Pertti Kansanen Professor Emeritus PowerPoint Presentation

Pertti Kansanen Professor Emeritus PowerPoint Presentation

2018-10-22 3K 3 0 0

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of Education. University of Helsinki. Department of . Teacher Education. Finnish Comprehensive School. Nine years for all. Class teachers for the 6 first years. Subject teachers from 7 to 9. The National Board of Education gives the frames of the curriculum. ID: 693797

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Presentations text content in Pertti Kansanen Professor Emeritus

Slide1

Pertti Kansanen

Professor Emeritus

of Education

University of Helsinki

Department of

Teacher Education

Slide2

Finnish Comprehensive School

Nine years for all

Class teachers for the 6 first years

Subject teachers from 7 to 9

The National Board of Education gives the frames of the curriculum

Teachers write the curriculum for their own school

Slide3

THE STRUCTURE OF THE FINNISH EDUCATIONAL SYSTEM

Pre-School Education

Basic Education

Upper Secondary Education

General Upper Secondary

Vocational EducationHigher EducationUniversity EducationPolytechnic Education

Slide4

Special features of the Finnish education system

No streaming

No selection

No magnet schools

No national curriculum

Few national examsTeachers have pedagogical freedomTeachers write the curriculum of their schools

Slide5

All teachers are Masters

To universities 1974; Kindergarten t. 1995

All teachers in the comprehensive schools are Masters

Universities autonomous in their teaching

The unity of research and teaching

Master´s thesis (Research Master)Research-based teacher educationAiming at a reflective teacher

Slide6

Departments of teacher education research departments

All departments at universities are research departments (evaluated in the same way)

All have responsibility to do research

Professors, university lecturers, doctoral students

Subject didactics (Fachdidaktik) inside departments of teacher education

Professor chairs also in subject didactics

Slide7

To doctoral studies

Teachers autonomous practitioner researchers

Direct access to doctoral studies

Class teachers in education

Subject teachers in their subject or in education after additional studies

Kirdergarten teachers Bachelors, may continue to Master and further to PhD

Slide8

Finnish Teacher Education

Class Teacher Model

To teacher education

Education as

a

majorStudies at the Department of Teacher EducationHow to get competence to a subject teacher?Subject Teacher ModelTo subject studiesA subject as a major

Studies at the S

ubject

D

epartment

Teacher´s pedagogical studies at the Dept of Ed

How to get competence to a class teacher?

Slide9

Entrance examination and suitability

Roots in Jyväskylä Teachers College 1863

Book examination & interview

Starting as class teacher students < 15%

The same with subject teachers

Entrance examination makes the research on the validity of the selection possible (performance, oral presentation)

Slide10

CALLING

COMPETENCIES

QUALITIES

MOTIVATION

Slide11

Basic level of teacher education

Studies in education

Subject matter studies

Student teaching and practice

Aiming at

Competencies in everyday teaching

Slide12

Conceptual level of teacher education

Main organising principle:

Research-based approach

Continuous courses of research methods

Overall competence of research methods

Teachers as practitioner researchers

Aiming at

Teachers’ pedagogical thinking

Slide13

The Aims of the Conceptual Level of Teacher Education

Reflection

Making pedagogical decisions

Thinking skills

Problem solving

Methodological competencePurposivenessMetacognition & Pedagogical Thinking

Slide14

RESEARCH-BASED

TEACHER EDUCATION

TEACHER’S PEDAGOGICAL

THINKING

STUDY PROGRAMME THEORY – PRACTICE relationCLASSTEACHER EDUCATION

Theoretical Structure of Class Teacher Education

Helsinki

CULTURAL BASIS

15 ECTS

PSYCHOLOGICAL BASIS

15 ECTS

PEDAGOGICAL BASIS

20 ECTS

Practicum studies

20 ECTS

Methodological studies

70 ECTS

EDUCATION AS A

MINOR SUBJECT

Pedagogy of school subjects 60 ECTS

EDUCATION AS A MAIN SUBJECT 140 ECTS

Communication and orientation studies 25 ECTS

ORGANIZING THEMES

OPTIONAL

MINOR SUBJECTS

OPTIONAL STUDIES 75 ECTS

Slide15

MAIN ORGANISING THEME

TEACHER’S PEDAGOGICAL

THINKING

Slide16

Making Educational Decisions

Choosing between alternatives

Unconscious – Conscious

Planning – Interaction – Evaluation

Reflection-in-action

Reflection-on-actionPersonal belief system > A person’s philosophy of educationFitzgibbons, R.E. (1981). Making educational decisions. An introduction to philosophy of education. New York: Harcourt Brace Jovanovich.

Slide17

Reasons for justifying

INTUITIVE

Experiences

Colleagues

Traditions

FeelingsRATIONALPrinciplesTextbooksResearch resultsExperiments

Slide18

Teachers´ Pedagogical Thinking

2. Thinking level

1. Thinking level

Action level

METATHEORY

OBJECT THEORIES

PRE- INTER- POST

Slide19

MAIN ORGANISING THEME

RESEARCH-BASED

TEACHER EDUCATION

Slide20

Two faces of research-based teacher education

Evidence-based teaching

Based on research results

Literature research reviews

Meta analyses

Hattie, J.A.C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.Practitioner research

Based on one's own research

Metacognitive approaches:

reflection, purposiveness

Pedagogical thinking

Kansanen, P., Tirri, K., Meri, M., Krokfors, L., Husu, J., & Jyrhämä, R. (2000).

Teachers´ pedagogical thinking. Theoretical landscapes, practical challenges.

New York: Peter Lang.

Slide21

Research-based approach in teacher education

Every study unit connected with research

The conceptualisation of practice

Continuous courses of research methods

Quantitative – qualitative methods

Overall competence of research methodsAll are known generally, some are known specificallyMaster’s thesis Teachers as practitioner researchersConsumers of research: ability to understand and use researchProducers of research: ability to conduct research

Direct access to doctoral studies

Slide22

Idea of a research based approach

For the individual development:

To develop a critical awareness

To train the ability to analyse: to deconstruct and to reconstruct

To train teachers to become good consumers of research

To promote teachers’ intellectual and personal developmentTo reflect is good in itself: quality of lifeFor the collective development:To expose perceptions and ideas for collective examinationTo think systematically togetherTo develop a common conceptual languageTo open the potentiality of collective reflectionTo reflect collectively promotes quality and professionalism

To develop the awareness of science as an

open ended inquiry

To realise that science is crowded by temporary truths, not eternal ones

Slide23

DEDUCTIVE

INDUCTIVE

INTUITIVE

RATIONAL

Research-based

Problem-based

Case approach

School-based

Experiential

Personal

Pedagogical thinking

The way to organise the activities

Slide24

DEDUCTIVE

INDUCTIVE

INTUITIVE

RATIONAL

Problem based,

case approach

School based

Experiential,

personal

Pedagogical thinking

The model of structuring action

Research-

based

TEACHING

CONCEPTUAL LEVEL

metacognition

reflection

pedagogical

thinking

thinking

skills-based

teaching

recipes

routines, tips

adaptation

consuming

knowledge-

based

producing

expertise

Teacher education

P r a c t i c i n g

BASIC LEVEL

RESEARCHING

Slide25

CONCEPTUAL LEVEL

BASIC LEVEL

TEACHING

RESEARCHING

PRACTITIONER

consumer

adaptation of knowledge-

based practice

PERSONAL-PRACTICAL

THEORY

(rational)

pedagogical thinking

reflection

metacognition

PERSONAL-PRACTICAL

THEORY

(intuitive)

everyday thinking

skill-based teaching

recipes, tips, routines

PRACTITIONER

RESEARCHER

producer

expert

P r a c t i c i n g

Teacher education

Slide26

MAIN ORGANISING THEME

THEORY – PRACTICE relation

Slide27

Principles of Student Teaching

Starting as early as possible

Interaction between practice and theory

Every study period has aims of its own

From small units to larger combinations

Partnership with schoolsUniversity practice schoolsField schools

Slide28

University practice schools

University practice schools belong to universities

Supervisors experienced and educated mentors

Safe and peaceful context for practising

Practice integrated to the totality; to the theory and research

Practice also in the field schools (one third)

Slide29

Key features of teaching practice

Theoretical aspects are integrated with practice during the studies at all stages.

The aims of the teaching practice are

to mature as pedagogically thinking teachers

to grow into the profession,

to become aware of their practical theories and views on educational matters.In teaching practice there are four participants whose interaction with each other plays an important role.a student teacher,peer student teachers,mentor teacher at the school were teaching practice takes place,supervisor from the university.

29

Jyrhämä

Slide30

A SUPERVISORS’S TARGET AREAS REGARDING PEDAGOGICAL 

THINKING IN TEACHING PRACTICE

TARGET AREA

SCHOOL PEDAGOGICAL 

VIEW

UNIVERSITY 

PEDAGOGICAL VIEW

Pedagogical decision-making

Intuitive, rational, mixed

Argumentative,focusing on forming on synthesis

Pedagogical context

Professional

Academic

Curriculum

School curriculum

Teacher education curriculum

Goal-orientated

Geared towards the needs of pupils

Geared towards the needs of students

Teaching process

Teaching

Supervision

Professional knowing

Academic knowing

Jyrhämä

Slide31

Comparison at the basic level

Recruitment

Length

Basic curriculum (theory, fachdidaktik, practice)

Contents of the practicum

Analyses of the curriculum contentSimilar courses, different courses, number of credits, etc.Competence of teacher educatorsUniversity – College - Vocational high school ---------------------

Conclusion: Quite similar programmes

Slide32

Comparison at the conceptual level

Structure (integrated, asymmetric matrix, matrix)

University practice schools (Finland)

Teacher educators (professors, doctors, doctorands)

Unity of research and teaching (Humboldt ideal)

Autonomy of teacher education vs. policyLevel of qualification (BA > MA)To doctoral studiesContinuous evaluation of teacher educationevaluation of research (publications, congresses, etc.)evaluation of teaching (quality of teaching)self-study of teacher education

Slide33

POPULAR OCCUPATIONS

2004 2007 2010

Surgeon 01/380 01/381 01/380

Fireman 05/380 02/381 04/380

Nurse 09/380 06/381 10/380

Special needs teacher 23/380 21/381 22/380

Speech teacher 27/380 28/381 37/380

Psychologist 31/380 33/381 26/380

Professor 33/380 41/381 39/380

Kindergarten teacher 34/380 22/381 31/380

Class teacher 46/380 40/381 42/380

Subject teacher 72/380 66/381 62/380

Salesman

door-to-door

380/380 381/381 380/380


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