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Teacher Education in Tallinn University

Teacher Education in Tallinn University. Priit Reiska Vice Rector for Academic Affairs Tallinn University, Estonia priit@tlu.ee Berlin, 05 December 2013. Statistical data for Estonia (I). G eneral school teachers 91% - higher education (MA ) 92% - pedagogical education (BA or MA)

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Teacher Education in Tallinn University

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  1. Teacher Education in Tallinn University Priit Reiska Vice Rector for Academic Affairs Tallinn University, Estonia priit@tlu.ee Berlin, 05 December 2013

  2. Statistical data for Estonia (I) General school teachers • 91% - higher education (MA) • 92% - pedagogical education (BA or MA) Vocational school teachers • 61% - pedagogical education (BA or MA) Kindergarten teachers • 87% - pedagogical education (BA or MA))

  3. Statistical data for Estonia (II) • Average age of teachers: 44-47 years (depends on regions); • 220-250 graduants of general teacher education programmes of university per year, • additionally 150 kindergarten teachers and 70 vocational school teachers.

  4. The Estonian Teacher Education Strategy for 2009-2013 • Teachers are active community members, working in teams and helping to promote their profession; • Teachers and student-teachers will evaluate and plan their professional development on the basis of the professional competence model for teachers; • To support university’s educational R&D activities and post-graduate studies in school and in educational system.

  5. Outline Requirements for Teacher Training • Teacher training is provided at university level(Tallinn University, University of Tartu); • Induction year for beginning teachers; • Every teachers have to pass 160 hours in-service training during five years.

  6. Teacher TrainingProgram in Tallinn University The elements of teacher initial training • 8 ECTS general studies (cultural, communicative and social competence); • 30 ECTS subject studies; • 60 ECTS general studies in educational science, psychological and didactic studies and practical training (at least 21 ECTS); • 16 ECTS Master thesis • 6 ECTS Electives

  7. Step I Step II Step III Initial education: Linking theory and practice Induction year: Socialization and cooperation Continuing education: Self- reflection and analysis lecturers society head teacher mentor tutors colleagues Main steps of professional development Teacher’scompetences

  8. Amount and Level of Initial Education Primary school teachers (grades 1-6) • 5 years integrated MA program (concurrent model) Subject teacher’ (1-2 subjects in grades 5-12) • 3+2 (BA+MA) program (consecutive model) Kindergarten and vocational schools teachers: • 3 years (BA) program (concurrent model)

  9. Institute of Educational Sciences (educational and pedagogical studies) Centre of Pedagogical Practice Institutes of subjects(subject studies eg. Mathematics, English etc; didactics) Centre of continuing professional develoment (courses for in-service teachers) Induction Year Programme Coordination of Teacher Education Organizational challenges of teacher education at the Tallinn University

  10. InductionYear • Supporting the professional development of a novice teachers; • Supporting sozialisation into school as an organization; • To increase the cooperation between teachers and form professional learning communities; • To have a brigde between initial education and continuing professional development.

  11. Ministry of education, administrative part Head of school – is responsible for the induction year at school Novice teacher – graduate of teacher training programme, who works as a first-year full-time teacher Mentor – supervisor of a novice teacher, advisor University lecturers – - organise support seminars 4 times a year to support novice teachers’ professional development and self-analysis; - provide mentor training. Different parties in induction year

  12. Teachers In-Service Education (CPD) • Professional continuing education for teachers takes place at school (workplace) or municipal establishment; • In-service training is part of school development; • Teachers participate in professional continuing education of at least 160 hours (6 ECTS) within every five years (policy regulation); • Vocational school teachers complete professional continuing education of at least two months every three years.

  13. Challenges in Teacher Education • How to support BA students to continue in MA level with teacher education? How to make teacher’s profession more popular for BA students? • How to involve teacher education already in BA level? • How to increase popularity of teacher’s profession? • How to extend the scope of incoming TE students? • How to get male students to teacher education?

  14. Meeting challenges in TE (content) Content changes of 60 ECTS • +6 ECTS Subject Didactic Practice (66 ECTS) • Increasing special need proportion; • Increasing educational technology proportion; • Implementing supervision on students research

  15. Meeting challenges in TE (structural) • Teacher Education in BA level (24 ECTS) • Subject popularizing TE “Study- and Career Possibilities in Education” (4 ECTS) • Introducing School Practice (3 ECTS) • Popularizing Teacher profession in schools and in BA level • Creating new interdisciplinary STS BA and MA curricula

  16. Teacher education in BA level (24 ECTS)

  17. Introductive School Practice(3 ECTS) • BA level in second year • 3 ECTS • 2 hours per week, one semester • Practice will be suported by mentor teacher and university lecturer

  18. Thank You!andPISA 2012 

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