Undervisningsudvalget 2016-17
UNU Alm.del Bilag 156
Offentligt
1793525_0001.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Caculty of Education, University of Helsinki
n
40 years of experience in research-based teacher education
n
300 staff members and 3000 degree students:
n
7 Master level degree programs in various fields from
Teacher Education at the
University of Helsinki
August 2017
kindergarten to secondary school level
n
international Secondary Teacher Education Program
n
400 Masters and 20 PhDs yearly.
n
25 research centres, focusing on, for example, research in
teaching and learning, use of technology in education and
playful learning,
…
n
top-ranked in international comparisons:
in average 50
th
in the world list (QS ranking was based on academic
reputation, and research impact).
2
Jari Lavonen, Department of Teacher Education,
University of Helsinki, Finland
[email protected]
Characteristics of Finnish Education
Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)
1.
Educational
equity and equality
Finnish education
context
- education is free (books, meals, health care, …)
- well-organised special education and counselling
2.
Quality
through decentralisation
- leadership, management and quality work at school level
-
teachers
are responsible for local curriculum and
assessment
3
4
Framework for designing a teacher education
programme at the University of Helsinki
Research based Teacher
Education at the
University of Helsinki
(Now)
Research
orientation
is seen in
the planning
of the
programs
Research on
teaching and learning,
engagement,
development and needs
of learners, policy,
history, ...
→
Content
to the program
Research on teachers and teacher
education
- Professional/effective teacher,
- Structure and origins of teacher
knowledge,
- Teacher identity, agency, ...
- University pedagogy.
→
Type of
activities
Teacher Education Program
EU and local strategies
- Teacher education
strategy,
- National level curriculum;
Forms and role of
assessment.
- University level guidelines
Feedback
-
Students’ learning outcomes and
evaluations,
- Staff members’ self-evaluations
of the programme,
- Municipality stakeholders’
feedback.
6
1
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0002.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
A secondary (subject) teacher
n
typically teaches at grades 7 to 12 (ages 13 to 19)
n
teaches typically one major and one minor
subjects (e.g. math and physics)
Faculty of
Education
Teacher education at the University of Helsinki
University of Helsinki
(11 faculties, 38 000 students, 7 400 staff members)
Faculty
of
Arts
Faculty
of
Science
Faculty
of
Biosciences
Faculty
of
Theology
Faculty
of
Social
Sciences
An primary (elementary) school teacher
(a class teacher)
n
teaches at grades 1 to 6 (ages 7 to 13)
n
teaches typically all 13 subjects
Dept. of
Teacher
Educational
Training
Sciences
Schools
Secondary teacher education:
pedagogical studies +
Primary teacher education
subject studies
7
8
Teachers
Structure of the Master’s degree
benefit of the
of a secondary teacher: 3 + 2 years,
research orientation
300 cr
Structure of the master degree
of a primary teacher: 3 + 2 years
Bachelor’s level (180 cr)
180
Master’s level (120 cr)
Master’s level (120 cr)
Bachelor’s level (180 cr)
180
Study credits
cr = 27 hours of work
Research
140
orientation
120
is seen in
100
the
80
programs
60
40
20
0
Master-
thesis
Study credits
cr = 27 hours of work
160
while they make
the school curriculum,
plan, implement
and evaluate
teaching and
learning
160
140
120
100
80
60
40
20
0
Major
Education or
Ed. Psych.
PCK of
school
subjects
Minor
Subject
Communication
and language
studies
10
Teaching
practice
BSc thesis
Master-
thesis
Pedagogical
studies
BSc thesis
Major
Subject
Minor
Subject
Subject
matter knowledge,
knowledge about
teaching and learning,
Ped. thesis
and
school practise
Teaching
are integrated into
practice
the students’
own
personal
Pedagogical
Communication
pedagogical
studies
and language
view
studies
9
BLENDED LEARNING
ENVIRONMENTS
IN TEACHER
EDUCATION
Knowledge Building
Approach
Putting students
ideas and
practices in the
centre
Const-
ruction
of an
artefact
Engaging
students in
learning through
changed
practices …
Putting
social
interaction
to the
centre
Knowledge-
practice
Approach
Following science
practices, typical to
real science
2
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0003.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Flipping Department of Mathematics upside down!
Culture of collaboration at the Faculty of Education
http://vimeo.com/60818003
Teacher education is one of the most attractive
training programs at the Finnish universities
n
At the University of Helsinki only 5% of the applicants are
accepted to the primary teacher education program.
n
There are several reasons why teacher education is
attractive in Finland:
Three pre-conditions in order to have success
in decentralised education (personal view)
n
Common, national level,
long term strategic aims
and
preparation of local level plans
collaboratively
(in
interaction), like curriculum and equity plan, and
implementation of the plans;
n
Quality work,
student assessment, continuous
improvement of learning environments and practices at
the local level
collaboratively;
n
teachers have been educated in 5 year masters level programs at
traditional universities during the last 40 years,
n
teachers are considered as academic professionals, like other
university degree holders,
n
school site operations are supportive for professionalis m of
teachers and their collaboration,
n
Professional teachers
who are able to
collaborate, able for broad planning and
assessment of own teaching and students’
learning outcomes.
15
16
n
national education policy and its implementation, like quality
culture and teacher role in assessment for professionalism of
teachers
National teacher education
reform program
- nomination of a national forum
of 100 experts
- literature review
- benchmarking
- national brainstorming
Some outcomes of the research on teachers
and teacher education in various contexts
(Cochran-Smith & Villagas, 2015)
n
Good teaching/teachers have an impact to learning and well-
being of students ….
economic growth
…
(e.g., Furlong, & al. 2009; McKinsey & Company, 2007; OECD, 2005; World Bank, 2010).
n
Outcomes of research on
-
role of education in a society
- teaching and learning, engagement and individual differences
- the use of education technology in teaching and learning
- teachers and teacher education
should have an impact to continuous improvement of teacher
education.
(Cochran-Smith et al., 2015)
.
Strategy
Resources for the
implementation of the strategy
n
Teachers should be willing and able to learn continuously new
competences, e.g. for inclusion,
preventing drop-outs,
entrepreneurship, networking
and co-teaching, coming from the
needs of the society
(Paine et al., 2015)
.
18
3
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0004.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Finnish teachers’ challenges
(according to TALIS and PISA surveys)
n
Student-level
n
n
n
n
Support students’ well-being and engagement in learning
Guiding active learning processes
Responding to the needs of individual learners
Integrating formative and summative assessment
Renewal of teacher education as a part of
national reform program
Teachers
Teacher
educators
n
Classroom level
n
Teaching in a heterogeneous (inclusion) and multicultural
classrooms
Teacher
union
n
Emphasising the learning of 21
st
century competencies
n
The design and the use of various learning environments
n
School level
n
Working and planning curriculum in teams and networking
n
Evaluating practices, planning and implementing
improvements or education reforms
n
Using digital tools for teaching and administration, etc.
19
Partners
Teacher education should be based on a clear, shared vision
20
Wisdom of Crowds
Virtual brainstorming
n
Large groups of people are smarter than few
elite!
Better at coming to wise decisions.
n
Four elements required to form a wise crowd:
1.
Diversity of opinions
2.
Independence:
People's opinions aren't
determined by the opinions of those around
them.
3.
Decentralization:
People are able to
specialize and draw on
local knowledge.
4.
Implementation:
from ideas into a collective
decision.
22
Important in the development of teacher education
•
Curriculum knowledge and
skills
•
Creativity, curiosity, risk-taking,
and innovative ways of
thinking, collaboration and
networking
•
Design and adoption of
innovations
•
Entrepreneurs hip type of
thinking
100
•
Deep knowledge in subject matter and
•
•
•
•
pedagogy
Knowledge about learning, engagement,
divers ities among learners,
Collaboration and interaction, digital and
research skills
Awareness about schools’ societal and
busines s connections and ethical code
Ethics in teacher profess ion
•
Development of the school
culture in different networks
and partners hips with students,
parents, other experts, and
stakeholders .
•
Willingness and competence
for the development of own
expertise through reflective
activities and res earch-bas ed
knowledge
4
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0005.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
•I have designed with
other teachers, pupils
and out-of-school
collaborators a new
model for School-
Community Collaboration
(SCC) that
engage
primary pupils
in SCC.
•SSC creates learning
environments for creative
use of ICT.
25
26
Main actions for the development of teacher
education
1. Holistic view to teacher education
- what is common in teachers’ pedagogical competence
from kindergarten to vocational training
- pre- and in-service education and induction phase
- development plans for teachers, schools and districts
based on the aims and the analysis of the needs
2. Selection and anticipation
- development of the selection of teachers
- recognizing of competencies already acquired
- balance in number of teachers needed and educated in all
areas
27
Main actions for the development of teacher
education
3. Supporting the development of competences needed
in generating novel ideas and innovations
- renew of teacher education programs and the teaching and
learning activities
- leadership, networks and operations at the school site
4. Collaboration culture and networks
- subject department – department of teacher education
– practice school
- kindergarten – primary – secondary – vocational
teacher education
-…
28
Main actions for the development of teacher
education
5. Supportive leadership
- leadership: goal orientation and interaction
- strategic planning and quality culture
- schools as learning communities
6. Research based teacher education
- training programs and teaching/learning practices are
based on research
- student teachers learn
1) research skills and research orientation,
2) assess their practices,
3) reflect alone and in a group
29
Thank you!
5
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0006.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Caculty of Education, University of Helsinki
n
40 years of experience in research-based teacher education
n
300 staff members and 3000 degree students:
n
7 Master level degree programs in various fields from
Teacher Education at the
University of Helsinki
August 2017
kindergarten to secondary school level
n
international Secondary Teacher Education Program
n
400 Masters and 20 PhDs yearly.
n
25 research centres, focusing on, for example, research in
teaching and learning, use of technology in education and
playful learning,
…
n
top-ranked in international comparisons:
in average 50
th
in the world list (QS ranking was based on academic
reputation, and research impact).
2
Jari Lavonen, Department of Teacher Education,
University of Helsinki, Finland
[email protected]
Characteristics of Finnish Education
Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)
1.
Educational
equity and equality
Finnish education
context
- education is free (books, meals, health care, …)
- well-organised special education and counselling
2.
Quality
through decentralisation
- leadership, management and quality work at school level
-
teachers
are responsible for local curriculum and
assessment
3
4
Framework for designing a teacher education
programme at the University of Helsinki
Research based Teacher
Education at the
University of Helsinki
(Now)
Research
orientation
is seen in
the planning
of the
programs
Research on
teaching and learning,
engagement,
development and needs
of learners, policy,
history, ...
→
Content
to the program
Research on teachers and teacher
education
- Professional/effective teacher,
- Structure and origins of teacher
knowledge,
- Teacher identity, agency, ...
- University pedagogy.
→
Type of
activities
Teacher Education Program
EU and local strategies
- Teacher education
strategy,
- National level curriculum;
Forms and role of
assessment.
- University level guidelines
Feedback
-
Students’ learning outcomes and
evaluations,
- Staff members’ self-evaluations
of the programme,
- Municipality stakeholders’
feedback.
6
1
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0007.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
A secondary (subject) teacher
n
typically teaches at grades 7 to 12 (ages 13 to 19)
n
teaches typically one major and one minor
subjects (e.g. math and physics)
Faculty of
Education
Teacher education at the University of Helsinki
University of Helsinki
(11 faculties, 38 000 students, 7 400 staff members)
Faculty
of
Arts
Faculty
of
Science
Faculty
of
Biosciences
Faculty
of
Theology
Faculty
of
Social
Sciences
An primary (elementary) school teacher
(a class teacher)
n
teaches at grades 1 to 6 (ages 7 to 13)
n
teaches typically all 13 subjects
Dept. of
Teacher
Educational
Training
Sciences
Schools
Secondary teacher education:
pedagogical studies +
Primary teacher education
subject studies
7
8
Teachers
Structure of the Master’s degree
benefit of the
of a secondary teacher: 3 + 2 years,
research orientation
300 cr
Structure of the master degree
of a primary teacher: 3 + 2 years
Bachelor’s level (180 cr)
180
Master’s level (120 cr)
Master’s level (120 cr)
Bachelor’s level (180 cr)
180
Study credits
cr = 27 hours of work
Research
140
orientation
120
is seen in
100
the
80
programs
60
40
20
0
Master-
thesis
Study credits
cr = 27 hours of work
160
while they make
the school curriculum,
plan, implement
and evaluate
teaching and
learning
160
140
120
100
80
60
40
20
0
Major
Education or
Ed. Psych.
PCK of
school
subjects
Minor
Subject
Communication
and language
studies
10
Teaching
practice
BSc thesis
Master-
thesis
Pedagogical
studies
BSc thesis
Major
Subject
Minor
Subject
Subject
matter knowledge,
knowledge about
teaching and learning,
Ped. thesis
and
school practise
Teaching
are integrated into
practice
the students’
own
personal
Pedagogical
Communication
pedagogical
studies
and language
view
studies
9
BLENDED LEARNING
ENVIRONMENTS
IN TEACHER
EDUCATION
Knowledge Building
Approach
Putting students
ideas and
practices in the
centre
Const-
ruction
of an
artefact
Engaging
students in
learning through
changed
practices …
Putting
social
interaction
to the
centre
Knowledge-
practice
Approach
Following science
practices, typical to
real science
2
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0008.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Flipping Department of Mathematics upside down!
Culture of collaboration at the Faculty of Education
http://vimeo.com/60818003
Teacher education is one of the most attractive
training programs at the Finnish universities
n
At the University of Helsinki only 5% of the applicants are
accepted to the primary teacher education program.
n
There are several reasons why teacher education is
attractive in Finland:
Three pre-conditions in order to have success
in decentralised education (personal view)
n
Common, national level,
long term strategic aims
and
preparation of local level plans
collaboratively
(in
interaction), like curriculum and equity plan, and
implementation of the plans;
n
Quality work,
student assessment, continuous
improvement of learning environments and practices at
the local level
collaboratively;
n
teachers have been educated in 5 year masters level programs at
traditional universities during the last 40 years,
n
teachers are considered as academic professionals, like other
university degree holders,
n
school site operations are supportive for professionalis m of
teachers and their collaboration,
n
Professional teachers
who are able to
collaborate, able for broad planning and
assessment of own teaching and students’
learning outcomes.
15
16
n
national education policy and its implementation, like quality
culture and teacher role in assessment for professionalism of
teachers
National teacher education
reform program
- nomination of a national forum
of 100 experts
- literature review
- benchmarking
- national brainstorming
Some outcomes of the research on teachers
and teacher education in various contexts
(Cochran-Smith & Villagas, 2015)
n
Good teaching/teachers have an impact to learning and well-
being of students ….
economic growth
…
(e.g., Furlong, & al. 2009; McKinsey & Company, 2007; OECD, 2005; World Bank, 2010).
n
Outcomes of research on
-
role of education in a society
- teaching and learning, engagement and individual differences
- the use of education technology in teaching and learning
- teachers and teacher education
should have an impact to continuous improvement of teacher
education.
(Cochran-Smith et al., 2015)
.
Strategy
Resources for the
implementation of the strategy
n
Teachers should be willing and able to learn continuously new
competences, e.g. for inclusion,
preventing drop-outs,
entrepreneurship, networking
and co-teaching, coming from the
needs of the society
(Paine et al., 2015)
.
18
3
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0009.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Finnish teachers’ challenges
(according to TALIS and PISA surveys)
n
Student-level
n
n
n
n
Support students’ well-being and engagement in learning
Guiding active learning processes
Responding to the needs of individual learners
Integrating formative and summative assessment
Renewal of teacher education as a part of
national reform program
Teachers
Teacher
educators
n
Classroom level
n
Teaching in a heterogeneous (inclusion) and multicultural
classrooms
Teacher
union
n
Emphasising the learning of 21
st
century competencies
n
The design and the use of various learning environments
n
School level
n
Working and planning curriculum in teams and networking
n
Evaluating practices, planning and implementing
improvements or education reforms
n
Using digital tools for teaching and administration, etc.
19
Partners
Teacher education should be based on a clear, shared vision
20
Wisdom of Crowds
Virtual brainstorming
n
Large groups of people are smarter than few
elite!
Better at coming to wise decisions.
n
Four elements required to form a wise crowd:
1.
Diversity of opinions
2.
Independence:
People's opinions aren't
determined by the opinions of those around
them.
3.
Decentralization:
People are able to
specialize and draw on
local knowledge.
4.
Implementation:
from ideas into a collective
decision.
22
Important in the development of teacher education
•
Curriculum knowledge and
skills
•
Creativity, curiosity, risk-taking,
and innovative ways of
thinking, collaboration and
networking
•
Design and adoption of
innovations
•
Entrepreneurs hip type of
thinking
100
•
Deep knowledge in subject matter and
•
•
•
•
pedagogy
Knowledge about learning, engagement,
divers ities among learners,
Collaboration and interaction, digital and
research skills
Awareness about schools’ societal and
busines s connections and ethical code
Ethics in teacher profess ion
•
Development of the school
culture in different networks
and partners hips with students,
parents, other experts, and
stakeholders .
•
Willingness and competence
for the development of own
expertise through reflective
activities and res earch-bas ed
knowledge
4
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0010.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
•I have designed with
other teachers, pupils
and out-of-school
collaborators a new
model for School-
Community Collaboration
(SCC) that
engage
primary pupils
in SCC.
•SSC creates learning
environments for creative
use of ICT.
25
26
Main actions for the development of teacher
education
1. Holistic view to teacher education
- what is common in teachers’ pedagogical competence
from kindergarten to vocational training
- pre- and in-service education and induction phase
- development plans for teachers, schools and districts
based on the aims and the analysis of the needs
2. Selection and anticipation
- development of the selection of teachers
- recognizing of competencies already acquired
- balance in number of teachers needed and educated in all
areas
27
Main actions for the development of teacher
education
3. Supporting the development of competences needed
in generating novel ideas and innovations
- renew of teacher education programs and the teaching and
learning activities
- leadership, networks and operations at the school site
4. Collaboration culture and networks
- subject department – department of teacher education
– practice school
- kindergarten – primary – secondary – vocational
teacher education
-…
28
Main actions for the development of teacher
education
5. Supportive leadership
- leadership: goal orientation and interaction
- strategic planning and quality culture
- schools as learning communities
6. Research based teacher education
- training programs and teaching/learning practices are
based on research
- student teachers learn
1) research skills and research orientation,
2) assess their practices,
3) reflect alone and in a group
29
Thank you!
5
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0011.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Caculty of Education, University of Helsinki
n
40 years of experience in research-based teacher education
n
300 staff members and 3000 degree students:
n
7 Master level degree programs in various fields from
Teacher Education at the
University of Helsinki
August 2017
kindergarten to secondary school level
n
international Secondary Teacher Education Program
n
400 Masters and 20 PhDs yearly.
n
25 research centres, focusing on, for example, research in
teaching and learning, use of technology in education and
playful learning,
…
n
top-ranked in international comparisons:
in average 50
th
in the world list (QS ranking was based on academic
reputation, and research impact).
2
Jari Lavonen, Department of Teacher Education,
University of Helsinki, Finland
[email protected]
Characteristics of Finnish Education
Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)
1.
Educational
equity and equality
Finnish education
context
- education is free (books, meals, health care, …)
- well-organised special education and counselling
2.
Quality
through decentralisation
- leadership, management and quality work at school level
-
teachers
are responsible for local curriculum and
assessment
3
4
Framework for designing a teacher education
programme at the University of Helsinki
Research based Teacher
Education at the
University of Helsinki
(Now)
Research
orientation
is seen in
the planning
of the
programs
Research on
teaching and learning,
engagement,
development and needs
of learners, policy,
history, ...
→
Content
to the program
Research on teachers and teacher
education
- Professional/effective teacher,
- Structure and origins of teacher
knowledge,
- Teacher identity, agency, ...
- University pedagogy.
→
Type of
activities
Teacher Education Program
EU and local strategies
- Teacher education
strategy,
- National level curriculum;
Forms and role of
assessment.
- University level guidelines
Feedback
-
Students’ learning outcomes and
evaluations,
- Staff members’ self-evaluations
of the programme,
- Municipality stakeholders’
feedback.
6
1
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0012.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
A secondary (subject) teacher
n
typically teaches at grades 7 to 12 (ages 13 to 19)
n
teaches typically one major and one minor
subjects (e.g. math and physics)
Faculty of
Education
Teacher education at the University of Helsinki
University of Helsinki
(11 faculties, 38 000 students, 7 400 staff members)
Faculty
of
Arts
Faculty
of
Science
Faculty
of
Biosciences
Faculty
of
Theology
Faculty
of
Social
Sciences
An primary (elementary) school teacher
(a class teacher)
n
teaches at grades 1 to 6 (ages 7 to 13)
n
teaches typically all 13 subjects
Dept. of
Teacher
Educational
Training
Sciences
Schools
Secondary teacher education:
pedagogical studies +
Primary teacher education
subject studies
7
8
Teachers
Structure of the Master’s degree
benefit of the
of a secondary teacher: 3 + 2 years,
research orientation
300 cr
Structure of the master degree
of a primary teacher: 3 + 2 years
Bachelor’s level (180 cr)
180
Master’s level (120 cr)
Master’s level (120 cr)
Bachelor’s level (180 cr)
180
Study credits
cr = 27 hours of work
Research
140
orientation
120
is seen in
100
the
80
programs
60
40
20
0
Master-
thesis
Study credits
cr = 27 hours of work
160
while they make
the school curriculum,
plan, implement
and evaluate
teaching and
learning
160
140
120
100
80
60
40
20
0
Major
Education or
Ed. Psych.
PCK of
school
subjects
Minor
Subject
Communication
and language
studies
10
Teaching
practice
BSc thesis
Master-
thesis
Pedagogical
studies
BSc thesis
Major
Subject
Minor
Subject
Subject
matter knowledge,
knowledge about
teaching and learning,
Ped. thesis
and
school practise
Teaching
are integrated into
practice
the students’
own
personal
Pedagogical
Communication
pedagogical
studies
and language
view
studies
9
BLENDED LEARNING
ENVIRONMENTS
IN TEACHER
EDUCATION
Knowledge Building
Approach
Putting students
ideas and
practices in the
centre
Const-
ruction
of an
artefact
Engaging
students in
learning through
changed
practices …
Putting
social
interaction
to the
centre
Knowledge-
practice
Approach
Following science
practices, typical to
real science
2
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0013.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Flipping Department of Mathematics upside down!
Culture of collaboration at the Faculty of Education
http://vimeo.com/60818003
Teacher education is one of the most attractive
training programs at the Finnish universities
n
At the University of Helsinki only 5% of the applicants are
accepted to the primary teacher education program.
n
There are several reasons why teacher education is
attractive in Finland:
Three pre-conditions in order to have success
in decentralised education (personal view)
n
Common, national level,
long term strategic aims
and
preparation of local level plans
collaboratively
(in
interaction), like curriculum and equity plan, and
implementation of the plans;
n
Quality work,
student assessment, continuous
improvement of learning environments and practices at
the local level
collaboratively;
n
teachers have been educated in 5 year masters level programs at
traditional universities during the last 40 years,
n
teachers are considered as academic professionals, like other
university degree holders,
n
school site operations are supportive for professionalis m of
teachers and their collaboration,
n
Professional teachers
who are able to
collaborate, able for broad planning and
assessment of own teaching and students’
learning outcomes.
15
16
n
national education policy and its implementation, like quality
culture and teacher role in assessment for professionalism of
teachers
National teacher education
reform program
- nomination of a national forum
of 100 experts
- literature review
- benchmarking
- national brainstorming
Some outcomes of the research on teachers
and teacher education in various contexts
(Cochran-Smith & Villagas, 2015)
n
Good teaching/teachers have an impact to learning and well-
being of students ….
economic growth
…
(e.g., Furlong, & al. 2009; McKinsey & Company, 2007; OECD, 2005; World Bank, 2010).
n
Outcomes of research on
-
role of education in a society
- teaching and learning, engagement and individual differences
- the use of education technology in teaching and learning
- teachers and teacher education
should have an impact to continuous improvement of teacher
education.
(Cochran-Smith et al., 2015)
.
Strategy
Resources for the
implementation of the strategy
n
Teachers should be willing and able to learn continuously new
competences, e.g. for inclusion,
preventing drop-outs,
entrepreneurship, networking
and co-teaching, coming from the
needs of the society
(Paine et al., 2015)
.
18
3
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0014.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
Finnish teachers’ challenges
(according to TALIS and PISA surveys)
n
Student-level
n
n
n
n
Support students’ well-being and engagement in learning
Guiding active learning processes
Responding to the needs of individual learners
Integrating formative and summative assessment
Renewal of teacher education as a part of
national reform program
Teachers
Teacher
educators
n
Classroom level
n
Teaching in a heterogeneous (inclusion) and multicultural
classrooms
Teacher
union
n
Emphasising the learning of 21
st
century competencies
n
The design and the use of various learning environments
n
School level
n
Working and planning curriculum in teams and networking
n
Evaluating practices, planning and implementing
improvements or education reforms
n
Using digital tools for teaching and administration, etc.
19
Partners
Teacher education should be based on a clear, shared vision
20
Wisdom of Crowds
Virtual brainstorming
n
Large groups of people are smarter than few
elite!
Better at coming to wise decisions.
n
Four elements required to form a wise crowd:
1.
Diversity of opinions
2.
Independence:
People's opinions aren't
determined by the opinions of those around
them.
3.
Decentralization:
People are able to
specialize and draw on
local knowledge.
4.
Implementation:
from ideas into a collective
decision.
22
Important in the development of teacher education
•
Curriculum knowledge and
skills
•
Creativity, curiosity, risk-taking,
and innovative ways of
thinking, collaboration and
networking
•
Design and adoption of
innovations
•
Entrepreneurs hip type of
thinking
100
•
Deep knowledge in subject matter and
•
•
•
•
pedagogy
Knowledge about learning, engagement,
divers ities among learners,
Collaboration and interaction, digital and
research skills
Awareness about schools’ societal and
busines s connections and ethical code
Ethics in teacher profess ion
•
Development of the school
culture in different networks
and partners hips with students,
parents, other experts, and
stakeholders .
•
Willingness and competence
for the development of own
expertise through reflective
activities and res earch-bas ed
knowledge
4
 UNU, Alm.del - 2016-17 - Bilag 156: Præsentationer fra udvalgets studierejse til Finland den 29. august til 1. september 2017
1793525_0015.png
Jari Lavonen
Professor, Head of the Department of Education
University of Helsinki, Finland
[email protected]
•I have designed with
other teachers, pupils
and out-of-school
collaborators a new
model for School-
Community Collaboration
(SCC) that
engage
primary pupils
in SCC.
•SSC creates learning
environments for creative
use of ICT.
25
26
Main actions for the development of teacher
education
1. Holistic view to teacher education
- what is common in teachers’ pedagogical competence
from kindergarten to vocational training
- pre- and in-service education and induction phase
- development plans for teachers, schools and districts
based on the aims and the analysis of the needs
2. Selection and anticipation
- development of the selection of teachers
- recognizing of competencies already acquired
- balance in number of teachers needed and educated in all
areas
27
Main actions for the development of teacher
education
3. Supporting the development of competences needed
in generating novel ideas and innovations
- renew of teacher education programs and the teaching and
learning activities
- leadership, networks and operations at the school site
4. Collaboration culture and networks
- subject department – department of teacher education
– practice school
- kindergarten – primary – secondary – vocational
teacher education
-…
28
Main actions for the development of teacher
education
5. Supportive leadership
- leadership: goal orientation and interaction
- strategic planning and quality culture
- schools as learning communities
6. Research based teacher education
- training programs and teaching/learning practices are
based on research
- student teachers learn
1) research skills and research orientation,
2) assess their practices,
3) reflect alone and in a group
29
Thank you!
5