Педагогическое образование в Эстонии

Framework requirements for teacher training

and program developmentEne-Silvia Sarv

INNOVE2017

Content

Introduction I. Framework requirements for teacher training/EducationII. TE Program and program development: Tallinn University (as example)

Some general aspectsTeacher education program development in Tallinn University

III. Pre-school and early years teacher education Example: Pre-school and early years teacher education

IV. Support for students’ learning

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Introduction

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Main aims of the Teacher Education

• to develop a comprehensive teacher education system/process, where pre-service, induction year and in-service training are integrated

• to create a precondition for the development of teacher’s new role image

• to develop a cooperation network with partners, specially with practice schools/kindergartens/institutions

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Aims of pre-service study• readiness for self reflection and independent, self-leading

learning• competence in general aspects of child development, play

and learning, didactics and methodology of initial learning• readiness to create a favourable learning environment

and lead a learning process, taking into account that a great deal of learning is taking place outside a school / kindergarten

• readiness to apply scientific research methods in a learning process and environment analysis and to apply research results in practice

• competence in management and communication skills, participation in school/kindergarten development

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General model of teacher education in Estonia

• Education vs training• Teachers' training is carried out on the level of higher

education. Teacher edcation involves cultural and personal development.

• Pre-service teacher education: Bacalaureate – 3 (BA), Master – 2 academic years (MSc/MA) + induction year

• European Credit Transfer System (credit points) - from 1 September 2009. One credit point - 26 hours of study. The academic year - 60 credit points, i.e. 1560 hours of study.

• Face-to-face study – 6 -10 acad hours per ECTS• Wide support of e-learning facilities and materials

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Main steps of professional development and main challenges

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TeacherTeacher’’s competencess competences

III step

Continuing education, CPD:

Self- reflection and analyze

lecturertutor mentor

colleague leadersociety

II step

Induction year:

Socialization and cooperation

Initial education:

Linking theory and practice

I step

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I. Framework requirements for teacher training

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Chapter 1 GENERAL PROVISIONSЦель / цель подготовки учителей

Целью подготовки учителей является предоставление Эстонской Республике профессиональныx, ... учителей, которые:1) придерживаться общих этических принципов и уважать человеческое достоинство учащегося;2) ориентированы на образовательные потребности общества и способны действовать в меняющейся образовательной ситуации;3) учитывать личное развитие и использовать методы обучения, которые его поддерживают;4) способны внедрять приложения для учебных заведений и учебных программ;5) участвовать в содействии образованию как в учебных заведениях, так и за пределами образовательного учреждения;6) дополняют свою профессиональную, специальную и профессиональную компетенцию.

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Chapter 2 TEACHER TRAINING• §3. Teacher training • (1) Teacher training takes place at a higher

education level.• (1-1) Class-teacher teacher training is carried

out as an study by integrated curriculum on bacalaureate and master level.

• (2) Lecturer's teacher-training takes place in master or doctoral studies or as in-service training.

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§4. Get started with teacher training

• (1-1) Class-teacher teacher training is carried out as an study by integrated curriculum on bacalaureate and master level.

• (2) Lecturer's teacher-training takes place in master's or doctoral studies.

• …. Entry conditions

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§5. Teacher training components(1) In preparing the curriculum for teacher training, in addition to the general and specific requirements for teachers provided for in the Principal Requirements for Teacher Traning, …, other laws regulating the education and training of the corresponding educational institution shall be taken into account and national curricula.(2) Teacher training components are:1) general education studies;2) subject studies;3) general educational sciences, psychological and isubject-didactics related studies and internships/practice;4) pedagogical research or exam on corresponding higher education level.

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(4) Teacher training for an additional subject or specialty course consists of subject studies. General educational science, psychological and general didactic studies are included in the curriculum of the corresponding higher education level.

(5) Lecturer's education is comprised of general education, psychological and non-academic studies and practice. Content of substantive studies is determined in the master's or doctoral study program in addition to the curriculum for higher education in the first or second level.

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§6. General education studies

(1) General education studies form the teacher's general cultural, communicative and social competence, and proceed from the expected vocational, special and professional (qualification/activity/employment) of the teacher.

(2) The purpose of general education studies is to:

1) to deepen understanding of people, society and the surrounding environment;

2) deepen understanding of the plurality of views and the need to be tolerant and democratic attitudes;

3) develop communication and self-expression skills, the skills of the Estonian language and foreign languages, and the ability to use the possibilities/potential of information and communication technologies.

(3) General education studies are included in the curriculum for higher education in the first and second level. E-S Sarv 2017 14

§7. Subject studies (1) Subject studies are aimed at:1) acquire knowledge and skills in the field of subject or specialty in accordance with current requirements of professional, specialist and professional status;2) acquire a systematic conception of the person /individual/human being, the surrounding environment and society, and the ability to handle them in terms of their subject or specialty.(2) Subject studies are included in the curriculum of a corresponding higher education level.(3) In areas where there is no education at the level of higher education, VET subject teacher studies are included in the curriculum for vocational secondary education.

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§ 8. Vocational/professional training (1) The purpose of vocational training is to ensure the acquisition of the professional knowledge and skills described in the professional standard or, in the absence of a professional standard, to achieve the teacher's general and specific competence requirements.(2) Vocational training is included in the curriculum of a corresponding higher education level. The volume of vocational education is at least 60 ECTS credits (hereafter referred to as the credit point) and includes subjects in general education, psychology, pharmacy and pedagogical research methods, and at least 10 weeks of practice.(3) Teacher in-service teacher training shall comprise at least 6 credits of generaleducational sciences, psychological and non-academic subjects.

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§ 9. Volume of teacher training specified in teacher training curriculum

(1) The amount of teacher training provided in the curriculum of a teacher of vocational teachers is 180 credits.(2) The amount of teacher training provided by the curator of a teacher's and hobby school teacher's curriculum is 210-240 credits.

(3) The amount of teacher's training specified in the teacher's training curriculum for a teacher of pre-school childcare institutions shall be at least 180 credits. (4) The amount of teacher training provided in the curriculum of a teacher in teacher education is 300 credits.(5) Basic school teacher, upper secondary school teacher, VET teacher and special education teacherThe total amount of teacher training provided in the Bachelor's and Master's study programs is 300 credits.(6) The volume of study subjects in teaching a supplementary subject or specialty is at least 20 credits and includes at least 6 credit points for subject studies and practice.(7) Lecturer’s in-service teacher education shall comprise at least 6 credits in the amount of study specified in the master's or doctoral study curriculum or shall be provided for in-service training of a minimum of 160 hours. ";

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§10. General requirements for teacher education lecturers

(1) Requirements for teaching staff are applicable to the teaching staff of the respective higher education institution.2) delated(3) Teachers teaching subjects didactic have at least three years of teaching experience in a subject or specialty at an educational institution of a corresponding educational level.(4) Lecturers who carry/lead studies for a pre-primary school teacher, a class teacher, a primary school teacher, a upper secondary school teacher, a teacher of general education subjects or a vocational teacher's faculty at a vocational education institution, shall provide at least 100 lessons corresponding to the subject or specialty taught at the respective level of education at the educational institution.E-S Sarv 2017 18

§11 Graduation of teacher training

Chapter 3 Professional year§12. The purpose of the professional year§13. Getting Started§ 14. Passage of professional year§ 15. Termination/Graduation/completion of professional year Chapter 4 FOLLOW-UP TO THE TEACHER'S WORK /teacher in-service training/CPDChapter 5. TEACHER'S GENERAL professional REQUIREMENTS§18. Teacher's general competency requirements Chapter 6 TEACHER SPECIFIC competencies requirements§19. Teacher of pre-school childcare§23. Teaching staff Lecturers are able to:Chapter 7 IMPLEMENTING PROVISIONS

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Учебная программа Излагаются•цели и результаты обучения (5-10);•номинальная продолжительность обучения и объем рабочей нагрузки;• требования для начала учебы;• язык(и) обучения;•список курсов и рабочую нагрузку на них, а также• описания и варианты завершения обучения.

Цели и результаты программы обучения сформулированы таким образом, что знания и умения, компетенции студента могут быть оценены.

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Appendix 3. Structure of master study programme with teacher education

(Joonisel: vabaained- Open elective courses; magistritöö või –eksam- Master thesis or examination; erialased ained- Subject-specific courses; õpetaja kutseõpingud- Teacher´s professional studies)

Structure of master study programme with teacher education (120 ECTS)

II. TE Program and program development: Tallinn University (as example)

Teacher education

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Some general aspects

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Time shedule and modula/subjects in TE

Расписание - стандартная лекция / занятие в высшем образовании - 90 минут или 2x90 минут с перерывом (15 - 30 минут)

Модуль / Курсы / предметы в учебной программе TE: – Генеральные предметы (incl general psychology, philosophy, English,

etc) – Наука и философия образования (включая парадигмы и

методологии образования и исследований)– Создание учебных / учебных материалов– Дидактика (современная), музейная, аутдорская и т. Д. Педагогика– Специальная педагогика– Методология и использование исследований в классе (в том числе

исследование действий и участия)– Практика– Магистерская диссертация

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Выписка из академического календаря 2017/2018 за осень

28.08 начинается онлайн-регистрация для осеннего семестра (ois.tlu.ee)28.08 - 03.09 Ориентация на иностранных студентов04.09 Начало первого периода изучения контакта осеннего семестра11.09 Крайний срок для онлайн-регистрации в осеннем семестре, конец академического движения.15.09 - 01.10 Заявка на стипендии в ÕIS (студенты)20.10 Награда докторантуры22.10 Окончание первого периода изучения контакта осеннего семестра23. - 29.10 Промежуточная неделя осеннего семестра (экзамены, интенсивные курсы, специальные семинары)30.10 Начало второго периода изучения контакта осеннего семестра17.12. Конец второго периода изучения контакта осеннего семестра18. - 23.12 Экзаменационная сессия24.12 - 01.01 Рождественские праздники31.12 Расписания для весеннего семестра публикуются02,0. - 17.01 Экзаменация продолжается21.01 Конец осеннего семестра

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The basic principles of teacher education (in TLU)

1. teacher education is based on constructivism - the teacher is a reflective practitioner and active learner who plans his/her professional development

2. teacher education is life-long process where the teacher evaluates own previous knowledge in practical situations

3. the development of a teacher takes place in work context 4. professional development is a collegial process, schools are

professional learning communities, LOs5. professional development is multidimensional and personal

and depends on a context. School culture, social, economical and political contexts influence teacher’s effectiveness and motivation

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Teacher education program development in Tallinn University

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Школа педагогических наук - учебные области I

Подготовка преподавателей и образовательные науки

Цель педагогического образования - в поддержке развития учителей, которые профессионально компетентны и могут участвовать в развитии школы как организации.

Деятельность в области педагогического образования и образовательных наук поддерживается Центром инноваций в образовании.

Области -

дошкольное образование, общее образование, профессиональное образование и высшее образование

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Управление и разработка учебной программы

• Руководитель учебной программы (профессор) отвечает за регулярное дальнейшее развитие учебной программы (в сотрудничестве с руководителем учебного подразделения).

• В совет учебной программы входят: руководитель учебной программы; по крайней мере, два члена преподавательского состава (которые участвуют в выполнении учебной программы) из учебного подразделения, отвечающего за учебную программу; представители студентов, практиков и т. д.

• Оценка учебной программы - раз в 3 года

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MA программа обучения (педагог) :1) профессиональная учеба / учеба учителя, эквивалентная 60-69 кредитам ECTS, которая делится на:

а) предметы общ. педагогики и психологии (30 кредитов ECTS), в том числе по выбору не менее 25%;

б) предметная дидактика, эквя 15 или 21 ECTS;

c) практика, экв 15 кредитам ECTS (для преподавателей 1 предм) или 18 кредитов ECTS (для преп 2 предм);

2) предметные курсы, экв 24 кредитам ECTS или 30 кредитов ECTS (для преподавателя 1 предм);

3) магистерская диссертация по общей педагогике или предметной дидактике, - 16 кредитам ECTS;

+ открытые факультативы, экв 11 или 14 кредитам ECTS.E-S Sarv 2017 32

Integrated programme

• An integrated study programme of 300 ECTS credits (the study programme of a class teacher) shall be completed on exceptional grounds established in the Universities Act.

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Recommended literature• Guidelines for TE curriculum in Estonia –

translation into English by ES, into Georgian – by UNICEF (?)

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III. Pre-school and early years teacher education

General pattern

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Pre-school and early years teacher education

Pre-school / early years teacher education (BA, MA)

•Follows the main pattern of teacher education•Is based on professional standards, etc•Is based on curriculum for early years /pre-school education•Includes aspects of multicultural and special needs education Possible future development:preparation teachers for languages immersion groups in kindergartens

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Arrangement of the pre-school/early childhood teachers’ studies

Example

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The organisation of study-programme

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Pre-service teacher training includes four components:•general education studies;•study related to specific subject(s);•professional study (education science, psychology, didactics and practical training) – at least 60 EAP including 10 learning weeks of supervised practice/placement•final thesis that includes pedagogical research or final exam (rare, <2010).

Since 2004, graduates from the initial teacher education may pass the induction period lasting one school-year. During this time the prospective teachers receive support from their mentors and universities.

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Peculiarities of kindergarten teacher education

• firm scientific basis (incl science of education, educational paradigmas, general didactics, child development, psychology of play etc)

• to support the formation of skills to work in jobs that require early childhood education teacher’s knowledge;

• to create opportunities for continuation of studies in early childhood education teacher at a Master’s level.

• To master practical aspects

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Programme apects IModule Required Subjects Electives

Introductory Subjects (18+18 ECTS)

Children and Their Developmental Environment

Students with Special Needs

Introduction to Educational Sciences

Educational Technology

Basic Research Methods Education in Estonian Culture

Overview of Psychology Learning in Adulthood

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Programme aspects IIMODULE Requied subjects Electives

Child Development and Learning 27.0 ECTS (16+11)

Child Development and Getting to know the Child

Pediatry and Protection of Children

Early Childhood Education Cooperation with Parents and Family Counselling

Child with Special Needs in the Kindergarten

Individual Differences in Child Development

Play and Child Development Play in Cultural Contexts

Learning Activities and Didactics 37.0 ECTS (27+10)

Mother Tongue and Children`s Literature

School Readiness and Learning at Primary School

Mathematics and Didactics of Mathematics

Learning and Education Leadership in Children Institutions

Nature Studies and the Didactics of Nature

Legislation and Quality in Childhood Institution

Music Education in Preschool Multicultural Education in Early Childhood Education

Art Education in Preschool Drama Education

Theory of Physical Education and Didactics

In-service Professional Practice Abroad 41E-S Sarv 2017

Programme aspects IIIMODULE /Class Required Subjects

Pedagogical Professional Placements 17.0 ECTS

Preliminary Practice (3)

Basic Teaching Practice I (5)

Basic Teaching Practice II (9)

Scientific Research in Early Childhood Education 6.0 ECTS

Research Seminar I (3)

Research Seminar II (3)

Class – Electives (45 ECTS) –

to develop according personal interests and educational needs

CLASS: final thesis Bachelor´s Thesis 12.0 ECTS 42E-S Sarv 2017

Students pass the modules:

• General subjects in which the student can choose 50% of any of the general subjects taught at the University (general subjects list for bac level);

• child development, learning, and research; • Educational activities and subject didactics; • professional study module

– in teaching and education management for child care institutions (TU eelkoolipedagoogika Department);

– special needs, movement teachers, or educational IT technology (TU Pedagogical Seminar);

– environmental pedagogy (Rakvere College).

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Open/free electives (45 EAP):

Aims: to create opportunities for individual development and realisation of intellectual interests, to improve foreign/Estonian language and computer skills. Outcomes:

– Specific outcomes according to student choises; – knows one foreign language on the CEFR B2 level, cycle

training students - raise their level of language within the CEFR by one level;

– computer skills required for studies in university; – C1 level of knowledge of the Estonian language (Russian

school graduates).

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Early childhood / Pre-school education Teacher I (Bachelor of Arts in Education (BA), 180 credits, 3 years)

Learning outcomes: student- has basic knowledge in educational sciences, systematic knowledge pre-school education, knows the principles of child development, subject didactics and methods of scientific research- knows how to integrate theoretical knowledge into practical work with children and adults- knows how to create a favourable intellectual and physical environment for child development- knows how to plan, integrate, analyse critically and evaluate pedagogical processes- is able to search information by using various information sources in the area of pre-school education and to orientate in specific questions and problems of the field- knows how to conduct empirical research, write and formalise a Bachelor thesis- knows how to reflect upon one's activities, evaluate one's needs for self-education and further training, as well as one's possibilities to continue at a post-graduate (Master´s) level

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Early childhood / Pre-school education Teacher IIOutcomes of pre-school teacher education, bacalaureate level

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Student is able:•to create a spiritual and physical environment suitable for a child's development; to co-operate with other teachers and with parents and if necessary, to advise parents in education-related questions; to form a child's communication, learning and working skills; to relate education and schooling activities to the domestic region, its nature, everyday life and the surrounding environment and to guarantee a child's safety and security; to have good knowledge of pre-school and school curriculum for years 1 to 3 and to guarantee a child's smooth transfer from kindergarten to school.

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Early childhood / Pre-school education Teacher III Outcomes of pre-school teacher education, Master level

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After graduation pre-primary teacher shall be able: to teach children with special needs or act as physical education or music teacher; to advise colleagues professionally and parents in education-related questions; to manage the work of a pre-primary institution and to plan its development; to develop education and schooling activities in a pre-primary institution.•for (self)reflection and research (incl action-, participatory-research)

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IV. Support for students’ learning

Some additions

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Support for students’ learning

E-environments/materials: Moodle, Learning objects/courses repository (HITSA), Studia Generalia, international scientific data, etc

PEDAGOOGILINE PRAKTIKA LASTEAIAS. ABIMATERJAL

(Pedagogical practice/placement in Kindergarten – handbook for students and mentors). Compiled by M Mänd (UT), T Õun (TLU).

Libraries of Tallinn Univeristy – Textbooks (Estonian, English etc), international journals and monographs and collection of student works BA, MA, PhD thesises (incl e-books)

Center of educational Innovation of Tallinn University – basis for contemporary learning process

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Main literature required in different courses (in English or in Estonian translation)

Most courses have covered by good quality Estonian literatury and/or good quality translations from English, German, Finnish etc.Smith, P. K., Cowie, H.& Blades, M. 1998 Understanding Children´s Development.Leirman, W. 2003. For educational cultures / Neli hariduskultuuri. Creswell, J. W. 2003 Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks: Sage Publications;Kalat, J.W. (1996). Introduction to psychology. 4th ed. Brooks/Cole Publishing Company. Pacific Grove, USADean, J. 1996 Managing Special Needs in the Primary ShoolGagne, Dick & Carey Instructional Design Theory; Reeves, T. Evaluating What Really Matters in Computer-Based EducationBruner, J. 1990 Acts of meaning. Cambridge, MA; London: Harvard Univ Press; Illeris, K. 2004 Transformative learning in the perspective of a comprehensive learning theory. Journal of Transformative Education, 2(2), 79-89; Illeris, K. 2004 The Three Dimensions of Learning. Rosklide University Press & NIACE Publications

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Bayley, N. 1993 Bayley Scales of Infant DevelopmentSpecial educational needs: a new look. Mary Warrock and Bram Norwich. Ed. by Lorella Tezzi, 2010. Gargiulo Richard M. Special education in contemporary society: an introduction to exceptionality, 2012.Johnson, J. E., Christie, J. F. & Yawkey, T. D. 2005. Play, development and Early Education. (3nd ed)Fromberg, D. P. 2002 Play and Meaning in Early Childhood Educ.Beaty, J. J. 2006 Observing Development of the Young Child.Tiedt, I. M. 2005 Multicultural teaching: a handbook of activities, information and resources.Some more authors (with their main monographs or papers): Huizinga, Piaget, P Senge, H Gardner etc,

Estonian materials Research-based literature (articles, monographs,)History of Estonian school and educationE-courses and study-objects

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Thank you for your attention!

Thank all my colleagues for input!