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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. Tutkimusperustainen opettajankoulutus – suomalainen opettajuus. Mikä on erityistä suomalaisessa opettajankoulutuksessa? Miten suomalainen opettajankoulutus erottuu kansainvälisesti?

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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. Tutkimusperustainen opettajankoulutus – suomalainen opettajuus Mikä on erityistä suomalaisessa opettajankoulutuksessa? Miten suomalainen opettajankoulutus erottuu kansainvälisesti? Onko opettajankoulutuksella ja oppilaiden koulumenestyksellä yhteys? Onko PISA-menestys opettajien ansiota? Selittääkö koulutusjärjestelmä menestyksen opettajista huolimatta? Voidaanko puhua suomalaisesta opettajuudesta?

  3. Historiaa, traditiota, taustaa

  4. Important landmarks in Finnish teacher education Åbo Akademi 1640 > University of Helsinki First Finnish chair of education 1852 (Stenbäck) • Pedagogik och didaktik • Uppfostringslära & Allmänt didaktiska öfningar • Closely connected with teacher education • University practice schools 1864 and 1873 • ”... a unique development in the Europe of that time.” (Iisalo, 1979, p. 38) Mikael Soininen > special university courses for elementary school teachers Jyväskylä Teacher Training College 1863 (Cygnaeus) The University College of Jyväskylä 1934

  5. First Chairs of Education First chair at Halle 1779 (Trapp) England, Scotland, USA in the 1870s ------------------------------------------------- Finland: Helsinki 1852 (Stenbäck) Sweden: Uppsala 1908 (Hammer) Norway: Oslo 1909 (Anderssen) Denmark: Copenhagen 1955 (Grue-Sørensen)

  6. Integrated teacher education in the universities • To universities 1974; Kindergarten t. 1995 • All teachers in the comprehensive schools are Masters 1979 • 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

  7. All teachers are Masters

  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. TEACHING PROCESS PRODUCTS ofEDUCATION CURRICULUM EDUCATIONALAIMS AND GOALS INTERACTION TEACHER STUDENTS EVALUATION COMPETENCE TEACHER PERSONALITY SELECTION SUBJECTMATTER THEORY PRACTICE TEACHER EDUCATION PROCESS

  10. 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

  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. Research-based teacher education & Pedagogical thinking

  14. 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.

  15. Hattie, J.A.C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge. • Over 50 000 studies, many millions of students • Effects of each study are converted to a common measure (an effect size) • ES = [Meantreatment – Meancontrol]/SD or • ES = [Meanend of treatment – Meanbeginningof treatment]/SD • ES = d = 1.0 > students receiving treatment would exceed 84 % of students not receiving that treatment • ES = d = 1.0 is like the difference between 1.60 cm and 183 cm; d = 0.29 is like 180 cm – 182 cm; d = 0.0 > no change • ES = d = 0.40 > average for teachers > standard for judgments

  16. Average effect for major contributors to learning ------------------------------------------------------------------ Contribution d CLE (common language effect) -------------------------------------------------------------------------- Student 0.40 29% Home 0.31 22% School 0.23 16% Teacher 0.49 35% Curricula 0.45 32% Teaching 0.42 30% ------------------------------------------------------------------ Average 0.40 28%

  17. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 TEACHER CLARITY d= 0,75

  18. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 QUALITY OF TEACHING d= 0.44

  19. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 TEACHER-STUDENT RELATIONSHIP d=O.72

  20. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 MASTERY LEARNING d= 0.58

  21. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 FEEDBACK d= 0.73

  22. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 PROVIDING FORMATIVE EVALUATION d= 0,90

  23. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 QESTIONING d= 0.46

  24. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 META-COGNITIVE STRATEGIES d= 69

  25. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 DIRECT INSTRUCTION d= 0.59

  26. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 TEACHING STRATEGIES d= 0.60

  27. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 CLASS SIZE d=0.21

  28. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 MOBILITY d=-0.34

  29. Medium 0.4 0.5 -0.3 0.6 Low 0.2 0.7 High Teacher effects 0.1 0.8 0.9 -0.0 Developmental effects Zone ofdesired effects 1.0 Negative -0.1 1.1 Reverse effects -0.2 1.2 TELEVISION d=-0.18

  30. Effect sizes from teaching or working conditions Teaching d • Quality of teaching 0.77 • Reciprocal teaching 0.74 • Teacher-studentrelationships 0.72 • Providing feedback 0.72 • Teaching students self-verbalisation 0.67 • Meta-cognition strategies 0.67 • Direct instruction 0.59 • Mastery learning 0.57 Average 0.68 Working Conditions d • Within-class grouping 0.28 • Adding more finances 0.23 • Reducing class size 0.21 • Ability grouping 0.11 • Multi-grade/age classes 0.04 • Open vs. traditional classes 0.01 • Summer vacation classes -0.09 • Retention -0.16 Average 0.08

  31. Teacher as activator and teacher as facilitator Teacher as activator d • Reciprocal teaching 0.74 • Feedback 0.72 • Teaching students self-verbalisation 0.67 • Meta-cognition strategies 0.67 • Direct instruction 0.59 • Mastery learning 0.57 • Goals – challenging 0.56 • Frequent/effects testing 0.46 • Behavioral organizers 0.41 • Average activator 0.60 Teacher as facilitator d • Simulations and gaming 0.32 • Inquiry-based teaching 0.31 • Smaller class sizes 0.21 • Individualized instruction 0.20 • Problem-based learning 0.15 • Different t. for boys and girls 0.12 • Web-based learning 0.09 • Whole language – reading 0.06 • Inductive teaching 0.06 • Average facilitator 0.17

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

  33. 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

  34. 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

  35. University practice schools

  36. 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)

  37. Two levels of teacher education- the characteristics of twofold practice PRACTISING TEACHING PRACTISING RESEARCHING GENERAL LEVEL metacognition reflection pedagogical thinking producing research expertise BASIC LEVEL everyday thinking skills-based teaching teaching recipes, routines, tips adaptation consuming research knowledge-based Making pedagogical decisions Inquiring one’s own work RESEARCH-BASED TEACHER EDUCATION Jyrhämä

  38. Self-studies in teacher education • Teacher research by teacher educators • The researcher and the practitioner are one and the same • Improvement of teaching practice • Practitioner research action research self-study • Becoming public; becoming an object of critical review; and developing the ideas brought out

  39. Structure of teacher education inside the university

  40. 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

  41. Structure of teacher education Asymmetric matrix model Integrated model Matrix model Coordinating Unit of TE Unit of TE Unit of Teacher Education Part of teacher education in a unit Part of the program outside the unit Teacher education in a separate and integrated unit Teacher education decentralized to different departments

  42. Integrated model • Teacher education in a separate and integrated unit • Strong, independent organisation • Complex multi-disciplinary organisation • Problems with high competence in different subject areas • Strong competence in education and fachdidaktik (professors of education & professors of fachdidaktik in the same department)

  43. Asymmetric matrix model • Part of teacher education in a unit • Part of the program outside the unit • Weaker own identity • Possibilities to utilize the subject matter competence outside the unit • Risk for fragmentation of teacher education

  44. Matrix model • Teacher education decentralized to different departments • Strong subject matter competence • Teacher education - an administrative centre • Pedagogy fragmented • Teacher education – weak position in the higher education institution

  45. 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

  46. 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

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