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The project Qualifying for professional careers Oslo 13-15 December 2010

The project Qualifying for professional careers Oslo 13-15 December 2010. Should we look at Professional, pre-service education in the context of LLL? Jón Torfi Jónasson jtj@hi.is http://www.hi.is/~jtj/ School of Education, University of Iceland. Some personal concerns.

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The project Qualifying for professional careers Oslo 13-15 December 2010

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  1. The projectQualifying for professional careersOslo 13-15 December 2010 Should we look at Professional, pre-service education in the context of LLL? Jón Torfi Jónasson jtj@hi.ishttp://www.hi.is/~jtj/ School of Education, University of Iceland

  2. Some personal concerns • The channels for research on education to the field of education are very narrow • The discussion on educational issues is confined to special groups and disseminates much too slowly • The framework adapted for the professional discourse seems to be set by somewhat obsolete system constraints and highly fragmented special interest groups Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  3. A personal statement – a point of departure The point of departure that the paper is intended to develop is that professional education would be best served by approaching it wholeheartedly from a perspective of lifelong professional development. Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  4. The argument put by a graph • It is suggested here that the educational discourse is basically couched within the all or none credential framework of basic education, rather than according to line laid by the rhetorical emphasis on LLL. • In fact the systemic constraints on professional education are grossly underestimated. Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  5. The two faces of LLL – a very bad case of fragmentation Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  6. The time problem, the setting Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 6

  7. The time problem, the setting Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 7

  8. The time problem Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  9. Three possible foci of the discussion of professional education Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  10. Three possible foci of the discussion of professional education Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  11. The system focus The schools The HE system The credential Evaluating mastery of professional competence The question of financing The graduates as a labour force Who are the educators of a professional? Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 11

  12. The content focus Content and method, such as field training Teachers: The teacher as a professional, on her own or in a team A spectrum of competencies A spectrum of reasons for participation in the field Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 12

  13. The content focus Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 13

  14. The LLL focus Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 14

  15. Three different rationales for the argument for the LLL focus Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  16. Three different rationales for the argument for the LLL focus Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  17. An uneasy alliance: Fitting together three incongruous discourses or dimensions Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  18. The change focus A host of areas change, quite robustly, that relate to Aims Culture Content Knowledge about all aspects of the work Methods Working traditions Partnerships Reforms (e.g. the recent McKinsey report on change, How the world's most improved school systems keep getting better, November 2010) Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 18

  19. The pedagogic focus Motivation Receptivity to ideas Maturity within a field Incubation Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 19

  20. The professionalization focus Development of expertise Learning in and with a situation, Ideas deriving from situated learning approaches, activity theory, various partnership programmes Institutional development, i.e. the individual within an institution, teamwork Identity, socialization, formation Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 20

  21. Given this perspective and argumentation, what should professional education then look like? • The implication of each rationale • The constraints of tradition and HE system • The constraints of the field(s) • Two answers, ?? • a) the naive unrealistic answer • b) the more realistic answer Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

  22. Giving the answers one should consider that Professional education should be presented as a continuum, with the foundations preparing for initial teaching practice, with important theoretical perspectives coming later The potential role of the universities must be changed, if they are willing and can alleviate the system constraints and if the can and are allowed assume their role in CPD A formal and elaborate partnership with the schools must be established The content and field experience must be re-examined, and especially the rationale of the latter Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 22

  23. Education and Training 2010: Three studies to support School Policy Development. Lot 2: Teacher Education Curricula in the EU. FINAL REPORT: Ellen Piesanen, Jouni VälijärviFinnish Institute for Educational Research … and that more attention should be paid to teachers’ in-service education than nowadays. Even now teachers’ in-service education has not been developed properly in many Member States and even in those countries where it is obligatory for teachers, the amount is insufficient and skills and competences which should be included in in-service TE have not been examined comprehensively (p. 10). Briefly, in this document, the common principles for teacher competence and qualifications were (p. 50): A graduate profession: … A profession placed within the context of lifelong learning: teachers’ professional development should continue throughout their careers and should be supported and encouraged by coherent systems at national, regional and/or local level, as appropriate. They should recognise the importance of acquiring new knowledge, and have the ability to innovate and use evidence to inform their work. A mobile profession: … A profession based on partnerships: … Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 23

  24. Education and Training 2010: Three studies to support School Policy Development. Lot 2: Teacher Education Curricula in the EU. FINAL REPORT: Ellen Piesanen, Jouni Välijärvi Teachers’ work in all these [see above] areas should be embedded in a professional continuum of lifelong learning and their qualifications and achievements should be understood within the European Qualifications Framework. The development of professional competences should be viewed over the continuum of professional life. Not all teachers leaving their initial teacher education should be expected to possess all of the necessary competences; some of them will be included in induction and in in-service TE (p. 50). Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010 24

  25. Thank you Kærar þakkir Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15 2010

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