national strategies and internal quality processes in initial ......unofficial meetings (meetings...

http://www.helsinki.fi/okl/

Jari Lavonen, [email protected]

Faculty of Educational Sciences, University of Helsinki,

Director of the National Teacher Education Forum,

Ministry of Education and Culture, Finland

National strategies and

internal quality processes in

initial teacher education

UKÄ:s lärarutbildningskonferens 7

december 2020 kl. 09:00-12:00 Tema kvalitet

i lärarutbildning

mailto:[email protected]

http://www.helsinki.fi/okl/ 7.12.2020 2Käyttäytymis-tieteellinen tiedekunta / Jari lavonen

Quality assurance in teacher education

Teacher

education

programmes

and

practices

Quality culture

Control of input

- selection of students

- quality teacher

educators

- collaborative

planning of

strategies and

programmes

- self-assessment in

all levels

Control of

Output

- Accreditation

- Inspectorate

- Evaluation of

teacher

educators


Orientation to Enhancement-led Quality

Assurance (QA) in Teacher Education

Wolff (2004): The focus in QA is turning to mastering

changes and allowing ownership for teacher educators …

Ehlers (2009): … In teacher education we need methods

and practices that get deeper into organizations and closer

to the teacher educators and learners.

Niemi & Lavonen (2012): … enhancement-led QA means

that QA is a tool for improvements

Forde (2019): the challenge for teacher education is how

teacher educators use the QA frameworks

and … enhancement-led reviews,

3


Levels of Quality Assurance Processes

in Finland

The

interaction

between

levels

through

official

(meetings of

deans) and

unofficial

meetings

(meetings

inside the

university)

1. National level

a) collaborative strategy work, various guidelines

b) audits and other national level external evaluations based

on self-assessment at institutional level. The Finnish

Education Evaluation Centre is responsible of audits, which

are external, enhancement-led, evaluations of the quality

processes

2. Institutional, university level

a) university level strategy and guidelines

b) university level QA office, steering committee, support

3. Department and programme level

a) collaborative planning of the programmes and actions,

guidelines for different purposes

b) students’ evaluations and staff members’ self evaluations,

feedback from local stakeholders and reflections

7.12.2020 5

Käyttäytymis-tieteellinen tiedekunta / Henkilön nimi

/ Esityksen nimi

“Quality means appropriate

operations in teaching and research

and high-quality results.”

University of Helsinki

Quality system is an integrated

system which helps maintain and

develop the quality of university

operations.

Research Teaching

Leadership


Framework for designing teacher education

programmes

6

Collaborative development of the Programmes

Research on

teaching and learning,

engagement,

development and needs

of learners, policy,

history, ... → Content

to the program

Research on teachers and teacher

education

- Professional/effective teacher,

- Structure and origins of teacher

knowledge,

- Teacher identity, agency, ...

- University pedagogy. → Type of

activities

International and National

strategies

- EU, OECD, UNESCO, …

documents

- Teacher education

strategy,

- National level curriculum,

Feedback

- Students’ learning outcomes and

evaluations,

- Staff members’ self-evaluations

of the programme,

- Municipality stakeholders’

feedback.

Research

orientation is

seen in the

planning of the

programs

http://www.helsinki.fi/okl/7.12.2020 7

Teacher educators research community

Teacher education programs are based

on research

Student teachers learn to produce and

consume research based knowledge

National teacher education strategies

are based on research

Research based teacher

education

Part of teacher

professionalsim.

However,

professionalism

is a complex

concept

http://www.helsinki.fi/okl/ 10

Structure of the Master degree

of a primary teacher: 3 + 2 years

0

20

40

60

80

100

120

140

160

180

Major

Education or

Ed. Psych.

PCK

related to

school

subjects

Minor

Subject(s)

Communicationand language

studies

Master -

thesis

cr

= 2

7 h

ours

of

work

Stu

dy c

redits

BSc thesis

Pedagogical

studiesTeaching

practice

Bachelor’s level (180 cr)

Master’s level (120 cr)


Structure of the Master’s degree

of a secondary teacher: 3 + 2 years, 300 cr

0

20

40

60

80

100

120

140

160

180

Major

Subject

Minor

SubjectPedagogical

studiesCommunicationand language

studies

Bachelor’s level (180 cr)

Master’s level (120 cr)

Master-

thesis

cr

= 2

7 h

ours

of

work

Stu

dy c

redits

Ped. thesis

BSc thesis

Teaching

practice

At the faculty of “subject” At the faculty of Education


Collaborative strategy work


Looking for consensus through collaboration with

stakeholders, like city people, (Burns & Köster, 2016)

Support to professional learning through active

participation in research oriented pilot projects:

goal-orientation, collaboration, networking,

contextualisation, reflection, research orientation,

… (Kitchen & Figg, 2011; Loughran, 2014; van Lankveld,

Schoonenboom, Volman, Croiset & Beishuizen, 2017)

Communication channels for discussing the

strategy and for implementation: National and local

level meetings, meetings of the pilot projects, platforms,

social media, … (Rogers, 1995)

What is known about the successful

strategy/reform process?


Discussions during the preparation of the

curriculum (2013 – 2015) and teacher education

development programme (2016 – 2018 & 2019 –

2022)

Challenges of education, society and working life.

What types of competencies will be needed now and in

future? What kind of practices at school produce these

competences?

How changes will be implemented in municipal, school and

classroom level?

What kind of competences teachers need in order to

promote learning for the future and how they are

supported in learning of these competences?

CHALLENGES

VISION

ACTION

TEACHERS’

PROFESSIONAL

LEARNING


Are our teachers ready for

educating next generation?


Several frameworks for 21st century

competences / transversal or generic

competences

07/12/2020Presentation Name / Firstname Lastname 16

Organization

and Year

Terminology and connotations(Competence /knowledge/skills/attitude/values for different purposes)

UNESCO (Universal

Learning) 2013

What learning is important for all children and youth for the

21st century for good life

OECD (DeSeCo) 2005 Ability to meet complex demands, by mobilizing

psychosocial resources in different contexts. Contribute to

valued outcomes for societies and individuals

EU (Lifelong learning,

8key competences)

2006

Competences (knowledge, skills, and attitudes) needed for

personal fulfilment, active citizenship, social inclusion and

employment

OECD Future of

Education and Skills

2030

Practical and physical skills; cognitive and meta-cognitive

skills, Social and emotional skills


The OECD learning compass 2030 distinguishes

between three different types of skills

Practical and physical skills:problem-solving, inquiring, use of digital devices

Social and

emotional skills: empathy, self-efficacy,

responsibility and

collaboration

Cognitive and meta-

cognitive skills:critical and creative thinking,

learning-to-learn and

self-regulation

https://www.oecd.org/education/2030-project/teaching-and-

learning/learning/skills/Skills_for_2030_concept_note.pdf


National Teacher Education Development

Program (2015 – 2019; 2019 – 2022)

National teacher education forum

(100 experts)

Literature review

Benchmarking

National brainstorming

Collaborative construction of the strategy

TE Strategy

Vision

3 Aims

6 Actions

Implementation of TE strategy

Resources for 32 +20 pilot projects (30

M€)

National seminars and meetings

Continuous self-assessment (quality)


Literature review on

teachers and teacher

education

20


Some outcomes of the research on teachers

and teacher education in various contexts(Husu & Toom, 2017)

Good teaching/teachers have an impact to learning and well-being of students …. society…

Importance of coherence in teacher education- shared understanding of the aims of the program- coherence between field experience and courses

Pedagogy in line with aims of the program: learning from lectures/workshops/books and from practice

Teachers should be willing and able to learn continuously new competences, e.g. for inclusion, entrepreneurship, networking and co-teaching, coming from the needs of the society.

A GOOD

TEACHER

COHERENCE

DOMAINS

AND ORIGINS

OF TEACGER

KNOWLEDGE

TEACHERS’

PROFESSI-

ONAL

LEARNING


Domains of teacher knowledge

A professional teacher has a versatile

knowledge base, which allow him or

her to act as a professional.

Classical knowledge base consists:

subject matter knowledge,

pedagogical content knowledge PCK,

pedagogical knowledge,

contextual knowledge,

curriculum knowledge,

…

community knowledge

… WHAT ELSE?


Teacher knowledge from the point of view

of classroom interaction and learning (Lonka, Hakkarainen, Lakkala, 2010; Kereluik et al., 2013; Hattie ja Jaeger, 2003; Hattie, 2012):

Support to the learners in integration of knowledge

to previous knowledge through employing good

pedagogy

Guiding learning through classroom interaction

Monitoring learning and giving feedback

Taking into account affective dimensions

supportive for learning; respect for pupils;

passionate attitude towards teaching and learning.

Providing suitable challenges for learners;

emphasising learning and self-regulation skills;

developing self-confidence and self-esteem.

LEARNING

THROUGH

SUPPORTIVE

PEDAGOGY

INTERACTION

FEEDBACK

INTEREST

LEARNING

CHALLENGE


Origins of teacher

knowledge

24


Origins of Teacher Knowledge (Where the

knowledge of an expert is coming from?)

From the point of view of origins of knowledge, the

knowledge could come from (Hiebert et al., 2002):

practice

experience (Dewey, 1938)

practice with feedback (Gagne, 1985)

reflective practice (Ericsson, 2001)

professional (theoretical) sources of information

academic books

lectures, workshops,…

own research

informal situations (like community

situations)

combination


But …

26


It is not easy to argue what kind of knowledge

(competence) a teacher need, because

understanding of teacher knowledge

(competence) depends on

what we emphasise in general policy and in

education policy

how education policy is done and implemented

how we understand students’ learning and well-

being and how they are supported

how we understand teacher professionalism

how teachers’ professional learning/ development

and teachers’ collaboration is organised

what kind of school culture, incl. leadership, we

have and how we understand a school as a

learning community (school development)

…


National brainstorming


National brainstorming as a part of

teacher education development program

Teacher

union

Partners

Teachers

Teacher

educators

Teacher education should be based on a clear, shared vision

100

Important in the development of teacher education


Benchmarking neighbour

countries

31


In Sweden for a Degree of Master of

Arts/Science at secondary level the student

shall demonstrate ..

the knowledge and skills required to work

autonomously as a teacher ...

…. as well as insight into current research and

development work

… capacity to create conditions in which all

pupils can learn and develop (skill)

the capacity to plan, implement, evaluate and

develop teaching and educational processes

individually and together with others …

…32

PROFESSIONAL

KNOWLEDGE

RESEARC

ORIENTATION

PROFESSIONAL

PRACTICES

TEACHERS’

ENGAGEMENT

IN

PROFESSIONAL

LEARNING


In Norway the learning outcomes defined as

knowledge, skills and competence, for work in

elementary 1 – 7 grade are for a conadidate:

... academic knowledge and knowledge on

scientific thinking and research methods

... take responsibility for developing and leading

inclusive, creative, safe and healthy learning

environments (skill)

can contribute to both colleagues and the

school's professional and organizational

development

...

33

PROFESSIONAL

KNOWLEDGE

RESEARC

ORIENTATION

PROFESSIONAL

PRACTICES

TEACHERS’

ENGAGEMENT

IN

PROFESSIONAL

LEARNING

• Knowledge in subject matter, PCK, GPK,

• Learning, engagement, diversities,

• Collaboration and interaction, Networking

• Research skills

• Ethics and society relations …

• Curriculum knowledge

and skills

• Design and adoption of

educational inno-

vations, like learning

environments and

inclusive classrooms

• Development of the

school culture with

students, parents, and

stakeholders.

• Willingness and

competence for the

development of own

expertise through …


Comparison of teacher competences to the oecd

learning compass 2030

Practical and physical skills:planning skills, professional practices, skills for acting

in various digital and physical learning environments,

Social and

emotional skills: empathy, self-efficacy,

interaction skills for

collaborating in different

networks and partnerships

Cognitive and meta-

cognitive skills:research skills, kills for

generating ideas, skills for

developing teachers’ own

expertise

https://www.oecd.org/education/2030-project/teaching-and-

learning/learning/skills/Skills_for_2030_concept_note.pdf


Implementation of the

development program

37


Resources for 32 + 20 pilot projects (30 M€), supportive for

teacher educators’ professional learning and implementation

of the program

In the call for pilot project proposals it was emphasised:

Collaboration inside the universities

Collaboration between initial TE, schools,

municipalities and stakeholders

Research orientation in the pilot projects

National and local seminars and meetings

Continuous self-assessment (quality assurance)

Implementation of the development

program in practice

Teacher Education

Forum meeting at

Helsinki


Monitoring of the progress


Self-evaluation of the pilot project activities

Director

Partner

.

.

.

.

.

.

Not at all very much


External evaluation of the programme

and updating of the programme aims

and practices

2019 -2022


Method: analysis of the project documents, a survey for the pilot

projects, and interview of the stakeholders and pilot project experts.

Several strengths:

networking and collaboration with different experts and stakeholders,

support to the implementation of strategic competence goals,

including the emphasis on the 21st century competences,

pilot projects emphasized on the development of practices and capacity

building.

Challenges and further targets for implementing the program:

a plan, how strategic competence goals will be achieved,

climate change, increasing inequality, and technological change, including

AI, should better be taken into account

The Finnish Education Evaluation Centre

evaluated the development programme in 2018

Niemi, H., Erma, T., Lipponen, L., Pietilä, M., Rintala, R., Ruokamo, H., Saarivirta, T., Moitus, S., Frisk, T., & Stylman V.

(2018). Maailman parhaiksi opettajiksi – Vuosina 2016–2018 toimineen opettajankoulutusfoorumin arviointi. Kansallinen

koulutuksen arviointikeskus. Julkaisut 27:2018. https://karvi.fi/app/uploads/2018/12/KARVI_2718.pdf


A new group of experts was nominated in 2019 for continuing the

work

A new national level brainstorming was organised in spring 2020

At the same time several other actions are happening:

Preparation of the education policy action plan (to Parliament in

2020)

Right to learn programme: Early childhood education and

compulsory school quality and equality development programme

Extending compulsory education: supporting all young people to

learn in upper secondary education in order to support the learning of

working life competences

Right to competences programme: Vocational education quality and

equality development programme

Re-design of the aims and measures for teacher

education in order to meet the challenges of the

future

Partly

new and

partly

previous

members


Quality to teacher education through selection procedures

- continuous development of selection procedures

- selection of students who are committed to studies and teacher work

Teacher competence and continuous learning

- supporting the development of professionalism, identity and agency

- innovative competence, community and network competence

- competence for continuous learning and career development

Strengthening teacher education through collaboration

- developing teacher education and structures and objectives

- a culture of co-operation at different stages and between them

- internationalisation of teacher education

Quality leadership in kindergartens, schools and teacher

education

- development of management and leadership,…

Action groups working just now


Discussion


Recognizing of needs and challenges, in different levels

Good timing, enough time for planning and implementation;

Engage teachers, teacher educators, stakeholders and teacher

unions to the strategy work;

strive for consensus in the design and in the implementation;

serve sustainable resources for the planning and implementation of

the development program;

organise research oriented pilot projects which support

professional learning of teacher educators and dissemination of the

outcomes;

have continuous quality assurance + external assessment;

develop holistically, at the same time, teacher education and other

education sectors.

Important at national level strategy work and

implementation of the startegy

national strategies and internal quality processes in initial ......unofficial meetings (meetings...

Documents