The Finnish Strategy in Teacher Education at the 2nd cycle level

Hannele Niemi

Vice-Rector

University of Helsinki

http://www.helsinki.fi/tutkinnonuudistus/english/

17.05.2007

The Finnish Educational System The 9 years comprehensive school

Free for all

No private school system

High quality in all schools

The highest results in Pisa

The 3 years secondary school – leading to Higher education Upper secondary school

Vocational institutions

Higher Education – access to 65 % for a age cohort – no tuition fees Polytechnics

Universities

COMPREHENSIVE 1-6

HIGHER EDUCATION

UPPER SECONDARY10-12

COMPREHENSIVE 7-9

PRESCSHOOL (1)

COMPREHENSIVE 1-6

HIGHER EDUCATION

UPPER SECONDARY10-12

COMPREHENSIVE 7-9

PRESCSHOOL (1)

PrimaryTeachers

SedondaryTeachers

Typical trends in the Finnish TE

1971 teacher education into universities (primary and

secondary school teachers)

since 1979, 5 years programs, Master degrees (2nd cycle)

for all comprehensive school teachers (primary and secondary

school teachers)

a research-based orientation

10-15 % of the applicants are accepted to start their studies

several national and international evaluations of structure and

quality of teacher education in Finland

Evaluations

1989 National committee for developing teacher education  1993-94 National and international evaluation of educational

sciences and teacher education 1995-1998 Research project “Effectiveness of Teacher Education"

as part of a large national research programme “Effectiveness of

Education 1998 National evaluation of ICT in teacher education 1998-99 National evaluation of teacher education 1999 Evaluation of the quality of research in the teacher education at

the University of Helsinki The teacher education development programme 2001–2005, follow

up of the implementation 2006

The main principles of the Finnish teacher education

a profound knowledge of the most recent advances of the research in the subjects they teach

the newest research on how something can be taught and learnt (pedagogy)

the aim is that teachers can internalise a research-orientated attitude towards their work

teacher education in itself should also be an object of study and research

Evidence-based teacher education

Teacher education has active and intensive relationship with

research work in different disciplines needed in teachers’

work.

Teachers are familiar with the most recent research work in their subject matter and

in pedagogy and

they have a critical scientific literacy

they can integrate academic research-based knowledge with

their own professional behaviour in a reflective way

Why evidence-based teacher education? - Ideas behind the principle

prepare teachers to respond to the evolving challenges of

the knowledge society

the most recent knowledge for their profession knowledge creation

Interaction and co-operation with people

development of society

make decisions to improve education to different learners

Research-oriented attitude and continuous learning in teaching profession

teachers learn to take an analytical and open-minded

approach to their work and are ready to learn new

methods for their professional practise.

The aim is that they can see their profession an

intellectually, socially and morally challenging career.

The Finnish teacher education as a part of the Higher Education Area

All teachers have MA university degree (min. 5 years)

All teachers have studies research methods and have

written Master Thesis

The common pedagogical qualification adds mobility in

the profession

Teacher education is a part of Higher Education

Since 1.8.2005 a Bologna structure in all degrees

2003 - 2004 – 2005

The Bologna process was seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change.

Many national networks and projects worked together to develop and implement the new TE degrees programmes in Finland

the National-Level Coordination of Degree Programme Development in Teacher Training and the Sciences of Education http://www.helsinki.fi/vokke/english.htm

Three cycle model for teacher education

The two-cycled basic degrees will consist of

the Bachelor’s degree

(180 credits / 3 years) and

the Master’s degree

(120 credits / 2 years)

The third cycle will consist of postgraduate

studies (leading to a doctoral degree)

1 year = 1600 working hours = 60 ECTS

Three cycle model for teacher education

Alternatives for the structure of university degrees

Examples

BA

Dr

MA

integrated

Alternatives for the structure

Examples

BA

Dr

MA

integrated

supplementary studies?

Basic studies 25 Intermediate studies 60 (including BA thesis 6-10) Advance studies 60-90 (including Master thesis 20-40)

25+35= 60

Major Minors Other studies

BA

ThesesMA

Major Minors Other studies

BA

ThesesMA

Subject areas

Major Minors Other studies

BA

ThesesMA

25

Primary school teacher education program in Finland

Bachelor’sDegree180 ECTS 

Master’s Degree120 ECTS

TOTAL 300 ECTS

Class teachers’ pedagogical studies (as a part of a major in education)-       

25(Inc. teaching

practice)

35(Inc. MIN15

teaching practice)

60

Other studies in a major in education -        research methods-        scientific writing -         

35(including BA Thesis, 6-10)

45(including MA Thesis, 20-40)

80

Subject matter studies for comprehensive school teachers  

60   60

S Studies in a different discipline --        - a minor

25 0-35 25-60

•Language&communication & ICT  •Practice in working life•Preparation a personal study plan •Optional studies  

 

35    

 5 – 40

 

40-75

  

Secondary school teacher education programme

Bachelor’sDegree180 ECTS 

Master’s Degree120 ECTS

TOTAL

300 ECTS

Subject teachers’ pedagogical studies (minor) 

25-30(Inc.

teaching practice)

30-35(Inc. min. 15

teaching practice)

60

Studies in different disciplines-     - major

60(including BA Thesis, 6-10)

60-90(including MA Thesis, 20-

40)

120 – 150

Studies in different disciplines-       1-2 minors

25-60 0-30 25-90

•Language & communication & ICT • Practice in working life• Preparation a personal study plan• Optional studies  

  35 - 40   

 0-30

 35-70

  

Supporting students’ learning

Personal study plans

Follow-up of progress in completing of degrees

ICT –licence all available resources to students

e-learning

e-libraries

information literacy

Transparency in quality assurance

a research orientation to one’s own work

continuous evaluation of their own work

to be open to new approaches to achieve to the best results

need a community in which new ideas can be developed, shared and tested

Work with knowledge,

technology and information

Common European Principles forTeacher Competences and Qualifications

Work with fellow human

beings

Work with and in society

Why research-based teacher education? - Ideas behind the principle

prepare teachers to respond to the evolving challenges of

the knowledge society

make decisions to improve education to different learners

Tools to use research as means to improve teaching and learning opportunities

Subject content knowledge and pedagogical content

knowledge Critical scientific literacy Research methods Authentic projects Evaluation and reflection

Research-oriented attitude and continuous learning in teaching profession

teachers learn to take an analytical and open-minded

approach to their work and are ready to learn new

methods for their professional practise.

The aim is that they can see their profession an

intellectually, socially and morally challenging career.

We need to increase teachers’ status in society and among other professions

an inspiring career which will attract talented candidates

a lack of teachers can never be remedied by lowering

standards.

Teacher education needs a clear connection with

European Higher Education Area and

a research component as its essential part is the

investment for the future.

Research-oriented attitude and continuous learning in teaching profession

teachers learn to take an analytical and open-minded

approach to their work and are ready to learn new

methods for their professional practise.

The aim is that they can see their profession an

intellectually, socially and morally challenging career.

Future challenges of TE at the cultural level

The promotion of excellence in teacher education and the teaching profession

Cross-disciplinary research on learning and teaching

Values in schools and society

SOCIETY

CULTURE

INDIVIDUALS

Infrastructure Social cohesionInnovations

- teacher education- research on learning-values