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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
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Models of teacher educationModels of teacher education
Deduktive School- Research-based based
I d k i P blInduktive Experience-based
Problem-based
Intuitive Rational
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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.
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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.
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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
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Commitment M ti tiCommitment Motivation
Personality
Educability
Suitability
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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
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Teacher’s Core Competences
Self-confidence
CreativityCreativity
Meta-cognitive skillsMeta cognitive skills
Skills to direct interaction
Ability to create teaching-studying- learning environments
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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
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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
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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
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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
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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
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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
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Department of Applied Sciences of EducationDepartment of Applied Sciences of Educationwww.helsinki.fi/sokla/english