9.Lavonen Thailand 2010 Quality in Teacher Education 5

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Quality in Teacher Education

- How to Define and

- How to Achieve it?

EDUCA 2010, plenary panel discussion

13-15 October 2010, Bangkok, Thailand

Jari LavonenProfessor of Physics and Chemistry Education,Head of the departmentDepartment of Teacher Education,University of Helsinki, Finland


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Quality in teacher education

As teacher educators our mission is to develop quality

teachers through high quality programmes.

However, it is not clear

how do we define teacher quality or a quality

programme? is a high quality programme implemented in a quality

manner?

is a quality programme producing quality teachers?

how are student teachers assessment and teacher

quality related? how are students selected to the quality programme?

do alternative programs produce quality teachers?

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How to define


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Possible approaches

How to define quality of teacher education

Through the analysis of an expert teacher

knowledge

Through the analysis of the teacher education

paradigms (what kind of teacher/instruction/learning

environment support s learning)

Through benchmarking teacher education strategies

Through benchmarking teacher education

programmes

Through benchmarking school practices

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Through the analysis of anexpert teacher knowledge

What kind of training

an expert teacher needs?

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What is the knowledge structure of an expert

teacher?

Analysis of structure leads us to the analysis of different

domains of the teacher knowledge, such as

- Subject matter knowledge,

- Pedagogical Content Knowledge (PCK) and

- General Pedagogical Knowledge (GPK)

- Contextual knowledge

-

(Shulman, 1987; Carlsen, 1999; Hashweh, 2005)

One new area of knowledge is obviously needed? :

- Knowledge about how to produce and/or how to consume

research based knowledge in education

How to define?


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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)

failure (Schank, 1989)

reflective practice (Ericsson, 2001)

professional (theoretical) sources of information

academic books

lectures

workshops

own research

CombinationHow to achieve?


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Sub-summary

Analysis of

structure of teacher knowledge

origins of teacher knowledge

are needed for the definition of an expert teacher or

a high quality teacher education programme

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Through benchmarkingteacher education

strategies

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Quality Indicators for Teacher Education

by National Assessment and Accreditation Council (NAAC) &

Commonwealth of Learning (COL)

The indicators were developed based on the

recommendations of an expert working group.

Six key areas were recognised as properties of an expert

teacher:

Curriculum design and planning;

Curriculum transaction and evaluation;

Research, development and extension;

Infrastructure and learning resources;

Student support and

Progression and organization and management.

The document lists out 75 quality Indicators covering the

six key areas and 25 quality aspects

11How to define?


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Teacher Education Standards, UK:

A classroom teacher in a public school should reflect the

highest abilities and qualities of the teaching profession

A classroom teacher should be able to

describe the teachers philosophy of education and

demonstrate its relationship to the teaching practice.

understand how students learn and develop and apply that

knowledge in the teaching practice. teach students with respect for their individual and cultural

characteristics.

know the teachers subject and know how to teach it.

facilitate and monitor student learning.

create and maintain an environment where students arecontributing members of a learning community.

use technology as an educational tool.

work as a partner with student families and with the

community.

participate in and contribute to the teaching profession.12

How to define?


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Finnish Teacher Education Development

Programme(2002): The teacher education

programmes should help students to acquire:

high-level subject knowledge and pedagogical contentknowledge, and knowledge about nature of knowledge,

academic skills, like research skills; skills to use ICT, skills

needed in processes of developing a curricula,

social skills, like communication skills; skill to cooperate withother teachers,

knowledge about school as an institute and its connections to

the society (school community and partners, local contexts

and stakeholders),

moral knowledge and skills, like social and moral code of the

teaching profession,

skills needed in developing ones own teaching and the

teaching profession.

.How to define?


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Sub-summary

A teacher needs professionalism (An academic expert):

University level education (Masters level & thesis)

Subject knowledge: network of concepts & nature of knowledge

Pedagogical knowledge: planning, implementation (teaching

methods, communication), evaluation, different learners Life-long-learningcapacity is needed:

Skills needed in evaluating (reflecting) and developing ones own

teaching and the teaching profession (consumer of educational

research)

The profession is based on partnership:

School society/industry/ partnership

Collaboration in and between schools (multiprofessional teams)

School partnership with pre- and in-service teacher education

16How to define?


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Through benchmarkingteacher educationbest programmes

Assumption: bestprogrammes produce best

results

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An analysis of the

teacher educationprogrammesin Finland Koreaand Singapore

McKinsey&Company


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McKinsey&Company


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Sub-summary

Teachers are academic experts who need university level

academic education:

University teachers base their teaching to their own and

other researchers research

Selective admission to teacher education

Performance pay and career paths

20How to define?How to achieve?


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Through benchmarkingschool practices

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Teacher 1 Teacher 232 pupils at grade3 science class

4 special needpupils integratedto the ordinary

classroom

- In Finnish classrooms there aremore than 50% of the all specialneed students integrated to theordinary classrooms.


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An introduction of atopic through awhiteboard activity.


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Lets have a lookwhere we arenow. It is time fordiscussion.


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- Learning in a smallcollaborative

group of pupils- Pupils have differentcompetenciesand background


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A teacher is supportingand encouraging a

special need student.


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Use of the learning materials (handbooks,textbooks, workbooks, web-based

environments,) support integration of

pupils


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All pupils in a heterogeneousclassroom learn different kind ofskills (in addition to knowledge):

- co-operative skills- communication skills- how to take into accountother people

High-achieving pupils work as rolemodels for lo-achieving pupils

High-achieving pupils learn skills

needed in further studies and inthe working life


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In a collaborativegroup all pupils are

able to expresstheir opinions andsay their thoughtsaloud. He/she isallowed to be whathe/she is. ...

... It is notnecessary, a pupil

is ready forschool. Instead aschool should beready for a pupil!


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I like this type oflearning. It is reallyeasy to come here and

express own ideas.(an ordinary pupil)


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Sub-summary

Descriptions of

Instruction and learning;

Information and knowledge; and

students performance

in well performing classrooms offer:

Guidelines for describing a high quality teachers and

teacher education programme



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1. Instruction and learning

Characteristics:

- starting from what students know

- collaboration in a small (heterogeneous) group

- interpretation and explanations

- self-monitoring, self-management

- problem-solving (authentic, ill-defined,

contextual real-life, intentions, creativity)

students at the centre

Identify students individual

strengths/weaknesses/learning difficulties

Use of technology to engage students in learning,

motivate, and inspire



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2. Information and knowledge

Meanings and structures of concepts

Multiple sources of information (net, textbook, nature)

Public

Exploding

Change what and how we teach to

what students need to know,

where students will learn ?

when students will learn?

33How to define?


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3. Students performance

problem-solving (ill-defined, real-life problems)

co-operation (using knowledge and information

interactively)

searching, analysing, synthesising

argumentation

managing and solving conflicts (asserting ones rights,

interests, limits, and needs)



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Summary


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Teachers should be understood and educated asacademic experts (subject knowledge, GPK, PCK,

ethical code, ) and who are able to

autonomous decision making,

plan a curriculum and evaluate how it is working

plan and implement learning activities based on

the analysis of

- instruction and learning,

- knowledge,

- students performance

evaluate students performance

evaluate their own teaching (reflection)

lifelong learning (professional development)

Summary: Quality in Teacher Education

- How to Define?

How to define?


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An academic programme based on the analysis of the structure of teacher knowledge (research

based knowledge and political strategies)

the origins of teacher knowledge (how to

support knowledge construction based on

practice and based on theory?)

Recruit of best candidates to the programme:

a teacher profession should be attractive

(academic, salary, appreciation of teachers)

high selection

Performance pay and career paths

Summary: Quality in Teacher Education

- How to Achieve it? What is needed?

Documents

9.Lavonen Thailand 2010 Quality in Teacher Education 5