or a certificate to special education The extent of the studies is 60 ECTS. There are three different studies:- special education class teacher
studies
their core education is a class-teacher
-
special education teacher
studies
their core education is Master Art /Master
Sc in some school subject: Finnish, Physics, History, …- early education special teacher studies their core education is kindergarten teacher Slide37
Non-degree special education teacher studies The extent of the studies is 60 ECTS. The studies have been planned so that it is possible to complete them in one academic year. The competences are determined on the basis of the student’s first degree and other teacher competence.Slide38
Figure 1 The Three step model of student support in Basic
education
Changing Structures/ResponsibilitiesSlide39
Basic studies in special education 25 crBasic course in special education 6 crChallenges of learning 6 cr
Exclusion
5
cr
Special educational needs
5
cr
Introduction to educational research
3 crIntermediate studies in special education 35 crNeurocognitive aspects of learning I 4 crCommunication 4 crDyslexia 5 crMathematics 3 crChallenges in behaviour 4 cr
Social
background of special education
4
crOrientation towards professional life 3 crTeaching practice 5 crShort final paper 3 crSlide40
A generalizationSlide41
HUMAN CAPITAL: highly
educated
teachers
, A
strong
pedagogical
leadership and part-time special educationSOCIAL CAPITAL: Collaborative Documentation and decision-makingIn student welfare group
TOOLS AND ROUTINES:
Pedagogical
assessment based onMeamingful information and well-Functioning routines Slide42
The TriangleHuman CapitalTechers’ knowledge and skills
Teachers’
beliefs
Instructional
leadership
Social Capital
-quality
of
professional community-effort-based instuctional cultureSlide43
Human CapitalHC is needed when implementing new policies, is
created
and
strengthened
through
developing
social capital within
schools and introducing systematically tools and practices that make the change of class-room practices possibleSocial CapitalIs related to the ways
people
in
organisation use when they share what they know and with whom they talk, how openly
or
widely
the
information
is
sharedSlide44
The provision of diagnostic and remedial tools• The core principle (early recognition and immediate support) would we futile unless relevant tools recognizing the learning problems and intervening were not available
• The use tools constitutes the backbone of the expertise
of the
special education teachers. Variety of toolsets used
for different
problems, age-groups and subjects has
been developed
by psychologists,
logopedists
and special education teachers. These means are complementary.Slide45
Plasticity
(universal constraints)
)
Educability
(socio-historical constraints)
Teaching
Intervention
Rehabilitation
Teachability
(objective constraintsSlide46
Advisory Board for Professional Development of Education PersonnelSlide47
Inservice training in Finland- municipal obligation
-
Ministry
of
Education:Programmes
- National Board of
Education
:
monetary
supportA special state program 2010-2016- Computers and ICT in Education- Wellbeing of Teachers- Quality of EducationSlide48
Tasks:- To follow the state and development of needs of continuing education;Make proposals and give statements about the direction and realisation of continuing
education;
To
follow continuing education planning of education personnel in other countries
;
TALIS
Finnish participation was initiated here
To
assist education authorities in the planning of the continuing education agenda for the years
2014-2020, and in development of quality assurance criteriaSlide49
Members are nominated by the Ministry of Education, and
they
represent
ministry
, NBE,
municipalities
, professional
unions (teachers, principals), universities’ teacher training units, and different kind of educational institutions Slide50
Special state program 2010-2016
- Computers in
Education
-
Wellbeing
of Teachers
-
Quality
of
EducationOrganisation- Ministry, NBE, Teachers Union- Provinces- Municipalities and- Network of Schools Slide51
Special target-groups:- mentoring
for
starting
teachers
-
mentoring
for
middle-career
teachers- support and re-fresment for teachers over 55 with a long career- potential rectors and directors of schools Slide52Slide53Slide54
CodaThe educational goal is to develop children who not only honor the rules and norms of the society but who are able to use these rules to promise themselves what they will do, to plan ahead, to delay gratification and work towards their goals and to meet their obligations. In so doing they move from being controlled by others to controlling themselves, the vaunted goal of education
. (
David Olson)Slide55
The EndSlide56
Classics on learning to learnT.S.Eliot, Modern Education and the Classics, 1932, in Selected Essays, Faber and Faber, 3rd Enlarged Edition, 1969, p. 512
No one can become really educated without having pursued some study in which he took no interest-for it is a part of education to learn to interest ourselves in subjects for which we have no aptitude. Slide57
hisei
se
Denmark
1.18
0.07
Finland
1.01
0.06
Iceland
1.07
0.09
Norway
1.71
0.08
Sweden
1.52
0.08
UK
1.33
0.05
Highest
International
Socio-economic
Effect
,
hisei
; PISA
2006 R
eading
S
cores
:
Nordic
countries
and
UK;
Multilevel
modelling
(2-level
models
,
by
countries
) Slide58
ADAPTIVE SCHOOLCo-operation between
institutions
(
school
,
family
,
protection
,
social work)loosening the bordersTHINKING SCHOOL Cultivates andforms thinkingcreatingthe mastery of thinking
OPEN
SCHOOL
Co-operation
within school(teachers, special teachers, psychologist, …)redefining
the
internal
borders
MORAL SCHOOL
Cultivates
the humanistic valuescreatingthe perspective
of
hope
Slide59
Main ideas of the new strategy: inclusion,
nearest
school
Intensified support
a new concept
(every child is entitled; no special education referrals if not given this type of support first).
This support is not just the work of Sp. Ed. teacher but every teacher (
class-teacher, subject teacher)Systematic, evidence-informed teaching and pedagogical evaluation
Multi-professionality
Co-teaching
, co-educationalFlexible groupings and differentiation and individualizing of
teaching
Emphasizing
pedagogical
instead of
psychological/medical
(much in common with the RTI-model applied in US)
RTI – model :
response_to_intervention
(
hoitovaste
]
Slide60
YlThe NEEDGreat and difficult
to
serve
Small and
standard
SUPPORT
Special
Intensive
General
Standard
Overdiagnosed
and
expensive
Underdiagnosed andneclegted2 %
5-7 %
15-20 %Slide61
Model for Teachers’ RolesIs related to another question, Ie.,
how
to
manage
the
logistics
of the
whole
system so that a need is properly served with a relevant ’service’Using two kinds of informationKnowledge or evidence
chain
(
what is it about)Material chain (where are students, teachers, tools, time-and-space options)Slide62
PRINCIPL
E
S
Early intervention
Neighbourhood school
Inclusion
STRUCTURE
3-step mod
el (general, intensified, special support)
PROCESSES
Intensified support
LP Learning Plan
Special support
ILP Individual Learning Plan
PRACTICAL
TOOLS
COLLABORATION, ROLES
student
Parents, guardians
Preschool, class, subject, spec. ed. teachers
Principal
Multi-professional Student Wellfare Group,
Multi-administr.Slide63
Two things: A (special) educational
activity
can
be
modelled
using logistics as model, where a lot of several things have to be co-ordinated in time-spaceAnd the basis for ’need-servic’e is always
a
hypothesis
which must be proved in the teaching-learning transactions, which taken placeSlide64
A model of the CONCEPTUAL FOUNDATIONS FOR SPECIAL EDUCATION from a socio-historical and developmental approach, where SPECIAL EDUCATION is given a mediating position between 3 different types of CONSTRAINS and various TOOLS, which are used/invented to overcome the constraints. The 3 types of constraints are PLASTICITY (universal constraints, like blindness), TEACHABILITY (objective constraints, like difficulties in comprehending/teaching geometry) and EDUCABILITY (socio-historical constraints, like gender and SES). Using this model it is possible to compare different modes of activity in SE field,
i.e
, the notions like teaching <> intervention <> rehabilitation can be described within the same model. Learning processes are modified differently in different modes of mediation, and lead through different ways into development,
ie
., the permanent bases for following developmental steps.
Plasticity
(universal constraints)
Teachability
(objective constraints)
Educability
(socio-historical constraints)
Development Learning
Type of mediation:
teaching,
intervention,
rehabilitation
Teaching
Intervention
RehabilitationSlide65
The developmental function is either a competence function or a dysfunction; forms of these are totally or in principle different, which leads to different interventions:To increase a competence functionTo prevent a dysfunction to increase or to make the dysfunction to decrease
Plasticity
(universal constraints)
Teachability
(objective constraints)
Educability
(socio-historical constraints)
Development Learning
Teaching
Intervention
RehabilitationSlide66
66Characteristics of Finnish Education Policy (1)
Laukkanen
(2008), Niemi et al. (2012),
Sahlberg
(2011)
Common,
consistent
and
long-term policy
- models for teacher & comprehensive education are 40 years old2. Educational equality - need to mitigate socio/economic backgrounds - education is free (books, meals, health care, …) in basic education
- well-organised
special education
(inclusion) and counsellingAccording to PISA School Questionnaire data - 97% of the schools are public schools
- 99% of the
funding comes from the government
(OECD: 83%)
.
- 64%
(33%) of the schools reported that students are
not grouped by ability
into different classes
in any subjectSlide67
673. Devolution of decision power to the local level
- leadership and management at school level (
headmaster)
- local curriculum and classroom based assessment
According to
PISA School Questionnaire data
- in 65% of the schools a principal teacher formulates
the
school budget (53%)- in 97% of the schools, principal teacher and teachers
feel that they are responsible for
disciplinary
and
assessment policy (77%) 4. The culture of trust and co-operation are based on professionalism (academic experts): - no inspectors, no national exams (testing)
- no private tutoring or evening schools Slide68
Students in class teacher education complete a Bachelor of Education degree comprising 180 ECTS credits and a Master of Education degree comprising 120 ECTS credits, the completion of which takes approximately five years. 180 + 120 = 300 ECTSThe class teacher education qualifies graduates to teach a class in grades 1 to 6 in basic education.
The major subject studies entail 60 ECTS credits of pedagogical teacher studies.
In addition, the degree also comprises
subject didactic studies
(how to teach learning to read and write and calculate, other school subjects)
supervised teaching practices
and
minor subject studies
, as well as
language and communications studies.