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Pertti Kansanen Professor Emeritus of Education University of Helsinki

Pertti Kansanen Professor Emeritus 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

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Pertti Kansanen Professor Emeritus of Education University of Helsinki

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  1. Pertti Kansanen Professor Emeritus of Education University of Helsinki Department of Teacher Education

  2. 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

  3. THE STRUCTURE OF THE FINNISH EDUCATIONAL SYSTEM • Pre-School Education • Basic Education • Upper Secondary Education • General Upper Secondary • Vocational Education • Higher Education • University Education • Polytechnic Education

  4. Special features of the Finnish education system • No streaming • No selection • No magnet schools • No national curriculum • Few national exams • Teachers have pedagogical freedom • Teachers write the curriculum of their schools

  5. 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 education • Aiming at a reflective teacher

  6. 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

  7. 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

  8. Finnish Teacher Education • Class Teacher Model • To teacher education • Education as a major • Studies at the Department of Teacher Education • How to get competence to a subject teacher? • Subject Teacher Model • To subject studies • A subject as a major • Studies at the Subject Department • Teacher´s pedagogical studies at the Dept of Ed • How to get competence to a class teacher?

  9. 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)

  10. CALLING MOTIVATION COMPETENCIES QUALITIES

  11. Basic level of teacher education • Studies in education • Subject matter studies • Student teaching and practice Aiming at Competencies in everyday teaching

  12. 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

  13. The Aims of the Conceptual Level of Teacher Education • Reflection • Making pedagogical decisions • Thinking skills • Problem solving • Methodological competence • Purposiveness • Metacognition & Pedagogical Thinking

  14. Theoretical Structure of Class Teacher Education Helsinki ORGANIZING THEMES STUDY PROGRAMME CLASS TEACHER EDUCATION TEACHER’S PEDAGOGICAL THINKING Communication and orientation studies 25 ECTS EDUCATION AS A MAIN SUBJECT 140 ECTS RESEARCH-BASED TEACHER EDUCATION CULTURAL BASIS 15 ECTS Practicum studies 20 ECTS Methodological studies 70 ECTS PSYCHOLOGICAL BASIS 15 ECTS THEORY – PRACTICE relation PEDAGOGICAL BASIS 20 ECTS EDUCATION AS A MINOR SUBJECT Pedagogy of school subjects 60 ECTS OPTIONAL MINOR SUBJECTS OPTIONAL STUDIES 75 ECTS

  15. MAIN ORGANISING THEME TEACHER’S PEDAGOGICAL THINKING

  16. Making Educational Decisions • Choosing between alternatives • Unconscious – Conscious • Planning – Interaction – Evaluation • Reflection-in-action • Reflection-on-action • Personal belief system >A person’s philosophy of education • Fitzgibbons, R.E. (1981). Making educational decisions. An introduction to philosophy of education. New York: Harcourt Brace Jovanovich.

  17. Reasons for justifying • INTUITIVE • Experiences • Colleagues • Traditions • Feelings • RATIONAL • Principles • Textbooks • Research results • Experiments

  18. Teachers´ Pedagogical Thinking 2. Thinking level METATHEORY 1. Thinking level OBJECT THEORIES Action level PRE- INTER- POST

  19. MAIN ORGANISING THEME RESEARCH-BASED TEACHER EDUCATION

  20. 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.

  21. 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 methods • All are known generally, some are known specifically • Master’s thesis • Teachers as practitioner researchers • Consumers of research: ability to understand and use research • Producers of research: ability to conduct research • Direct access to doctoral studies

  22. 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 development • To reflect is good in itself: quality of life • For the collective development: • To expose perceptions and ideas for collective examination • To think systematically together • To develop a common conceptual language • To open the potentiality of collective reflection • To 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

  23. DEDUCTIVE Pedagogical thinking The way to organise the activities School-based Research-based INTUITIVE RATIONAL Experiential Personal Problem-based Case approach INDUCTIVE

  24. DEDUCTIVE Pedagogical thinking The model of structuring action School based CONCEPTUAL LEVEL • metacognition • reflection • pedagogical thinking • producing • expertise Teacher education P r a c t i c i n g TEACHING RESEARCHING • thinking • skills-based teaching • recipes • routines, tips • adaptation • consuming • knowledge- based INTUITIVE RATIONAL BASIC LEVEL Experiential, personal Problem based, case approach INDUCTIVE Research- based

  25. CONCEPTUAL LEVEL P r a c t i c i n g PRACTITIONER RESEARCHER • producer • expert PERSONAL-PRACTICAL THEORY (rational) • pedagogical thinking • reflection • metacognition TEACHING RESEARCHING Teacher education • PRACTITIONER • consumer • adaptation of knowledge- based practice PERSONAL-PRACTICAL THEORY (intuitive) • everyday thinking • skill-based teaching • recipes, tips, routines BASIC LEVEL

  26. MAIN ORGANISING THEME THEORY – PRACTICE relation

  27. 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 schools • University practice schools • Field schools

  28. 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)

  29. 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. Jyrhämä 29

  30. A SUPERVISORS’S TARGET AREAS REGARDING PEDAGOGICAL THINKING IN TEACHING PRACTICEA SUPERVISORS’S TARGET AREAS REGARDING PEDAGOGICAL THINKING IN TEACHING PRACTICE Professional knowing Academic knowing Jyrhämä

  31. Comparison at the basic level • Recruitment • Length • Basic curriculum (theory, fachdidaktik, practice) • Contents of the practicum • Analyses of the curriculum content • Similar courses, different courses, number of credits, etc. • Competence of teacher educators • University – College - Vocational high school --------------------- Conclusion: Quite similar programmes

  32. 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. policy • Level of qualification (BA > MA) • To doctoral studies • Continuous evaluation of teacher education • evaluation of research (publications, congresses, etc.) • evaluation of teaching (quality of teaching) • self-study of teacher education

  33. 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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