Professor Matti Meri

Tallinn Conference June 2008

T h R hTeacher as Researcher- Viewpoints about the Education of Competent Professional Teacher

TEACHERS

INTERCULTURAL

COMPETENCES as

European Coordination:Staatliches Seminar für Didaktik und Lehrerbildung GHSCOMPETENCES as

KEYSTONES to

LEARNING in

EUROPE 134317-2007-DE-Comenius-CMP

Lehrerbildung – GHS‐Offenburghttp://www.tickle‐project.eu/Tel.0049 781 92389‐34

Models of teacher educationModels of teacher education

Deduktive School- Research-based based

I d k i P blInduktive Experience-based

Problem-based

Intuitive Rational

THE MAIN IDEA OF TEACHER EDUCATION

INTERACTION PROFESSIONALITY AND SOCIETY

THE MAIN IDEA OF TEACHER EDUCATION

INTERACTION, PROFESSIONALITY AND SOCIETY

The student’s professional development is supported with collegialThe student s professional development is supported with collegial

working culture, different modes of action and student’s argumentation

skills.

Teacher education produces the teachers, who have wide

professionality. The professionality is based on pedagogical thinking, p o ess o a ty e p o ess o a ty s based o pedagog ca t g,

teacher as researcher approach and personal practical theory.

The student teachers are guided to reflect on the ethical issues ofThe student teachers are guided to reflect on the ethical issues of

education and to work as active change agent at school community and

in society.

THE AIMS OF TEACHER EDUCATION

Humanistic conception of man and educational scienceThe individual’s personal growth and the social and cultural meanings of education are united in teacher educationof education are united in teacher education.

They promote individual’s life long learning.

Studying skillsThe student develops her/his observation skills,reflection skills and analysis skillsreflection skills and analysis skillsby practicing her/hispedagogical thinking.

PRODUCTS ofEDUCATION

TEACHING PROCESS

CURRICULUMINTERACTION

TEACHER STUDENTS EDUCATIONAL

EDUCATIONCURRICULUM

COMPETENCE

TEACHER STUDENTS AIMS AND GOALS

TEACHER PERSONALITY

COMPETENCE

SELECTION

TEACHER PERSONALITY

SUBJECTMATTERTHEORYSELECTION

PRACTICE

MATTER

TEACHER EDUCATION PROCESS

Commitment M ti tiCommitment Motivation

Personality

Educability

Suitability

C t f t hCompetences of a teacherAn expert teacher has to have competence in:An expert teacher has to have competence in:

Subject knowledge and skills: an expert teacher has a well organised knowledge structure in a subject, an understanding of the nature of knowledge and how new knowledge is acquired and adopted in the subject, ... P d i l k l d d kill t t h lPedagogical knowledge and skills: an expert teacher can plan, implement and evaluate teaching-studying-learning activities (teaching methods) and learning; motivate students and use ICT ( g ) g;and media in educationAn expert teacher is able to develop his/her own teaching together with other colleagues; collaborative, reflective and contextual professional development skills

Teacher’s Core Competences

Self-confidence

CreativityCreativity

Meta-cognitive skillsMeta cognitive skills

Skills to direct interaction

Ability to create teaching-studying- learning environments

The Contents of Teaching-studying-learning –Process in Teacher Education

Pedagogicalframe

Process in Teacher Education

frame

TEACHER

Conceptionof

T hiTeaching

CONTENTSTUDENTstudying

CONTENT

Culturalframe

STUDENT

Psychologicalframe

learning

Making Educational Decisions

Choosing between alternatives

Unconscious ConsciousUnconscious – Conscious

Planning – Interaction – EvaluationPlanning Interaction Evaluation

Reflection (Schön & Eraut)Reflection-in-action

Reflection-on-action

Reflection-for-action

The Nature of Practice Teaching

Descriptive Normative

• ObjectiveWh t d k b t

• Take a standWh t i d t hi ?• What do we know about

teaching?Research

• What is good teaching?

• Research• Knowledge-based

• Making decisions• Ideologies

Theoretical structures defining the teacher education

STUDY PROGRAMME ORGANIZING THEMES

TEACHER’S PEDAGOGICAL THINKING CLASS Communication and orientation studies 25 sp

RESEARCH BASED TEACHER EDUCATION

THINKING CLASSTEACHER

EDUCATIONCULTURAL BASIS

15 spdies

Metho

EDUCATION AS A MAIN SUBJECT 140 sp

TEACHER EDUCATION

THEORY – PRACTICE relation

15 sp

PSYCOLOGICAL BASIS 15 sp

PEDAGOGICAL BASIS actic

um st

u20

sp

odological stu70 sp

relation20 spPr

a udies

EDUCATION AS A MINOR SUBJECTPedagogy of school subjects 60 sp

ELECTIVE MINOR SUBJECTSELECTIVE STUDIES 75 sp

Theoretical Practical

OPOR25opKTpä140op

Class teacher education from 1.8.05p p

KTsi60op

VALsi75opCommunication and

orientation

Tutk.per3opTutk tav 7op

orientation25 sp

OPTIONAL SUBJECT STUDIES60 + 15 sp Tutk.tav.7op

KAND.TUTK.10OPOp.tutk.5opSyv.laad.määr.men.5opPROGRADU40op

Main:

60 + 15 sp

ProGradu

AI8op

MAT7opTAITO13op

HUMAN6op

Main: EDUCATION 140 sp

SUBJECT DIDACTICS60 sp

KUPE15opPSYPE15opPEPE20op

PRAKT20opMETOD70op

HUMAN6op

YMPjaLT12op

Val.osat13op

MT. D 8

Math.D 7. Science D 12 Psy.B

15

Arts, crafts, phy. ed. D 13

Humanistics

Research70 Practice 20

15Cult. B 15

Humanistics D 6 Ped.B

20

Subject teacher educationFour module process model d i S bj did i iFour-module process model Education – Subject didactics – Practice

Autumn (Bachelor’s level 25 sp) Spring (Master’s level 35 sp)

Module 3 (18 sp)E III: Social, historical, and philosophical basis of education; 5sp

Module 1 (15 sp)E II: Psychology of development and learning; 4 sp p p ; p

S III: Seminar on curriculum work and evaluation of learning and teaching; 7 sp

g; p

E I: Special needs education; 4 sp

E + S I: Theoretical psychological and teaching; 7 sp

P II: Supervised applied practice in Teacher Training School; 6 sp

E + S I: Theoretical, psychological, and didactical basis related to teaching and learning a subject; 7 sp

Module 4 (17 sp)E IV + S IV: “Teacher as a

Module 2 (10 sp)S II: Seminar on teaching methods and E IV + S IV: Teacher as a

researcher” seminar; 10 sp

P III: Supervised Master’s level i i T h T i i S h l

S II: Seminar on teaching methods and planning; 3 sp

P I: Supervised teaching practice in T h T i i S h l 7 practice in Teacher Training School;

7 sp . Teacher Training School; 7 sp

Department of Applied Sciences of EducationDepartment of Applied Sciences of Educationwww.helsinki.fi/sokla/english