Pertti Kansanen Professor Emeritus of Education University of Helsinki

1. Pertti Kansanen Professor Emeritus of Education University of Helsinki Department of Teacher Education

2. Finnish Comprehensive School • Nine years for all • Class teachers for the 6 first years • Subject teachers from 7 to 9 • The National Board of Education gives the frames of the curriculum • Teachers write the curriculum for their own school

3. THE STRUCTURE OF THE FINNISH EDUCATIONAL SYSTEM • Pre-School Education • Basic Education • Upper Secondary Education • General Upper Secondary • Vocational Education • Higher Education • University Education • Polytechnic Education

4. Special features of the Finnish education system • No streaming • No selection • No magnet schools • No national curriculum • Few national exams • Teachers have pedagogical freedom • Teachers write the curriculum of their schools

5. All teachers are Masters • To universities 1974; Kindergarten t. 1995 • All teachers in the comprehensive schools are Masters • 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

6. 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

7. To doctoral studies • Teachers autonomous practitioner researchers • Direct access to doctoral studies • Class teachers in education • Subject teachers in their subject or in education after additional studies • Kirdergarten teachers Bachelors, may continue to Master and further to PhD

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. Entrance examination and suitability • Roots in Jyväskylä Teachers College 1863 • Book examination & interview • Starting as class teacher students < 15% • The same with subject teachers • Entrance examination makes the research on the validity of the selection possible (performance, oral presentation)

10. CALLING MOTIVATION COMPETENCIES QUALITIES

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. The Aims of the Conceptual Level of Teacher Education • Reflection • Making pedagogical decisions • Thinking skills • Problem solving • Methodological competence • Purposiveness • Metacognition & Pedagogical Thinking

14. Theoretical Structure of Class Teacher Education Helsinki ORGANIZING THEMES STUDY PROGRAMME CLASS TEACHER EDUCATION TEACHER’S PEDAGOGICAL THINKING Communication and orientation studies 25 ECTS EDUCATION AS A MAIN SUBJECT 140 ECTS RESEARCH-BASED TEACHER EDUCATION CULTURAL BASIS 15 ECTS Practicum studies 20 ECTS Methodological studies 70 ECTS PSYCHOLOGICAL BASIS 15 ECTS THEORY – PRACTICE relation PEDAGOGICAL BASIS 20 ECTS EDUCATION AS A MINOR SUBJECT Pedagogy of school subjects 60 ECTS OPTIONAL MINOR SUBJECTS OPTIONAL STUDIES 75 ECTS

15. MAIN ORGANISING THEME TEACHER’S PEDAGOGICAL THINKING

16. Making Educational Decisions • Choosing between alternatives • Unconscious – Conscious • Planning – Interaction – Evaluation • Reflection-in-action • Reflection-on-action • Personal belief system >A person’s philosophy of education • Fitzgibbons, R.E. (1981). Making educational decisions. An introduction to philosophy of education. New York: Harcourt Brace Jovanovich.

17. Reasons for justifying • INTUITIVE • Experiences • Colleagues • Traditions • Feelings • RATIONAL • Principles • Textbooks • Research results • Experiments

18. Teachers´ Pedagogical Thinking 2. Thinking level METATHEORY 1. Thinking level OBJECT THEORIES Action level PRE- INTER- POST

19. MAIN ORGANISING THEME RESEARCH-BASED TEACHER EDUCATION

20. 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.

21. Research-based approach in teacher education • Every study unit connected with research • The conceptualisation of practice • Continuous courses of research methods • Quantitative – qualitative methods • Overall competence of research methods • All are known generally, some are known specifically • Master’s thesis • Teachers as practitioner researchers • Consumers of research: ability to understand and use research • Producers of research: ability to conduct research • Direct access to doctoral studies

22. Idea of a research based approach • For the individual development: • To develop a critical awareness • To train the ability to analyse: to deconstruct and to reconstruct • To train teachers to become good consumers of research • To promote teachers’ intellectual and personal development • To reflect is good in itself: quality of life • For the collective development: • To expose perceptions and ideas for collective examination • To think systematically together • To develop a common conceptual language • To open the potentiality of collective reflection • To reflect collectively promotes quality and professionalism • To develop the awareness of science as an ”open ended inquiry” • To realise that science is crowded by temporary truths, not eternal ones

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

24. 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

25. 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

26. MAIN ORGANISING THEME THEORY – PRACTICE relation

27. Principles of Student Teaching • Starting as early as possible • Interaction between practice and theory • Every study period has aims of its own • From small units to larger combinations • Partnership with schools • University practice schools • Field schools

28. 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)

29. Key features of teaching practice • Theoretical aspects are integrated with practice during the studies at all stages. • The aims of the teaching practice are • to mature as pedagogically thinking teachers • to grow into the profession, • to become aware of their practical theories and views on educational matters. • In teaching practice there are four participants whose interaction with each other plays an important role. • a student teacher, • peer student teachers, • mentor teacher at the school were teaching practice takes place, • supervisor from the university. Jyrhämä 29

30. A SUPERVISORS’S TARGET AREAS REGARDING PEDAGOGICAL THINKING IN TEACHING PRACTICEA SUPERVISORS’S TARGET AREAS REGARDING PEDAGOGICAL THINKING IN TEACHING PRACTICE Professional knowing Academic knowing Jyrhämä

31. 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

32. 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

33. 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