university schools as a means to develop teacher education – a new form of partnership
TRANSCRIPT
Tove S. Hunskaar & Kirsti Engelien
University Schools as a means to develop Teacher Education – a new form of Partnership
Centre for Professional Learning in Teacher Education- Norway's first Centre of Excellence in Education
Department of Teacher Education and School Research, Faculty of Education, University of Oslo
The Centre is a joint venture between the Universities in Oslo and Tromsø, and is headquartered at the Department of Teacher Education and School Research at The Faculty of Educational Sciences, University of Oslo
WP5 Integrated study
designs
WP 1 Knowledge practices in academic courses
WP 2 University schools
WP 3 Digital learning environments
WP 4 Leadership &
Implementation
Development areas
For ProTed
Our Teacher Education programmes
• 5 year Master of Education programme– Collaboration between 5 faculties– 48 different options
• 1 year Teacher Education programme – Full time and part time program (1,5)– Teach First Norway
2013: New National Curriculum
It gives a detailed description of student learning outcome (knowledge, skills and competence)
It calls for a closer integration between different subject areas (pedagogy, subject didactics) and the learning activities on and off campus
A new subject integrates the professional disciplines
Pedagogy Subject didactics Practice
Our vision: Teachers as Professional Learners
A new study design
• Each course has learning outcome descriptions that integrates pedagogy, subject didactics and practice
• Each course has integrated exam assignments - the students are required to apply theory from both pedagogy and their subject didactic literature, as well as their experiences from their training in the schools when they discuss their research questions
Teaching & Learning
Classroom management Assessment Differential
instruction
University Schools2009 – 2012 – 2015
The University of Oslo has established a special partnership with 20 University Schools. These schools have applied to become university schools based on a set of criteria defining schools that can document excellence concerning research and development
Criteria for becoming a University School
• Pioneers of professional learning • Systematic approaches to R&D work • Established Mentor programmes – for
students and new teachers• Willingness to contribute in
developing teacher education programmes
The committee:
• Students• Municipalities• Representatives from other collaborating
faculties • Representative from the Department of
Teacher Education• ProTed – Centre of Excellence in Teacher
Education
Student Teacher
School Mentor Teacher Educator
The partnership agreement:
1. Developing student teaching practice– “Intensive practicum”
2. Research and development in the schools – A collaborative math project
3. Developing integrated study design for teacher education
– Dialogue seminars
Zeichner: THIRD SPACES
• THE IDEA OF THIRD SPACE COMES FROM HYBRIDITY THEORY WHICH RECOGNIZES THAT INDIVIDUALS DRAW ON MULTIPLE DISCOURSES TO MAKE SENSE OF THE WORLD.
• THIRD SPACE INVOLVES A REJECTION OF BINARIES SUCH AS PRACTITIONER AND ACADEMIC KNOWLEDGE, AND THEORY AND PRACTICE.
• THIRD SPACE CAN INVOLVE THE INTEGRATION OF WHAT ARE OFTEN SEEN AS COMPETING DISCOURSES IN NEW WAYS (EITHER/OR VS BOTH AND ALSO).
Dialogue seminars - a third space?
School Mentor
Student Teacher
Teacher Educator
Lillejord, S. & Børte, K. (2014) Partnerskap i lærerutdanningen – enforskningskartlegging – KSU 3/2014 page 22.
The Knowledge Centre for Education
A change in perspective
Virtual Collaboration for Teacher Education –
A collaboration between ProTed, Stanford, Sweden, Chile, Brasil and South-Africa (and Canada?)
ViCoTEd
Contact information
Tove S. Hunskaar Kirsti Engelien
ProTed – Centre of Excellence in Teacher Education