Promoting research on quality in teacher education with a career long perspective and learning outcomes

Hannele Niemi Professor of EducationUniversity of Helsinki

What is quality in learning and teaching?

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What is quality?

No absolute, agreed definition No agreed way to measure quality It is culturally bound It is a value - Depending on

Concept of knowledge and knowledge creation

Concept on learning

Concept of teaching

Quality of learning outcomes – What matters?

Teachers Curriculum – concept of knowledge Assessment methods School conditions School leadership Students’ motivational strategies and learning skills Home

What really matters in different contexts and conditions –

we do not know!

What do we know about teachers?

Promoting quality of teachers –European

recommendations 2007 – based on many research and

working groups Teachers’ knowledge of learning and different learners is

decisive Teachers’ capacity to reflect on their own work is

important Teachers’ moral sensitivity and intentions to scaffold

learners are important

The key competences

work with information, technology and knowledge;

work with their fellow human beings – pupils, trainees, adult

learners, colleagues and other partners in education; and

work with and in society - at local, regional, national, European and

broader global levels

Society

Human beings

Knowledge

What do we know about assessments?

Assessments has a strong power Controlling contents and processes

They determine curriculum and aims of learning Surfice or deep

Active or passive

Collaborative or individual

???

Formative assessment can enhance improvements Quality Assurance in HE – affects on TE

Do QA methods really matter in TE?

How do different levels interact?

National AQ methods Accreditation

Auditing

Internal and external assessments

Resource allocations and infrastructure

Institutional QA methods In the whole HE institution (evaluations, entrance criteria etc)

In TE faculties and departments (feed back systems etc.)

Resource allocations and infrastructure

QA methods of teachers Responsibility of quality of teaching and learning

environments -> learning outcomes

QA of students -> learning outcomes8

University of Helsinki 2009

Promoting quality of learning

What should we assess?

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What are good learning outcomes?

Reproduction of contents

Understanding and mastering important concpets and

skills

Learning metaknowledge of learning: learning to learn

skills, direct and regulate one’s own learning

Facing the future – having understanding of life and own

chances

Creating one’s own identity and value basis

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Expanding the concept of learning

Learning is…

An active individual process, where learners construct

their own knowledge base.

A process based on sharing and participation with

different partners in a community.

A holistic constructing process which is interconnected

with learners’ social and cultural premises.

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Different metaforas – Anna Sfard

The acquisition metaphor

The participation metaphor

Dangers of choosing just one Educational Researcher, Vol.

27, No. 2, 4-13 (1998)

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Learning as a regulated process – SRL

The concepts metacognition and self-regulated learning

have changed a landscape of learning.

Self-regulated learners have an arsenal of cognitive and metacognitive strategies

adaptive learning goals

persistency to reach goals (Schunk & Zimmerman 1994)

proficiency at monitoring and modifying strategies in

response to shifting task demands

Maladapted forms of self-regulative learning some learners adopt destructive forms of self-regulative

learning

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Emotions and motivation as components of SRL

The emotional component of learning broadens our views of the

problem of why some people learn and others do not.

Motivational strategies – how students create a learning intention; coping processes to alter stressors;

they have the ability to reduce negative emotions;

they have prospective and retrospective attributions; they use

avoidance strategies meaningfully; and

they have the ability to use social resources.

(Monica Boekaerts)

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Re-conceptualization of knowledge

From static transmitted contents to knowledge that is ever

renewable and often construed jointly with other learners.

A dynamic concept that is depending on learners’

epistemological propositions and social-cultural contexts.

The contents and processes are intermediating.

Epistemological beliefs Complexity – simplicity and certain – uncertain

The relationship between epistemological beliefs and conceptual

change of learning.

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Learning enviroment - Learning spaces

No longer does any one institution or group have a

monopoly on knowledge. educational institutions such as schools and universities

Workplaces

in everyday life, accessible through various media- and

technology-based environments.

How to add quality by research in TE?

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FI SE SLOCA/USA

TE policy and practice: national QA procedures and contexts in TE and to find how they promote

quality culture in teacher education

Singapore

Scot-land

Quality of Teacher Education

Quality of teacher education as a career long training and development

2011-2012

2010-2011

2012-2013

International conclusions and recommendations

2013-2014

Relationships between high quality teacher education and students’ learning outcomes in

schools

Inter-national

co-operation

?

How to promote active learning (Niemi 2002)

Why do we need research on quality of TE?

How to make change?

There is a mutual reinforcing process between and in

cultures of teacher education and schools. These maintain

the status quo in educational settings, but they can also act

as supporting forces in a positive case.

We are an integral part of our contextual cultures and

traditions, and we reproduce them through our own acts.

Culture is a social structure, and it can be changed by social

interventions.

This is a great challenge to quality assurance methods and

practices. We must seek new values and practices creating

quality culture in TE. It is also reforming of learning and

supporting the learning of different individuals and groups.

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FI SE SLO CA/US

Comparisons of TE policy and practice: contexts and

resources,Entrance criteria

Pre-service trainingInduction

In-service trainingInternational survey of teachers’ competences

Singapore

Scot-land

?

1515 15 15 15 15 15

National case studies of teachers ’ competences: working with different learners, quality of learning outcomes, support of active and collaborative learning, cultural intelligence, digital literacy

Quality of Teacher Education

Students in schools

Teacher educators

Key players at the TE

•Concept of professional development and expertise • Reflection

•Active learning and learning orientation•Collaborative learning•ICT and social media in education and learning•Cultural intelligence and moral sensitiveness

Student teachers

Teachers and

principals in schools

Heads of TE

departmentsQA and quality

culture inTE,

effect-iveness

of methods

and practices

Slovenia Scotland Finland US/CASinga-pore

Sweden

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What is missing?

We need deeper analysis of relationships between contextual factors, teachers’ competences and student learning?

Starting a European project?- A pilot phase in Finland - Parallel projects in Sweden, Scotland, Slovenia - Other countries?

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www.qualette.com/25191-19971-1002@lue&raportti

Study of Finnish Teacher Education (2010)

What has teacher education provided to you? How do you study? (Self-Regulated Learning) ICT in Teacher Education Cultural intelligence Active learning – Collaborative learning Questions about research component teacher

education Qualitative descriptions of experiences on TE

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https://www.qualette.com/25352-20101-1002@pilot1&bz7nud

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We ask you to assess how well your teacher training/teacher education you have so far participated has provided readiness to you for teaching profession.

  very weakly weakly fairly well very well

1. Using teaching methods

2. Management of classroom interaction

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Competences for teaching profession assessed by student teachers

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Active Learning in TE

Planning TE courses

Engagement

Inquiring knowlege from different data sources

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ICT in TE

Using Web-based material

Mobile tools and social media

Supervision in Net

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Research studies in TE+Critical thinking+Independent thinking+Inquiring+Scientific literacy+Questioning

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Here you see different images of experiences in teacher education. Which of them does describe best your own experiences?

59.09%

3%8%

10% 20.17%

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promote a culture of reflective practice

•teachers to be autonomous learners

•teachers to engage in research,

develop new knowledge and innovate

•teachers to take part in school

development

•teachers to collaborate with

colleagues, parents etc

Member States to substantially

increase teachers’ learning mobility so

that it becomes the norm, not the

exception

1 2 3 4 5 6

1

2

3

4

5

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We kindly ask you to assess how well the following objectives have been achieved in your national context: ( very weakly1 ………..7 very well) – Web interview to key persons in TE

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•teachers to have specialist

knowledge of subjects

Plus the necessary pedagogical

skills e.g.:

•teach heterogeneous classes (07)

use ICT (07)

•teach transversal competences

(07)

•create safe attractive schools (07)

1 2 3 4 5

1

2

3

4

5

how well the following objectives have been achieved in your national context: ( very weakly1 ………..7 very well) – Web interview to key persons in TE

FI SE SLO CA/US

Comparisons of TE policy and practice: contexts and

resources,Entrance criteria

Pre-service trainingInduction

In-service trainingInternational survey of teachers’ competences

Singapore

Scot-land

?

1515 15 15 15 15 15

National case studies of teachers ’ competences: working with different learners, quality of learning outcomes, support of active and collaborative learning, cultural intelligence, digital literacy

Quality of Teacher Education

Students in schools

Teacher educators

Key players at the TE

•Concept of professional development and expertise • Reflection

•Active learning and learning orientation•Collaborative learning•ICT and social media in education and learning•Cultural intelligence and moral sensitiveness

Student teachers

Teachers and

principals in schools

Heads of TE

departmentsQA and quality

culture inTE,

effect-iveness

of methods

and practices

Slovenia Scotland Finland US/CASinga-pore

Sweden ?

Thank you!

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