EU TRAIN:

towards a Common Curriculum

for the Teaching Practice of Science Teachers

2008

2

This book is financially supported by the European Commission

through the Comenius Programme for European cooperation on

school education.

The contents of this book are the sole responsibility of the EU TRAIN

project partners and in no way represents the views of the European

Commission or its services.

Available in English and Polish.

This document is also available on the Internet

(http://www.helsinki.fi/luma/eutrain)

Cover picture: Vasilev Angel: Old city of Plovdiv, Bulgaria

Editors: Jarkko Lampiselkä and Zhelyazka Raykova

Address editorial correspondence to

University of Helsinki

P.O. Box 9

FIN 00014 University of Helsinki

Project EU TRAIN was funded by the European Commission in the

framework of Comenius 2.1

Funding for the international mobility was provided by Socrates Na-

tional Agencies in the participating countries.

Copyright © 2008 by the authors of the chapters.

Printed in the Bulgaria, Plovdiv University Press.

Published in Finland, University of Helsinki

ISBN 978-954-423-451-5

3

Practice makes perfect.

Практиката води до съвършенство.

Harjutamine teeb meistriks.

Harjoitus tekee mestarin.

Doświadczenie czyni mistrza.

4

5

Acknowledgments

EU TRAIN project has been interesting and important work that has also

made the members of the international working team close friends.

We wish to express our sincere gratitude to all who placed their expertise to

our disposal.

It really is impossible to name all who kindly contributed to the many differ-

ent activities of this three year project so we wish to thank every present and

future teacher and teacher educator in Plovdiv, Tartu, Torun, Jyväskylä and

Helsinki who did something to help. Anonymous some of them may be but

their role was essential in carrying out the aims and goals of the project.

Especially, we express our thanks to the students who wanted to spend three

weeks of their practical training period abroad and so gave us very useful in-

formation about teacher training in another country. Our sincere thanks also

go to all their tutors, mentors and peer trainees who helped to collate their

experiences.

We are deeply indebted to the leading Bulgarian member Zhelyazka Rayko-

va, PhD., vice professor of Physics Didactics in Plovdiv University, the orig-

inal initiator of EU TRAIN project. Her sagacity, frankness and patience

greatly contributed to dealing with unexpected problems during the project

and her friendship has been a continuous encouragement to us. Yordanka

Dimova, PhD. and Roumyana Mitrikova, PhD., adroitly helped us on several

occasions and Dragia Ivanov, PhD. and Stefan Nikolov, PhD., Professors in

the Physics Department, gave their friendly support.

We wish to express our sincere gratitude to the Polish team, Katarzyna Prze-

gietka, PhD. and PhD. Jozefina Turlo, PhD. for their work and care which

greatly facilitated every stage of the project. Jozefina‘s immense knowledge

of physics teacher education worldwide and Katarzyna‘s adroit management

skills were crucial to our work.

We are also deeply conscious of our indebtedness to the Estonian team, Ott

Krikmann, MSc. and Jaan Susi, PhD assistant and lecturer of the didactics of

physics at the Faculty of Science and Technology in Tartu University, whose

co-operation right from the very beginning was more than indispensable.

6

In Finland, we would like to acknowledge the encouragement of Jari Lavo-

nen, PhD., professor of Physics and Chemistry education and Maija Aksela,

PhD., Leader of the Centre of Chemistry Education in Helsinki University.

We also wish to thank Lauri Vihma, MSc. for his excellent work as our web

master.

The Jyväskylä specialist team consists of physics and chemistry teachers and

trainers Pekka Parkkinen, MSc., Tom Nevanpää, MSc. and Elisa Heimovaa-

ra who provides international liaison at the Department of Teacher Educa-

tion. Pekka‘s extra skills in English and experience of international work in

Africa served us well whenever communication problems arose. Elisa‘s ex-

pert advice and readily given assistance were invaluable as she helped us in

very practical ways.

We are very grateful to the international group of referees for checking every

paragraph of this book for accuracy and for supplying many timely sugges-

tions.

Our sincere gratitude also goes to Reg Kennedy in Finland, who corrected

the language.

We are particularly grateful to artist Angel Vasilev in Plovdiv, Bulgaria, who

gave us his work, filled with energy and joy, to be used on the cover of this

book.

Finally, we wish to thank the High School Teacher Programme of CERN,

the European Organisation of Nuclear Research, that enabled Seija Valtonen

from Finland and Zhelyazka Raykova from Bulgaria to meet during the HST

2001 summer course and begin planning the EU TRAIN project.

This project is funded by the European Union and belongs to the Comenius

2.1 Socrates-programme in the field of education. We hope that the partici-

pants in this project can also rely on EU funding for future projects when

they follow the implementation of the curriculum, the main product of this

project.

Sincerely

PhD. Jarkko Lampiselkä MSc. Seija Valtonen

Project Leader Project coordinator

EU TRIAN project EU TRAIN project

7

Contents

Acknowledgments ...................................................................................5

Chapter 1 Introduction ........................................................................9

Seija Valtonen

Chapter 2 Development activity of the project .................................16

Jarkko Lampiselkä

Chapter 3 Description and comparison of the teacher .....................20

training programmes in the partner countries

Katarzyna Przegiętka, Józefina Turło

Chapter 4 Description of current teacher training practice ...............36

Pekka Parkkinen

Chapter 5 Comparison of teacher training practice ..........................57

Zhelyazka Raykova, Stefan Nikolov

Chapter 6 Towards unified teacher training practice ........................71

Jarkko Lampiselkä

Chapter7 Evaluation of the EU TRAIN project ...............................89

Ott Krikmann, Jaan Susi

References ............................................................................................97

Appendices .........................................................................................103

8

9

Chapter 1

Introduction to the Comenius project

EU TRAIN- European Training for student

teachers in science

Project coordinator Seija Valtonen

Project initiatives

EU TRAIN was a three-year EU project, which worked from 1.10.2005 –

30.9.2008 to form a framework for a unified training of future teachers of

physics and chemistry.

The participating universities were the University of Plovdiv in Bulgaria,

Tartu University in Estonia, Nicolaus Copernicus University in Torun,

Poland, the University of Jyväskylä in Central Finland and with the Uni-

versity of Helsinki, Finland, as the coordinator.

The main university representatives were:

Plovdiv: Zhelyanzka Raykova, PhD., Associate Professor of Methodology

of Physics Teaching

Tartu: Ott Krikmann, MSc., Assistant of Didactical Physics at the Centre

of School Physics.

Torun: Katarzyna Przegietka, PhD. and Jozefina Turlo, PhD., Physics Edu-

cation Laboratory

Jyväskylä: Pekka Parkkinen, MSc., Teacher and trainer of Chemistry and

Physics at Teacher Training School

Helsinki: Jarkko Lampiselkä, PhD., Lecturer, Didactics of Chemistry and

Physics

Coordinator: Seija Valtonen, MSc., Teacher and trainer of Physics and

Chemistry, Teacher Training School No. 1, Helsinki, Finland

We believe that teachers are the real driving force behind educational change

in schools and in society. Moreover, the teacher should be an organiser,

10

guide and adviser for the pupil in his or her development and quest for

knowledge. However, recent investigations have shown that the way science

(especially physics) is taught in schools is not optimal and needs improve-

ment.

It has been documented that it is common for students to lose interest in, and

to develop negative attitudes to physics and chemistry and this results in

fewer enrolments in tertiary studies. Many arguments can be found in the

literature, e.g. Black and Atkin (1996), Monk and Osborne (2000), Bloom

and Davis (2001), Sjøberg (2003) and OECD (2004).

Training in reflective teaching must be part of the initial teacher training and

strongly connected to teaching practice in schools. Obviously, schools would

be more efficient if they had better teachers and, to improve the quality and

effectiveness of the initial training of science teachers in Europe, elaboration

of the current teacher training programmes was very important. In order to

change this situation the project participants decided to launch the EU

TRAIN project.

Project Objectives

The initial teacher training period is when the future teachers find their

own professional identity: their particular teaching style. It is the most im-

portant time for them to become better-equipped science teachers and to

change from the behaviouristic tradition to the modern constructivist ide-

ology.

The main objective of this project was to present guidelines for a unified

initial training of science teachers in the participating countries. For the

first time in the EU, our aim was to design, develop and deliver a new and

flexible programme with common core elements relating to science teach-

ers‘ training at school.

The overall aim was to synthesise theoretical, pedagogical knowledge and

teacher training practice in classrooms into a new programme (curriculum)

of science teacher training resulting in reflective science teachers. This pro-

gramme will be tested, adjusted to local requirements and adopted by the

project partner institutions.

11

Objectives of the project were:

1. To find the best practices to adequately combine knowledge gained from

theoretical pedagogical research with school teaching practice in the par-

ticipating countries.

1.1. To observe and analyse the different nationally available resources

concerning the initial training of teachers of physics and chemistry in the

participating countries.

1.2. To identify in detail the different ways of organising the periods of

practical teacher training.

1.3. To compare and analyse the results of activities 1.1. and 1.2. in or-

der to agree on the objectives and content of the initial training of phys-

ics and chemistry teachers.

2. To facilitate the mobility of student teachers of physics and chemistry

and their future access to the European professional market.

2.1. To structure supervised exchanges to gain experience in how school

practices of future science teachers are organised in the participating

countries.

2.2. To combine the good practices in teacher training, in order to identi-

fy common needs among student teachers and trainers and to discover

how equal opportunities can be enhanced among future science teachers

in different countries.

2.3. To design, develop and deliver a new and flexible programme with

common core elements relating to the practice of science teachers‘ train-

ing in schools.

2.4. To improve communication and collaboration in team skills at all

levels of science teaching, especially to enable departments of physics,

chemistry, teacher education and teacher training schools to work to-

gether to facilitate the mobility of future teachers of physics and chemi-

stry and their access to the EU professional market.

An analysis of the national resources is introduced in Chapter 3 and fol-

lowed by the introduction to the current teacher training programmes. A

comparison of the current teacher training programmes is shown in Chap-

ter 5. Chapter 6 introduces the construction of the model of the unified

teacher training practice module, its implementation and evaluation. Chap-

ter 7 evaluates the data gathered and introduces the list of the best practices

found in these four systems.

12

Main activities and outputs

The main activities of the project were:

1. To create an overview and comparison of science teacher training in the

participating institutions, especially aimed at identifying possible com-

mon parts of the programme related to teacher training practice.

2. Based on the research findings and identification of the best practice in

the partner countries, to specify desirable science teacher competencies

and develop a common part of the programme to achieve them.

3. Agreements on inter-institutional accreditations were worked out and

applications sent for support from Comenius 2.2.A.

4. A student exchange phase in two steps, leading to evaluation and mod-

ification of the training programme.

5. Completion of the common part of the science teacher training pro-

gramme. Internal and external evaluations of the project were made.

6. Dissemination of the interim results took place through the WWW page

of the EU TRAIN project, but the final results were also translated into

all project partner languages and disseminated in national booklets and

journals as well as being reported during international and national con-

ferences devoted to science teacher education.

Several methods were used for introducing and strengthening valuable, ref-

lective practice of future science teachers.

Giving student teachers the theoretical tools for understanding reflective

practice.

Using log books/portfolios for formulating aims, plans and evaluation of

their teaching practice as well as for their reflections on the practice.

Using teacher coaching during the practice period.

Using peer coaching during the practice period. To function optimally

this requires groups of two or more student teachers from different coun-

tries.

When the students arrived at the host institutions, an 18 hr orientation

course was arranged, including elementary studies in the language of the

host country and information about its history and culture.

13

Three main products were developed in the project

1. Web page www.helsinki.fi/luma/eutrain. It includes documents de-

scribing new, common and flexible elements of the curriculum for

science teachers. A printed version of this document will be sent to

science teacher educators in participating countries.

2. This present book containing the science teachers‘ common training

programme. All chapters were assessed by external evaluators.

3. Meetings with local and national educational authorities and also with

local educators in charge of the initial training of science teachers. Dis-

semination took place through the student teachers that had taken part

in the mobility actions.

The outcomes of the project can be used productively in the development

of teacher training curricula and teacher education across the participating

countries and beyond.

Recommendations

The work of education is one of a society‘s most important missions. The

opportunities teachers enjoy doing their work and attending to their

development as professionals depend largely on the resources directed to-

ward education.

The EU TRAIN project showed the partners that opportunities among fu-

ture science teachers in different countries depend on their history and cur-

rent policy, and not so much on teachers or students. We discovered sub-

stantial differences in teachers‘ salaries in European countries. Conse-

quently, one core problem seems to be that teacher trainers in most of the

participating countries are paid very little for their work. If you get very

little or no extra salary for the time-consuming, demanding and important

work of guiding and giving feedback to student teachers, it is understanda-

ble that you are not very motivated to assist them during the practice. The

situation is not optimal in Bulgaria, Estonia and Poland and needs im-

provement. As educational authorities want experienced teachers in the Eu-

ropean Union to bequeath their knowledge and experience to a new gen-

eration of teachers, mentoring should be encouraged by paying a proper

salary. This is one of the most important recommendations we want to give

to the teacher education authorities in the EU.

14

It is essential that during the training period future teachers are not given

models of the old behaviouristic style of teaching but encouraged to find

their own constructivist teaching methods. Courses of education and sub-

ject didactics should also be available so that future teachers can see how

they may use knowledge of educational psychology to solve specific teach-

ing, motivating and learning problems.

Moreover, one of the principles of teacher education in the European

Union underlines the construction of the pedagogical content knowledge

(PCK) (Anon., 2008). This means that student teachers need to learn, not

only the subject, but also subject didactics and educational psychology,

along with their practical training in schools. Based on our curriculum

analysis, it seems that many of the partner universities emphasise subject

knowledge rather than pedagogical knowledge. Among the partner univer-

sities, only Finland seems to have a fair balance between these knowledge

areas, and other countries need to refine their teacher training programs.

In conclusion, to enhance the quality of teaching in EU, we recommend the

following to the authorities responsible for teacher training:

1. Practical training, including tutored teaching, should be an essential

part of initial teacher education in every EU country.

2. The practice should last at least a few months and be organized in sep-

arate periods to enable reflective practice.

3. The ideal timing of the practice is after subject studies at university

and before the first working place at school but, for motivational rea-

sons, subject didactics should be attached to subject studies right from

the beginning of teacher education.

4. The practice should concentrate on the quality of teaching and learn-

ing. Just a few lessons a week guarantee enough time to find and use

all the needed material to prepare a good lesson.

5. Every lesson should be supervised properly. The mentor should be

ready to give enough time to help the student. A mentor should attend

every lesson taught by a student.

6. The feedback given to the student teacher should be encouraging. It

should not concentrate on mistakes but to help the student become a

reflective teacher who is willing to develop his/her skills through the

whole working career.

7. Supervisors of future teachers should be paid properly for their men-

toring work.

15

8. A school which specialises in teaching practice should be an essential

part of the teacher training department of all universities in the EU.

9. Student teachers should be able to practise teaching in another Euro-

pean country as a part of supervised trainee mobility.

10. During the first year, every new teacher should have a mentor, an ex-

perienced teacher, who can not only devote his or her time to supervis-

ing the beginner but also ensure that the new teacher is aware of what

facilities and equipment are available. This is obviously very important

in the practical teaching of physics and chemistry.

16

Chapter 2

Development activity of the project

Jarkko Lampiselkä

Conducting the development

The project was practical in nature and it included developmental activi-

ties. For practical and financial reasons, we selected an action research me-

thodology (Cohen, Manion & Morrison, 2000; Denzin and Lincoln, 2000;

Carr & Kemmis, 1986). Some researchers, for example Denzin and Lin-

coln (1998), suggest that action research and case study are two different

research strategies whereas other researchers, for example Cresswell

(1998), think that action research belongs to a subcategory of case studies.

Nevertheless, Cohen et al. (2000) define action research as a small-scale

intervention in the functioning of the real world and a close examination of

the effects of such intervention. Carr and Kemmis (1986, 164) gives anoth-

er definition: educational action research is a term used to describe a fami-

ly of activities in curriculum development, professional development,

school improvement programmes, and systems planning and policy devel-

opment. These activities have in common the identification of strategies of

planned action, which are implemented, and then systematically submitted

to observations, reflection and change. Participants in the action being

considered are integrally involved in all these activities. Usually, the action

research process is depicted as in Figure 1.

There has been criticism of the methodology and, according to Cohen et al.

(2000), the points usually made are that its objective is situational and spe-

Figure 1: Action research process

Planning Planning

Observation Observation

Action

Reflection Reflection

Action

17

cific, its sample is restricted and unrepresentative, it has little or no control

over independent variables, and its findings cannot be generalised but usual-

ly generally restricted to the environment in which the research is carried

out. These arguments are good but it should be pointed out here that action

research represents a different research strategy than, for example, survey,

and therefore should be compared to co-operative inquiry or action inquiry

(Denzin & Lincoln, 2000) rather than e.g. a survey. Obviously, there are oc-

casions when action research as a method is fitting and appropriate. Cohen et

al. (2000) declares that action research is appropriate whenever specific

knowledge is required for a specific problem in a specific situation or when a

new approach is to be grafted onto an existing system. This is well in accor-

dance with the project aim, which was to design, develop and deliver a new

and flexible programme with common core elements relating to the practice

of science teachers‘ training at schools in the participating countries.

The quality and development of learning environments were examined by

paying special attention to the authenticity and interactivity of the learning

situations as well as to student teachers‘ professional growth. In this project

the authenticity meant, above all, the correspondence between what is learnt

at university and what is needed in working life, programmes and for further

studies. From this perspective, development of such evaluation methods that

would support authentic learning also becomes central. To achieve the re-

search aim described above, the project launched developmental activities

together with senior secondary schools in participating countries.

The design

Targets

Project objectives were to find the best practices in the teacher training pro-

grammes in the participating countries and to facilitate the student teacher‘s

mobility in Europe. The targets for finding the best practices were, on the

one hand the official documents of teacher training programmes of the par-

ticipating institutions, and on the other hand the student teachers‘ expe-

riences concerning the implementation of the programme. Implementation

leans on close co-operation with the relevant upper secondary school where

the student teachers carry out their teaching practice. The targets concerning

student mobility were the student teachers themselves.

In all, the two mobility periods involved 28 student teachers, 14 in the first

mobility during spring 2007 and 14 in the second mobility during spring

2008. Each period lasted for three weeks and the students were given a sche-

18

dule concerning the mobility. These student teachers were typical chemistry

and physics student teachers of the participating institutions, had a basic

knowledge of the English language, had studied chemistry or physics at least

at bachelor level and had some teaching experience.

The upper secondary schools involved in the study were chosen on the basis

of their availability at the time. The most frequent reason for refusal was that

the school did not have the time or resources to join in the study. Where

possible we wanted to include schools both from urban areas and the coun-

tryside. Teachers for the teaching groups were typical of these schools, were

all experienced mentors and had years of experience in teacher training.

The groups consisted of typical students in these schools and had selected

their particular schools for geographical reasons or on the basis of their per-

sonal preferences. The selection of students into these teaching groups was

determined primarily by the school they had initially sought, and secondly

by the course in which they had enrolled. The first instance was influenced

by their prior educational achievement, among other things, while the second

choice was influenced by the progress of their studies and also by their fel-

low students. As for the subject matter, we were concerned with chemistry

and physics, and some of these courses were compulsory.

Data collection

The data was collected by learning diaries (Appendix 1), mobility reports

(Appendix 2), lesson observation forms (Appendixes 3, 4), and interviews

(Appendix 5). The relevance and suitability of the information gathering

forms was determined by the handbook of evaluation and dissemination

strategies for Comenius 2 projects (Feijen, Reubsaet, Espinach, 2000) and

from the questionnaire used in the massive EURYDICE data collection on

science teaching (Anon., 2005). Areas of interest were the four European

principles of teacher education: school systems, teacher training practice,

best practices and the functionality of the designed exchange period itself.

At the beginning of the exchange period student teachers were asked to keep

a learning diary. Its purpose was to provide authentic information about each

student teacher‘s learning and about the meaningfulness of his or her work-

ing in the host country. They were instructed to describe the progress of

classes, the topics discussed, what they had or had not learnt, and what fac-

tors they found as promoting or hindering the learning process. In addition,

they were also asked to describe their feelings, about the teacher and the

class in general, as well as learning attitudes and the general atmosphere in

19

the class. In particular, student teachers and teachers alike were instructed to

record their observations about the student teacher‘s workload.

Interviews helped obtain a deeper understanding of what mentors, tutors and

students had written in their diaries. The student and the interviewer together

went through the diary, and the student could supplement his or her answers

to the questions and explain how they had been arrived at.

Analysis and interpretation

Inductive content analysis (Patton, 2002) characterises the analysis of the

student teachers‘ written responses. Answers to the open-ended ques-

tions, learning diaries and interviews were read as a whole, not focusing

on the questions. Mentors/tutors/student teachers‘ responses were quite

extensive; altogether about 50 pages. Secondly, information was elicited

diversely and by various data collection techniques. Responses thus lent

themselves to examination through the methods of triangulation and data

saturation (Denzin & Lincoln, 2000). Of course, the methods were mu-

tually overlapping and interrelated, but these were nevertheless the prime

approaches of the analyses.

During content analysis, the researchers searched the text for recurring

words or themes with the object of reducing original expressions to find the

core meaning, which can be called a pattern or theme. Patterns are descrip-

tive findings that could be quite fuzzy. Themes are more categorical, even

exclusive. Reducing the text, the researchers formed reduced expressions

and several hierarchical sub-categories. When interpreting the texts, the ana-

lysing unit was not a student teacher but sequence or an idea. Eventually, the

categories could be understood as the answers to the study questions (cf. In-

troduction). The researchers in the study read, independently, all responses

several times and conducted initial categorisation following the principles of

inductive content analysis. They discussed the initial categories and read the

responses again to have consensus on the categorisation.

20

Chapter 3

Description and comparison of the teacher training

programmes in the partner countries

Józefina Turło, Katarzyna Przegiętka

Abstract

This chapter first of all describes the national educational systems of the

partner countries, together with a description of the national resources in the

teacher training area. Then there is a comparison of teacher training curricula

together with the main common features significant for the future implemen-

tation of the unified teacher training curriculum.

Introduction

Most countries are usually dissatisfied with their educational system. There-

fore, in making an effort to improve it, they adopt an educational policy in line

with their aims and social conditions. Thus, in recent years the school systems

in almost all European Union countries have been undergoing essential re-

forms on different levels of education, the reason being the process of co-

ordination of the educational systems. This had made possible co-operation in

the field, which was recognised as one of the most important European com-

mon goals. In the Maastricht Treaty, in Article 149/1 (Anon., 2008a), it says

that: ―… the Community shall contribute to the development of quality educa-

tion by encouraging cooperation between Member States and, if necessary, by

supporting and supplementing their actions, while fully respecting the respon-

sibility of the Member States for the content of teaching and the organisation

of education systems and their cultural and linguistic diversity.‖

Taking into account that ―science is an important component of our Euro-

pean cultural heritage‖... and that ―it is the quality of the teacher that is the

major determinant of student engagement with science‖ (Osborne, J. & Dil-

lon, J.,2008), in this chapter we are going to concentrate mainly on the struc-

ture of the teacher training programmes, and especially on the science teach-

er training curricula in the institutions of the EU TRAIN project partner

countries. To understand the differences and similarities between the teacher

21

training programmes it is necessary to begin by describing briefly how the

education systems in the partner countries are organized.

Primary and secondary education systems in the partner countries

The present systems of primary and secondary education in our four partner

countries (including the results of the recent educational system reforms in

Bulgaria, Estonia and Poland) are shown in Figure 1. To compare them, the

levels of ISCED (International Standard Classification of Education of UN-

ESCO) were used (UNESCO, 2008c). ISCED uniform levels were estab-

lished to make the comparison of the education systems in different coun-

tries possible. It's important to stress here that the situation is continuously

changing because of the process of reforms and conformation of national

systems to the European Union regulations.

As we can see, the major differences are observed in the duration of compul-

sory education and the structure of education at the pre-primary, primary and

secondary levels. In general, pre-primary education is not compulsory. In Pol-

and six year old children should only attend the special ―zero‖ class, which is

treated as the first preparatory year of primary education. It can be provided by

primary schools or kindergartens under the auspices of the local government.

In other partner countries pre-primary education is treated as an option for par-

ents. Local governments are obliged to create and supervise the kindergartens.

The duration of compulsory education differs in the partner countries from 9

years in Estonia and Finland to 12-13 years in Poland (until the age of 18). In

Finland education is compulsory in primary and lower secondary school. In

Estonia primary and lower secondary levels are combined but, like Finland

and Bulgaria, schooling is obligatory until the age of 16. It is also worth noting

that the upper secondary schooling in Bulgaria and Estonia lasts 4 years, but in

Finland and Poland 3 years. The different structures of the education systems

lead to a situation where pupils who end their compulsory education have dif-

ferent educational backgrounds. In Bulgaria, Estonia and Poland, some upper

secondary schooling is compulsory. Thus the process of unifying the school

systems seems to be incomplete and needs improving.

These differences are not very important from the project partners' point of

view. We are focused mainly on a unified science teacher training practice

for lower and upper secondary school, where the age of children is not much

different in every partner country. The fact that the training practice doesn't

involve only subject teaching preparation (methodology of teaching), but al-

so more general pedagogical and sociological preparation for the roles of the

teacher and pupils' supervisor, also makes our task more realistic.

22

In the next sections we analyse the national resources in teacher training and

science teacher training curricula in the partner countries which is the start-

ing point for their further comparison.

Organisation of teacher training in the partner countries

The initial (pre-service) teacher training in the partner countries takes place

mainly during university education (professional teacher education is rea-

lized at the same time as the discipline core subjects education) and this pro-

gramme of teacher education we call the concurrent model. However, in

each of the four partner countries it is also possible to obtain teaching quali-

fications using an alternative training pathway, e.g. the consecutive model,

where students first receive a general education in order to obtain a degree in

a particular subject or branch of study, and then begin the initial professional

training programme, enabling them to qualify as teachers.

Teacher qualification standards are very alike in all partner countries. These

standards consist of a set of core competencies, relevant knowledge (subject,

methodical and practical) and skills (such as a foreign language or ICT), that

a future teacher must possess. Thus, the initial study programme should

make it possible for student teachers to obtain their teaching qualification.

The main forms of study programmes are also similar and there are lectures

with final exams, laboratory work, exercises, seminars, school practice (su-

pervised by a university or school teacher), individual work of the teachers-

to-be or their groups (completing the following tasks: writing essays, prepar-

ing exercises, working in libraries, preparing lessons, writing papers, giving

seminar talks and passing the final exams). However, it's important to em-

phasize that in our comparison we take into account only this part of the stu-

dies, which should be named ―contact hours‖ (activities organised by the

university or a teacher training school). It's very difficult to estimate the ap-

proximate amount of time spent by trainees on self studies, group work, etc.

Of all the partner countries, only in Finland is this part of the student's work

included in the ECTS (European Credit Transfer System) points calculation.

A general comparison of the studies' structure shows that the organisation of

the academic year is similar in all universities. The academic year consists of

two semesters of almost the same duration (15 to 16 weeks).

We describe next the teacher training resources in partner countries in gener-

al (in alphabetical order), and then the few particular peculiarities of each na-

tional teacher training system.

23

Figure 1. Primary and secondary education systems in partner countries.

24

Bulgaria

Initial teacher training in Bulgaria is carried out in higher educational institu-

tions – universities and special teacher higher institutes (Eurydice European

Unit, 2001). Since 2002, state regulations on higher education for Bachelor's

and Master's degrees fixes a minimum of 4 years study with a total of no less

than 2,200 and no more than 3,000 hours for a Bachelor's degree, and for a

Master's degree for profile and extensive training, related to the major of the

previous Bachelor's degree, no less than one additional year is required.

Teacher training is parallel to the specific subject studies. Those who just

study the particular subject at university can acquire teacher qualifications

upon their graduation (the alternative pathway of teacher training).

In Bulgaria teacher training is carried out in the following types of institu-

tions:

Universities: The universities of Sofia, Plovdiv, Shumen and Bla-

goevgrad offer Bachelor's and Master's degrees in various fields of

higher education, including teacher training in the following profes-

sional spheres: theory and management of education, pedagogy and

teaching of different school subjects.

Specialized higher institutes, for instance: The National Sports Acad-

emy in Sofia, The National Arts Academy in Sofia, The Arts Acade-

my in Plovdiv, etc., offer teacher training in specialized subjects

(physical education, music, arts, etc.).

Qualification Centres in Sofia, Stara Zagora, Varna and Silistra offer

postgraduate studies for teachers, where it is also possible to obtain

qualifications for teaching a second subject.

Training in each profession in higher institutions follows a curriculum,

which includes compulsory, choice and facultative subjects. Compulsory

subjects provide fundamental discipline knowledge in a wide profile of the

chosen professional field. Choice subjects provide specific knowledge and

competencies in their major field and facultative subjects offer knowledge

and skills in various scientific fields according to students' interests.

Estonia

Teacher training in Estonia takes place only at the level of higher education

(Eurydice European Unit, 2001). Teachers of primary and secondary school

subjects are inducted into their profession upon graduation from a five-year

25

Master's degree programme. Teachers for kindergartens and vocational edu-

cation institutions are trained during Bachelor studies and by the realization

of applied higher education curricula. As in the other partner countries, the

teacher training programme includes discipline core subjects and educational

subjects.

In Estonia teacher training is carried out in the following types of institu-

tions:

Universities: Most teacher training in Estonia is run by the two largest

universities in the country, Tartu and Tallinn and their colleges in

Narva, Haapsalu and Viljandi.

Specialized higher institutes, for instance: the Cultural Academy of

the University of Tartu in Viljandi, the Estonian Academy of Music

and Theatre and the Estonian Academy of Arts, which offer training

of special subject teachers

Tallinn Pedagogical College, the only school of applied higher educa-

tion, which prepares kindergarten teachers.

Those who did not obtain their teacher's qualifications during their basic

courses can complete them through additional studies. For example, Tallinn

Technical University and University of Tartu offer such in-service pro-

grammes for teachers of vocational subjects. Universities are also offering

the additional programmes for working teachers, where they can acquire the

knowledge and skills needed for teaching a second, additional subject. The

duration of these extra studies is generally a year.

Since 2004, graduates of teacher training programmes have had to undertake

a so-called ―mentor year‖. The ―trainee‖ is assisted by an experienced col-

league – mentor and by the support programmes offered by the universities.

Only after this, qualifying on-the-job, phase do future teachers obtain full

teacher's qualifications.

Finland

The training of prospective pre-primary, primary and secondary school

teachers in Finland takes place at the universities and at vocational teacher

education colleges. Physics and chemistry teacher education is given at the

University of Helsinki, the University of Joensuu, the University of

Jyväskylä, the University of Oulu, the University of Turku and bo Akademi.

26

Unique in the European scale system are thirteen teacher training schools,

which belong to the faculties of behavioural sciences of Finnish universities

and play a central role in training prospective teachers (Finnish Ministry of

Education, 1995). There are two such schools in Helsinki, and the others are

located in Hämeenlinna, Joensuu, Jyväskylä, Kajaani, Oulu, Rauma, Rova-

niemi, Savonlinna, Tampere, Turku and Vaasa (language of instruction is

Swedish). These teacher training schools are also called ―normal schools‖ as

at one time their primary duty was considered to be setting the norm, or pro-

viding the model, for good teaching. Other than handling vacancies (which is

the responsibility of the universities), these schools enjoy independence.

Their operations are governed by the relevant legislation on the teacher train-

ing schools and regulations issued directly by the Ministry of Education.

The teacher training schools' basic duties are:

providing teaching for comprehensive and upper secondary levels,

supervising teacher trainees,

making school teaching experiments,

doing research.

The teacher training schools also support and complement the teacher educa-

tion and research activities of the universities. The close relationship be-

tween theory and practice forms the basis of the whole concept of a teacher's

education. In the teacher training schools, knowledge in various fields of the

arts and sciences, together with educational theory and know-how are ap-

plied in practice.

Besides the pre-service training system, future teachers can complete their

professional education after graduation using the alternative pathways (Eu-

rydice European Unit, 2001). To qualify as a secondary school teacher (sub-

ject teacher) a candidate must complete separate, one year, pedagogical stu-

dies after her/his higher education graduation.

Poland

Initial education of teachers for the different levels and types of schools is

provided within the higher education and teacher education sectors (Eury-

dice European Unit, 2001). Until 2004 in the framework of each study area

the students had a choice of teacher specialisation, which meant that they

could acquire their teaching qualifications in parallel with their core discip-

line subject studies. In 2004 the National Ministry of Education issued new

27

regulations and now the education of lower secondary (gymnasium) two-

subject school teachers may last three years (in parallel with the Bachelor's

studies). For those who graduate with no teaching specialisation and later

decide to enter the teaching profession, it is possible to acquire teaching qua-

lifications during postgraduate studies or during in-service education.

In the academic year 2006/2007 there were more than 300 higher education-

al institutions in Poland, of which 130 were public. About 70 of them are in

charge of teacher education for all levels of education.

Universities, technical universities and teacher education schools (pe-

dagogical universities) train teachers of various specialisations for

schools at all levels and teachers of vocational subjects for secondary

schools.

Academies, for instance Academies of physical education, Academies

of fine arts and Academies of music, train teachers of physical educa-

tion, art and music respectively. Academies of economics, agriculture,

medicine and the Academy of Mining and Metallurgy train teachers of

vocational subjects for secondary vocational schools

Schools of higher vocational education train teachers of various spe-

cialisations for nursery, primary and basic vocational schools, continu-

ing education establishments, school libraries as well as teachers of

theoretical vocational subjects and practical vocational skills for sec-

ondary schools.

Teacher education colleges train teachers of various specialisations for

nursery, primary and basic vocational schools, educational and child

care establishments as well as school libraries.

Foreign language teacher education colleges train teachers of one for-

eign language for primary and secondary schools.

Anyone, who has higher education with relevant pedagogical qualifications

or has graduated from a teacher education institution, can undertake a teach-

ing job in a school or other educational establishment. A teacher, who is

going to undertake her/his first job as a fully qualified teacher, is employed

for a period of one year in order to undergo a ―trainee period‖ required for

promotion to the post of contract teacher. A trainee teacher in Poland is up-

grading her/his practical qualifications needed for taking an initial position

in the four levels promotion scale.

The completion of teachers' qualifications is also possible during additional,

postgraduate studies of general pedagogy (pedagogical course) offered by

28

universities and other educational institutions, like the National Teachers

Professional Development Centre in Warsaw (in Polish CODN) and the 16

Regional Teachers Professional Development Centres (ODN). Furthermore,

a working teacher may acquire the skills necessary for teaching an additional

second subject during 18 months postgraduate studies at a university.

Considering that teaching is a very important profession, there is need for

continuous professional development. Thus, in-service teachers' training

courses are organized in Poland by the above mentioned CODN institution

CODN, ODN, universities and other educational institutions. Due to the ef-

forts of the Polish Ministry of Education the national system of certification

and provisions for the consecutive steps of teachers' professional advance-

ment was developed. The teacher at the beginning of her/his career can be

employed as a ―trainee teacher‖, then as a ―contract teacher‖ and after fulfil-

ling the specified requirements as ―nominated teacher‖, and finally as a ―dip-

loma teacher‖. A diploma teacher with extraordinary merits in the educa-

tional field can be also distinguished by receiving the honorary title of ―pro-

fessor of education‖.

29

Requirements and evaluation of the prospective teacher's qualifications

According to the national teacher qualification standards, future teachers in

every partner country should complete their Bachelor‘s or Master‘s subject

studies, and either prepare a diploma thesis or pass the subject diploma ex-

am. Additionally, candidate teachers are obliged to pass exams devoted to

the pedagogical part of the curriculum. Table 1 (Eurydice European Unit,

2001, Finnish Ministry of Education, 1995), compares the models of educa-

tion of future teachers, information about the duration of studies for the de-

gree obtained and teaching qualifications level.

Table 1. Requirements for prospective secondary school

teachers in the partner countries.

Country Number of

study years Degree Qualifications level

Bulgaria

4 BSc Lower & upper secondary

ISCED 2 & 3

4+1,5 MSc Lower & upper secondary

ISCED 2 & 3

Estonia 5 MSc Lower & upper secondary

ISCED 2 & 3

Finland 5 MSc Lower & upper secondary

ISCED 2 & 3

Poland

3 BSc Lower & upper secondary

ISCED 2

3+2 MSc Lower & upper secondary

ISCED 2 & 3

The specific differences in the teacher training system for each partner coun-

try, important from the point of view of the common curriculum of practical

training, are related to the length of the teacher training programme, its place

in the whole curriculum and its organisation in general. Also the number of

ECTS points given for the whole programme, and for the teacher training

practice in particular, is different. For example:

30

in Finland and Estonia only Master's degree graduates can be teachers

of Physics and Chemistry in secondary schools; in Poland it's possible

for Bachelor's degree graduates to teach in lower secondary schools,

while in Bulgaria Bachelor's degree graduates can be teachers in upper

secondary schools as well;

the length of the Bachelor's degree study periods varies from three

years in Estonia and Poland to four years in Bulgaria;

the pedagogical training of students in Bulgaria, Poland and Finland

starts in the Bachelor degree studies, while in Estonia it takes place

only during the Master degree studies.

The special requirements and forms of assessment of the future teacher's qu-

alifications are different in every country. Table 2 shows teachers' qualifica-

tions evaluation strategies and certification procedures present in the partner

countries (Eurydice European Unit, 2001).

Table 2. Evaluation and certification

of prospective teachers in the partner countries.

Country Education Final teachers qu-

alification exam Certificate

Bulgaria

examination

and course

work

integrated practical

and applied

teachers state exam

Diploma certifying com-

pletion of the teachers'

vocational studies or

Certificate to the diplo-

ma of the graduated de-

gree of higher education

Estonia

examination

and course

work

not present

Diploma certifying com-

pletion of the teachers'

training curriculum

Finland

examination

and course

work

not present

Diploma certifying com-

pletion of the teachers'

training curriculum

Poland

examination

and course

work

not present

Diploma certifying com-

pletion of the teachers'

vocational studies

31

In every partner country the future teacher receives a special document: dip-

loma or certificate proving her/his professional qualifications. Only in Bul-

garia is there a final state examination phase. This special teacher's state ex-

am includes a theoretical part and a lesson given by the candidate in the

presence of the examination committee.

Description of science teacher training at the partner institutions

In this section we are going to describe the teacher training programmes and

possibilities of science subjects teaching qualifications in the five universi-

ties taking a part in the EU TRAIN project.

University of Plovdiv, Bulgaria

Education at Plovdiv University has recently been undergoing reform aimed

at meeting the requirements of the Bologna process, which is supported by

Bulgaria. One of the targets of this reform was to gradually introduce a

three-tier degree system – for Bachelor's, Master's and Doctor's degrees, as

well as ECTS credit points for different subjects. Students of science studies

at three faculties – those of Physics, Chemistry and Biology, and in three

double subjects – Physics and Mathematics, Chemistry and Physics, and Bi-

ology and Chemistry were the main objectives of this process. The courses

for these subjects last 4 years and correspond to the Bachelor's Degree. Stu-

dents who graduate in the above double subjects can teach two of the se-

lected subjects: physics, chemistry or biology in secondary schools. For four

years the university has also had a license to train Master's students, but

completion of this degree takes an additional one and a half years of full-

time study (Anon., 2008d).

Tartu University, Estonia

The University of Tartu is the only institution in Estonia training future

physics teachers for the secondary school level (Anon., 2008c). To become a

Physics or other science subject teacher at secondary school level it's neces-

sary to complete Master degree studies. The Bachelor's programme of Phys-

ics or other selected subject provides a general introduction to the area of

Science and more advanced knowledge of the selected discipline. The aim of

the Bachelor's degree course is to qualify the undergraduate student for Mas-

ter's level studies in the selected speciality (for example Fundamental Phys-

ics, Applied Physics or Teaching of Physics).

32

It's also possible to obtain the qualifications to teach two selected science

subjects in primary school (for example physics and chemistry, biology and

chemistry etc.) during the Bachelor's programme in Educational Sciences. In

this situation completing the Master's degree programme enables a student to

qualify to teach the third subject in primary school.

Another way to qualify as a Physics or other Science subject teacher at the

secondary school level when the student has not earlier specialized in the

educational area (Anon, 2008e) is to follow the Bachelor's and Master's pro-

grammes with the addition of a Teacher Training Year.

Helsinki University, Finland

The basic degree in the Finnish higher education system is an advanced de-

gree equivalent to the Master's degree in the British and American university

systems. The average time to complete the degree is five years. To qualify at

Helsinki University, as in other Finnish universities, all teachers are required

to have a Master's degree. Within a degree programme student teachers

usually take one or two minor subjects to complete the studies in their major

subject. For example: chemistry as a major with physics and teachers' peda-

gogical studies as minors. Points are awarded according to basic degrees,

courses and studies in general- a Master's degree is valued as 300 ECTS

points. The studies are classified with respect to their contents and their posi-

tion in the curriculum, into the following types: general studies, basic stu-

dies, subject studies and advanced studies. Subject teachers for comprehen-

sive school and upper secondary school take a degree in their respective fa-

culties, with the subject of instruction as their major (for example chemistry,

180 ECTS) and another school subject as their minor (for example mathe-

matics 60 ECTS) and teachers pedagogical studies as their other minor (60

ECTS) (Eurydice, 2008b; Anon., 2008e).

University of Jyväskylä, Finland

The University of Jyväskylä is one of the ten multi-faculty institutions in

Finland. The Department of Teacher Education in Jyväskylä University pro-

vides courses to qualify as a teacher in pre-school education, comprehensive

education (primary and lower secondary schools), and upper secondary

schools. The qualifications needed are set down in more detail in statutes.

Those wanting to become subject teachers apply to the respective university

faculties and departments of their main subject. The studies included in the

Master's degree in subject teacher education are basic, intermediate and ad-

vanced studies in the major teaching subject; and basic and intermediate stu-

33

dies in another subject. Students usually study their major subject for one or

two years, after which they apply separately for the teacher's pedagogical

studies. It is also possible to take the teacher's pedagogical studies after the

completion of the Master's degree (Eurydice, 2008b; Anon., 2008f).

Nicolaus Copernicus University, Toruń, Poland

The Subject Core of the pedagogical studies curricula was elaborated by the

Polish Ministry of Higher Education and Science and the construction of all

the institutional curricula was based on this document (Standardy kształcenia

nauczycieli, 2004). At the Nicolaus Copernicus University, education of

two-subject (physics – mathematics and physics – informatics) primary and

lower secondary school teachers lasts 3 years and follows Bachelor's degree

studies (Turlo J., 2001). The curricula of these studies contain general sub-

jects related to the specialization (mathematics, physics, informatics and oth-

ers), general pedagogical subjects, subject educational studies (theory and

laboratory exercises) and school practice as a part of pedagogical preparation

(Anon., 2007). After graduation, Bachelor studies students can then com-

plete 2 years Master's degree teacher studies, to get competencies needed to

teach one selected subject in the upper secondary school.

Comparison of the science teacher training curricula at the partner in-

stitutions and conclusions

Table 3 shows the content of core subjects and pedagogical training (including

teaching practice) in the science subjects studies curricula of the partner institu-

tions (Anon., 2008d; Anon., 2008c; Anon. 2008e,;Anon., 2008f; Anon, 2007).

Table 3. Comparison of teacher training curricula in partner institutions.

University

Proportion of curriculum devoted to:

Core subjects Pedagogical training

Plovdiv, Bulgaria 78 % 22 %

Tartu, Estonia 69 % 31 %

Helsinki & Jyvaskyla, Fin-

land 80 % 20 %

Toruń, Poland 72 % 28 %

34

From the table 3 it can be seen that the proportion of the whole curriculum

devoted to pedagogical training does not differ too much in all the partner

countries. However, it is important to emphasize that the structure of the

core subjects depends strongly on the type of studies. Sometimes it's difficult

to distinguish between different parts of the curriculum (subject or pedagog-

ical). For example in Finland, a part of the major subject curriculum could be

named as pedagogically oriented subject studies. A similar situation is ob-

served in Poland, where the core subject curriculum is constructed especially

for the teacher studies at Bachelor‘s and Master‘s levels and also contains

pedagogical aspects of the subjects studied. Figure 2 shows a comparison of

the curricula structure and pedagogical programme contents in the partner

countries. The teaching practice content in the whole curriculum is almost

the same in every partner country.

Figure 2. General pedagogical training and practice training

contents as percentage of total hours assigned to the whole curriculum in

the partner countries.

35

Summarizing, we can say that the analysis and comparison of the national

curricula show a set of common features, significant for the future imple-

mentation of the common curriculum of the practice training in the project

partner countries (Przegietka, K., Turlo J., Valtonen S. et al., 2007, Raykova,

S. et al., 2007). Thus, it should be mentioned that:

the structure of the academic year and the forms of study programmes

are similar in all the partner countries which facilitates the organiza-

tion of practice periods abroad for trainees from the partner institu-

tions;

the common part of the training of future science teachers includes the

general scientific (subject) studies as the main and second (additional)

subjects and pedagogical training (including teaching practice);

the content of the teaching practice in the whole curriculum is similar

in every partner country.

Furthermore, we would like to stress that all the partner universities emphas-

ize pedagogical training and school teaching practice, because they are con-

vinced that theory without practice, especially in case of science teaching is

irrelevant. In constructing the common curriculum for practice training it's

very important that we are in agreement in such a fundamental area. On this

basis other concerns, like organisational differences in the curricula, seems

less significant.

In the next chapter we concentrate on more detail on the teacher training

practice structure and its role in every partner country.

36

Chapter 4

Description of current teacher training practice

Pekka Parkkinen

This chapter will concentrate on describing current teacher training practice

in participating countries. Examples are from Bulgaria, Estonia, Finland and

Poland. Chapter 5. will concentrate on a comparison of current teacher train-

ing practice.

Bulgaria, University of Plovdiv

The following text is based on the official documents of University of Plov-

div [1].

Practice training programme of students

Teacher training practice is an important component in the preparation of fu-

ture physics teachers. Providing a link between their theoretical preparation

at the university and the real teaching and educational work in school, teach-

er training practice is aimed at the formation of professional teaching and

pedagogical skills: observation and planning, preparation and evaluation of

lessons, organising and monitoring pupils‘ work, and preparation of docu-

mentation related to teaching.

Timing of the teacher training practice

Teacher training practice is carried out in three stages.

30 hours – takes place in the sixth semester. Supervised by the mentor.

Practice includes school visits with observation and analysis of les-

sons. Trainees observe two lessons per week.

Time spent in the seventh semester includes observing and planning

lessons, teaching and discussions.

4 weeks of continuous school work in the eighth semester for a Bache-

lor‘s Degree. Trainees teach 8 to 10 new lessons a week under the su-

pervision of the mentor. They are monitored periodically by the tutor

from the university who evaluates their work.

37

Students take their teaching practice during the second semester of their

fourth academic year for a Bachelor‘s Degree. The practice lasts 4 weeks for

one subject (physics or chemistry) and 4 weeks for the other (mathematics or

physics): 8 weeks altogether in the period from February to May.

Aims and specific objectives

− Using in a creative way the theoretical knowledge acquired in their

study of physics, psychology, pedagogy, and methodology of teaching

physics.

− Reflective observation of lessons supervised by the teacher or future

teachers and preparing the reports of such observations.

− Working with and preparing different kinds of obligatory school doc-

uments.

− Analyzing and improving their teaching.

− Observing relevant teaching in placement schools, learning how to

analyze and use it.

− Planning their own lessons, preparing the lesson plans, teaching the

lessons using various methods and approaches.

− Recognizing the work specification in the different types of schools –

vocational, mathematics, language, etc.

− Recognizing the work specification in the specialized teaching of Physics.

− Job shadowing.

− Using technical equipment in the teaching of physics.

− Planning and carrying out demonstrations and laboratory experiments

in Physics, maintaining the necessary equipment in the laboratory,

elaboration of experiment settings.

− Planning, organizing, directing and activating students‘ independent

activities.

− Scientific and research activity in the field of psychology and pedago-

gy.

Trainees need to accept that

− Students are approved for this practice only when they have passed all

exams due for the semester.

38

− During this practice trainees must be in the school before the begin-

ning of classes and work full-time. They will be substituting for the

teacher who is acting as their mentor.

− Trainees are part of the teaching staff, so during their practice they should

follow school regulations, obey the headmaster‘s and the mentor‘s orders.

Late arrival or absence from classes without a valid excuse is considered

serious faults and the trainee will be suspended from the practice.

− Trainees have the right to address their mentor, the school authorities

and the tutor regarding any questions.

− The main document of the teacher training practice is the personal

register-book where each trainee reports on his/her work every day.

This register-book consists of three parts.

− The first part contains the lesson plans of their own lessons. After

each lesson the trainee fills in the notes and recommendations by the

tutor or other monitors.

− The second part contains observations of lessons taught by the men-

tor or other trainees.

− In the third part the trainees record their participation in school ac-

tivities, field activities, laboratory maintenance, etc.

− This register-book should be submitted to the Department of Metho-

dology of Teaching of Physics no later than one week after the end of

the practice.

At the beginning of the teacher training practice students prepare

an individual schedule which shows the topics and the lessons

they will teach each day. The schedule is signed by the mentor and

is submitted to the tutor.

The lesson plan for each lesson should be checked and signed by

the mentor at least two days before the class. Students are not al-

lowed to enter the class without an approved lesson plan.

This stage of practice is completed by the trainees’ evaluation at

the State Practice Exam. The grade is formed on the basis of the

mentor‘s and tutor‘s evaluation. If the grade is not satisfactory, the

trainee repeats his/her practice the following year.

39

FINLAND, University of Helsinki

Timing of the teacher training practice [2]

Teacher training practice is carried out in three stages.

− Basic training (7 credits).

− Advanced training lasts 4 study weeks (8 credits).

− Applied training (5 credits).

Aims and specific objectives

Basic training

The central aim of the basic training is to practice and assimilate basic teach-

ing skills. This will include, for example, planning single lessons and series

of lessons. The central general aims of the basic training are shown in the

Behavioural Sciences Faculty's Study Guide. ‗

During the practice the students become acquainted with the school, learn to

plan their teaching and to apply the main ways in which they will work in

physics and chemistry. The aim is to enable the trainees to evaluate pupils'

progress and learn to be flexible enough to modify their teaching on the basis

of feedback. During their studies trainees set their own aims and, together

with the supervisor, discuss their own professional development, their inter-

active skills, and grasp the connection between their teaching and the study

of the subject and the behavioural sciences.

Advanced training

Advanced training is built on the theoretical and practical studies of the basic

training. It aims at strengthening and developing the teaching skills

achieved, while learning how to plan and implement the range of teaching

skills acquired by applying different teaching methods in a versatile and cre-

ative way.

40

Practical training

Basic training

− Teaching observation. The teacher trainee observes 40 hours of

teaching. A major part of the teaching observation should preferably

be at the beginning of the basic training. The trainee observes lessons

of her own teaching groups, and other lessons both in her own subject

and in others.

− Practice lessons. In the basic training each trainee teaches 14 practice

lessons, half of which will be in the major subject and half in the mi-

nor one. The students will receive a guidance plan for physics and

chemistry, giving the name of the mentor, and this will also be seen on

the subject group‘s web pages. Initially, the trainee may also teach

parts of lessons or a couple of lessons with another trainee. Apart from

teaching lessons, other assignments may also count as practice les-

sons. These are to be agreed separately with the mentor. Before taking

her own lessons, it is very important that the trainee observes at least

the previous lesson.

− Group guidance sessions. At the beginning of the basic training, each

mentor will hold a group guidance session with her own trainees. The

aim is that trainees form small groups in which they observe and

comment on each other‘s lessons. There should be a written lesson

plan which has to be submitted to the mentor two working days before

the trainee teaches the lesson. More detailed instructions about how to

plan and write lesson plans will be given in the group guidance ses-

sions. In addition to the web page, information about other group

guidance will be given on the laboratory and trainee room‘s notice

boards. There will be at least 14 hours of combined group guidance

sessions for both subjects being taught.

− Running a school. Running a school activities familiarise the student

with, for example, the school as a working community, dealing with

students‘ problems, co-operation between subjects, and the tasks of

the class supervisor. This will take place mainly in the so-called men-

tor groups. Participation in the school‘s other activities, such as par-

ents‘ evenings, is also allocated as a running a school activity.

− Portfolio. The teacher trainees will continue building their portfolios

during the teacher training practice. The content is chosen by the trai-

nee herself and can include, for example, evaluations of her own de-

velopment, practice diary and reports from discussions and feedback

41

from the guidance counsellor. The portfolio can also include different

lesson planning materials.

− Assessment of the practical training: Trainees record their practice

lessons, group supervision, running school activities and teaching ob-

servation on their follow-up cards. During the last teaching practice

week the cards will be assessed. If at the end of the training the trainee

has not accomplished all that is required, the teaching practice may be

rejected or may need some supplementary work. The aim is to inform

the trainee as early as possible in case she has to supplement her basic

training.

Advanced training takes a total of 70 hours

Practice lessons: There are 14-16 hours of teaching practice, seven or

eight are in the main subject and the rest in the minor one. Other tasks

can be e.g. planning and marking exams, charting the basics of a

teaching session, preparing revision or other papers. In physics and

chemistry the trainee is guided by the mentors mentioned in the curri-

culum. Advanced training is deeper and wider when compared with

the basic training. The trainee plans her whole spring programme to-

gether with her mentors. At the beginning of Advanced training every

mentor holds a group guidance session for her own trainees. The aim

is that during the first week of the training the trainees plan the whole

spring programme at least tentatively, so that it shows the times of the

lessons and classes and, if possible, all subjects to be taught. The pro-

gramme needs to be approved by the mentor.

Teaching Observation: Trainees form groups in which they observe

each other‘s work during Advanced training and also other mentors‘

lessons. Trainees are also encouraged to observe lessons in other sub-

jects. It could be instructive to observe a specific teaching or student

group even at length. Naturally it is worth observing lessons taught by

other trainees and take part in the feedback discussions.

Group supervision: This is similar to that in the basic training and

include about 16 hours guided groups in physics, chemistry and ma-

thematics. Group instructions include discussions with the mentor‘s

own trainees at the beginning of Advanced training, in specific major

and minor subjects. There will be about 30 hours of group supervi-

sion.

42

Running a school: Running a school activities include 10 hours men-

toring, participating in different supervisory tasks, working as an aux-

iliary teacher on previously agreed lessons, participating in school

functions such as parents‘ evenings and other tasks to be previously

agreed.

Assessment of the practical training: Trainees use their follow-up

cards to record notes of their practice lessons, observations of group

supervision, running a school and teaching. During the last week of

the teaching practice these cards will be assessed and if the trainee has

not accomplished all that is required, the teaching practice may be re-

jected or it may need some supplementary work. The aim is to inform

the trainee as early as possible in case she needs to supplement her ba-

sic training.

43

FINLAND, University of Jyväskylä

Timing of the teacher training practice

Teacher training practice is carried out in four stages.

Orientation to the teacher‘s profession (5 credits), during 1st or 2nd academ-

ic year of studies [3].

Basic training (5 credits), during 4th or 5th academic year of studies [4].

Advanced training (7 credits), during 4th or 5th academic year of studies [5].

Applied training (3 credits), during 4th or 5th academic year of studies [6].

Aims and specific objectives

The aim of the practical training is to practice and assimilate basic teaching

skills. During the practice the students become acquainted with the school

and pupils, learn to plan their teaching periods as well as to apply the know-

ledge and skills which they have learned in physics and chemistry. Practical

training also enables the trainee to evaluate pupils' progress and to learn how

to be flexible enough to change her teaching on the basis of feedback. Dur-

ing her studies the trainee sets her own aims together with the mentor and

the tutor, discusses and assesses her own professional development and her

interactive skills, and grasps the connection between her teaching and study

of the subject and the behavioural sciences. Practical, research based training

is a process which includes both theoretical and practical studies. It aims at

strengthening and developing the teaching skills achieved, while learning

how to plan and implement the aggregate of teaching by applying different

teaching methods in a versatile and creative way.

Practical training

1. Teaching Observation. The teacher trainee observes 51 hours of

teaching, observing lessons of the mentor as well as lessons of other

trainees of her own teaching groups, and other lessons both in her ma-

jor and minor subjects.

2. Practice lessons. In the practical training each trainee teaches 35 prac-

tice lessons: 3 lessons during the orientation training, 14 lessons in the

basic training and 18 lessons in advanced training. 13 of these lessons

will be in the minor subject. There is no fixed number of lessons dur-

44

ing applied training. The trainees will receive guidance from the men-

tor. Information will also be available on the subject group‘s web pag-

es. Initially, the trainee may also share parts of lessons or a couple of

lessons with another trainee. Before teaching her own lessons, it is

very important that the trainee observes at least the previous lesson.

There should be a written lesson plan which has to be submitted to the

mentor two working days before the trainee teaches the lesson. More

detailed instructions on planning and writing lesson plans will be giv-

en in the group guidance sessions.

3. Group guidance sessions. Each mentor will hold a group guidance

session with her own trainees. Trainees form small groups in which

they observe and comment on each other‘s lessons. There will be at

least a total of 30 hours of group guidance sessions for both subjects

being taught.

4. Running a school. Running a school activities familiarise the student

with, for example, the school as a working community, dealing with

students‘ problems, co-operation between subjects, and the tasks of

the class supervisor. This will take place mainly in the so-called men-

tor groups. Participation in the school‘s other activities, such as par-

ents‘ evenings, is also counted as a running a school activity.

5. Portfolio. The trainees will continue building their portfolios during

the practical training. The content of the portfolio is chosen by the

trainee herself and can include, for example, evaluations of her own

development, practice diary, reports from discussions and feedback

from the mentor. The portfolio can also include different lesson plans

and materials for planning lessons.

6. Research on teacher’s own work. Helped by the mentor or tutor,

every trainee has to do a small research project (1 credit). The aim is

to learn to improve and study one‘s own work as a teacher. The trai-

nee writes a report of her study and talks about it in a seminar with all

the physics and chemistry trainees.

7. Assessment of the practical training: Trainees use their follow-up

cards to record notes of their practice lessons, observations of group

supervision, running a school and teaching. During the last week of

the teaching practice these cards will be assessed by the main subject's

principal assistant teacher. If the trainee has not accomplished all re-

quirements, the teaching practice may be rejected or, more usually

some supplementary work may be requested. The aim is to inform the

trainee as early as possible in case she has to do some supplementary

work to complete her training.

45

ESTONIA, University of Tartu

Timing of the teacher training practice [7]

Teachers of high school subjects are inducted into their chosen profession on

graduating with a master‘s degree.

Aims and specific objectives

One of the trends in the development of teacher training curricula is to pro-

vide high school teachers with the skills and knowledge they need to teach

two subjects.

Since 2004, graduates of teacher training have undertaken a mentor year.

The aim of this year is to support new teachers in acclimatising to their

school as an organisation and to offer help in solving any problems that may

arise from their lack of experience. The teacher is assisted by an experienced

colleague – a mentor – and the support programmes offered by universities.

The hope is that such assistance will curb the number of young teachers ab-

andoning the profession within their first few years on the job.

46

POLAND, University of Nicolas Copernicus, Torun

Science (BSc) and Physics future teachers (MSc) training practice

program in Poland

Timing of the teacher training practice [8]

In Poland in general the two-subject future science teachers practice pro-

gramme (during the Bachelor studies) includes 180 hours and takes place in

a lower secondary school, and at the Nicolaus Copernicus University in

Toruń. It is divided into two main parts:

− 60 hours (30 hours per one subject/ during the academic year) of each

subject practice supervised by the mentor (the practice includes group

teaching, school visits with observation of the lessons and giving of

one lesson by each student),

− 120 hours of the continuous practice, which take place during one

month in September and a half month of continuous school work in

February and March.

Until the academic year 2006/2007 the future physics teachers practice pro-

gramme (during the Master of Science studies) was divided into two steps:

for the lower and for the upper secondary schools. Since then each part in-

cludes 15 hours of teaching physics practice supervised by the mentor

(group teaching, school visits observing lessons and each student giving of

one lesson) and 75 hours of the continuous practice. This all takes place dur-

ing one and a half of months continuous school work, usually in Septem-

ber/October and includes 180 hours of different school activities.

Aims and specific objectives

The practice training program is aimed at getting such reflective teaching

and pedagogical skills and abilities as observing, planning, preparing and

evaluating lessons, organising and monitoring pupils' work, preparing the

documentation of the teaching process and receiving all the competencies

connected with the pedagogical and psychological aspects of the teacher‘s

role as a form master.

47

Practical training

Specific objectives of the practice:

Student teacher should gain the knowledge and skills of

Recognition of the work specification in the different types of schools (pub-

lic and private) and other kind of educational institutions, such as therapeutic

schools for pupils with special needs and orphanages etc.

Reflective observation of lessons supervised by the teacher or student teach-

ers and preparing reports on such observations, with reference to the peda-

gogical literature,

Helping the teacher in planning, preparing and leading the lessons (student

should take part in the lesson as a teacher‘s assistant, for example demon-

strating experiments).

Their own lesson planning, giving the lessons and self-evaluation in written

and oral form (often based on the film recorded during the lessons, using the

micro-teaching method).

Analysing the teacher's and pupils‘ work during the lessons and then in dis-

cussions with other students, tutors and mentors.

Learning creative planning, organising and improving the teachers‘ own

work environment, in particular preparing their own simple experimental

tools. For example the simple electroscope or small electric motor, which

could be also prepared by the pupils at home.

Job shadowing. Participating in the official meetings of the school teachers

connected with the school work schedule, methodical conferences, meetings

with parents, cultural school events, etc.

Helping the teacher in planning and monitoring school activities such as vis-

its to the museum and different science exhibitions, participation of the pu-

pils in national and international projects and competitions.

Preparing obligatory school documents such as teaching plans (for the

school year), plans of pedagogical work, plans and rules or the pupils‘ sub-

ject assessment.

Collecting all the school documentation: reports of the observed lessons and

lesson plans, notes from the school teachers‘ meetings and events, school

documents necessary to prepare the portfolios which can be used as the

background for developing teaching qualifications.

48

The content of the whole school practice programme (180h) expressed in

the numbers of hours

Observing lessons: approximately 70 hours (~ 40 %)

Giving own lessons: approximately 70 hours (~ 40 %)

Other activities: approximately 40 hours (~ 20 %)

Teacher training practice in numbers in different countries

All student teachers participate in one or more training periods during their

studies. Studies in teaching practice (cf. Table 3) comprise giving and ob-

serving lessons and other studies. Other studies could be following lessons

of subject didactics given by teacher trainers of the training school, student

teachers planning their own lessons, discussions between the trainee and the

mentor of the school, students evaluating their own work (writing up their

portfolio), students evaluating pupils‘ work, students doing job-shadowing

or students participating in school meetings.

Table 3: Structure of science teachers’ pedagogical studies in ECTS

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

General education 6 24 13 10

Subject didactics 10.5 39 27 10

Teaching practice 10.5 15 20 10

Other studies 0 0 0 4

TOTAL 27 78 60 34

49

Table 6: Structure of teaching practice in hours and in ECTS

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

Basic training in ECTS 3 7 2

Given lessons [hours] 4 14 2

Observed lessons [hours] 13 60 16

Other work [hours] - 111 12

Subtotal [in hours] 17 185 30

Advanced training in ECTS 3 8

Given lessons [hours] 32 14

Observed lessons [hours] 32 45

Other work [hours] - 150

Subtotal [in hours] 64 209

Field training in ECTS

(Applied training)

4.5 (4

weeks)

15 (10

weeks)

5 (3

weeks)

8 (10

weeks)

Given lessons [hours] 15 15 +15 10 35 +35

Observed lessons [hours] 15 15 +15 30 25 +25

Other work [hours] - 2 + (343) 87 15 +15

Subtotal [in hours] 30 30 + 30

+2

127 75 +75

TOTALS

Workload in ECTS 10.5 15 20 10

Given lessons [hours] 51 30 38 70

Observed lessons [hours] 60 30 135 25

Other work [hours] - 345 348 30

Workload in hours 111 405 521 125

Workload of given lessons +

observed lessons in hours

per ECTS

10,6 4,0 8,7 12,0

Total workload in hours per

ECTS

10,6 27 26,1 15,0

50

Table 7: Distribution of student’s workload to different tasks

in hours in basic training

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

Basic training in ECTS

3 7 2

Lessons in major subject

7

Lessons in minor subject

7

Workload allocated to given lessons

[hours] 4 14 2

Observing lessons of that particular class

to be given lessons 30

Observing lessons of other classes in ma-

jor subject 15

Observing lessons of other classes in mi-

nor subject 15

Workload allocated to observed lessons

[hours] 13 60 16

Student planning concerning lessons to be

given (3h/given lesson) 42

Mentoring given by training school teach-

ers concerning each given lesson 14

Lessons of subject didactics given by

training school teachers 15

Seminar or other school activity

(10 x 60min) 10

Reading literature

5

Writing reports

15

Writing portfolio (4–7 pages/hour)

10

Workload allocated to other work

[hours] 111 12

Total workload [hours]

17 185 30

51

Table 8: Distribution of student’s workload to different tasks in hours

in advanced training

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

Basic training in ECTS

3 8

Lessons in major subject

7

Lessons in minor subject

7

Workload allocated to given lessons

[hours] 32 14

Observing lessons of that particular class

to be given lessons 22

Observing lessons of other classes in ma-

jor subject 8

Observing lessons of other classes in mi-

nor subject 15

Workload allocated to observed lessons

[hours] 32 45

Student planning concerning lessons to be

given (3h/given lesson) 21

Mentoring given by training school teach-

ers concerning each given lesson 62

Lessons of subject didactics given by

training school teachers 15

Seminar or other school activity

(10 x 60min) 12

Reading literature

5

Writing reports

10

Writing portfolio (4–7 pages/hour)

25

Workload allocated to other work

[hours] 150

Total workload [hours]

64 209 30

52

Typically, in the basic training the students train in the basic skills of teach-

ing, methods and class management, and observe teachers and teach some

lessons. During the advanced training, the students continue to rehearse the

basic skills learned, and advance to more complex educational skills, like

curriculum analysis and pupil evaluation and assessment. During the field

training, the students train in many skills needed to master the teacher‘s

work. Here, field training means that the teaching practice is organized in a

regular school or in another relevant educational environment, like an adult

or a vocational education centre, or in a science centre or museum. Common

to all these environments is that the audience is comprised of regular pupils

or students of the particular learning environment. Typically, this training

period is, however, organized in a regular school. This holds true to the Fin-

nish system also where the teaching practices are organized in the universi-

ties‘ own teacher training schools.

53

Table 9: Distribution of student’s workload to different tasks

in hours in field training

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

Basic training in ECTS

4,5 15 5 8

Lessons in major subject

5

Lessons in minor subject

5

Workload allocated to given lessons

[hours] 15 30 10 70

Observing lessons of that particular class to

be given lessons 10

Observing lessons of other classes in major

subject 10

Observing lessons of other classes in minor

subject 10

Workload allocated to observed lessons

[hours] 15 30 30 50

Student planning concerning lessons to be

given (3h/given lesson) 30

Mentoring given by training school teach-

ers concerning each given lesson 5

Lessons of subject didactics given by train-

ing school teachers 2

Seminar or other school activity

(10 x 60min) 15

Reading literature

5

Writing reports

20

Writing portfolio (4–7 pages/hour)

10

Workload allocated to other work

[hours] 2 87 30

Total workload [hours]

30 62 127 150

54

Table 10: Aims of teaching practice mentioned in the curricula

of partner universities

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

Aims for basic training/orientation

phase

lesson planning

teaching methods

using ICT in education

special education/learning disabilities

student counselling

Advanced training/ Field training

lesson planning

teaching methods

using ICT in education

special education/learning disabilities

student counselling

self-evaluation

student evaluation

evaluation of a school

decision making

co-operation between school and

home/the local community

small scale subject didactical research

project

= introduced = not introduced

55

Aims of teaching practice in detail

Universities and training schools set many aims for teaching practice. The

aims are to support the trainees‘ professional growth by allowing them to

confront teaching and learning situations of different kinds in one or several

learning environments. The partner universities share the same view about

the core aims of teaching practice: curriculum and intentionality as a basis

for the teaching process, understanding phases of instruction (planning, im-

plementation and evaluation), continuous professional development and ref-

lection as well as an ability to justify and explain pedagogical decisions, un-

derstanding the teacher‘s role in society and the effectiveness and suitability

of different teaching methods for particular learning situations.

56

Chapter 5

Comparison of teacher training practice

Zhelyazka Raykova, Stefan Nikolov

Abstract

The intention of this chapter is to compare teacher training practices in phys-

ics and chemistry in the four countries – Bulgaria, Estonia, Poland and Fin-

land – participants in EU TRAIN – No. 226518-CP-1-2005-F-COMENIUS-

C21 on COMENIUS 2.1. programme for better teaching practice of student

teachers of physics and chemistry.

This comparison is made on the basis of previously agreed criteria. On the

basis of each criterion an outline was made of the general and specific cha-

racteristics of the implementation of the pedagogic internship of Physics and

Chemistry students from the countries participating in the project. On the ba-

sis of this, conclusions have been drawn which would not only help the crea-

tion of a unified programme for pedagogic practice (which is one of the aims

of the project) but would also enrich the experience and methods of organiz-

ing pedagogical practice in the universities in question.

Purpose and criteria

The main objective of the research is to compare the teacher training practic-

es in the countries participating in the project so as to provide an opportunity

to outline the general characteristics and differences in how they are imple-

mented and also to provide an opportunity for the reader to judge and choose

the appropriate idea.

To reach the aim the following tasks have been proposed:

To select suitable sources for comparison;

To agree on the criteria for comparison;

57

For each criterion to analyze the available information on the arrangement

and implementation of teacher training practice using verbal description and

tables;

To draw conclusions about the similarities and differences in teacher training

practices in the participating countries and, if possible, to outline the reasons.

The following sources of information have been used to compare the teacher

training practices:

− The school programmes and curricula of the universities participating

in the project, especially the parts concerning the implementation of

the teacher training practice;

− The reports of students participating in the mobility in foreign coun-

tries;

− The opinions, evaluations and recommendations shared in workshops

by colleagues from the project work team.

An important condition for successful and effective comparison is the ap-

propriate selection of criteria for its realization. These criteria are the follow-

ing:

The place of the teacher training practice in the entire training process;

Structure, duration and number of credits for the teacher training prac-

tice;

Aims of the teacher training practice;

Major activities during the practice;

Evaluation of future teachers‘ activities.

The place of the training practice of student teachers

in Physics and Chemistry

An important element in the preparation of student teachers in Physics and

Chemistry is the teacher training practice in secondary schools. It is the place

where the students can show the level and the quality of their scientific, me-

thodological, psychological and pedagogic preparation and also their wil-

lingness, capacity and ambition for adequate professional training. It will be

the first time they will be addressed as ―teacher‖ and the most diligent and

58

dedicated ones will win and deserve the greatest reward for a teacher – the

love and respect of the students. The teacher has to work hard and with love

throughout all his/her life to win this award and professional self-recognition

because the real teacher remains a student for his/her whole life!

Combining theoretical training in the university and the specific educational

work at school the teacher training practice leads to the formation of the ne-

cessary professional skills; it develops creative thinking and sets the basis for

developing the teacher's personality (Николов, Ст., Р. Митрикова, Ж.

Райкова, 2003).

The organization of the teacher training practice has created a significant

amount of work, both in studying the school curricula and also in developing

programmes for training Physics and Chemistry teachers in the universities

participating in the project.

A comparison of the school curricula and teaching programmes shows that

the preparation of teachers in Physics and Chemistry in all universities in-

cludes fundamental (scientific) and specialist (pedagogical) preparation.

The teacher training practice is part of the general pedagogic preparation.

The fundamental preparation provides the formation of scientific knowledge

in Physics, Chemistry, Mathematics and IT, i.e. scientific knowledge in the

major and the additional (second) subject as well as the necessary knowledge

in Mathematics.

Table 1: The proportion of general pedagogic training

and teaching practice in the curriculum of each partner country

Country General pedagogic

preparation as a percentage

of credit hours

Teacher training practice of the

general pedagogic preparation as

percent of the credit hours

Finland 20,0% 33,3%

Bulgaria 22,2% 38,9%

Poland 29,4% 29,4%

Estonia 30,8% 19,2%

Table 1 shows the proportion of hours for general pedagogic preparation

compared to the total number of credit hours defined for the training of fu-

ture teachers, as well as the proportion of hours for teacher training practice

compared to the total number of credit hours for general pedagogic prepara-

tion in each partner country.

59

The information in the table shows that:

1. All universities participating in the project stress pedagogic preparation

and teacher training practice, which is very important for the successful

exchange of students from different countries in the implementation of

the teacher training practice;

2. The credit hours defined for the pedagogic preparation of the student in

Finland and Bulgaria are almost the same but are 8-10% lower than

those in Poland and Estonia.

The comparison also shows that the implementation of the teacher training

practice has almost the same duration in all countries and enables an easier

exchange of student teachers.

The specific differences in the teacher training systems and the way in

which teacher training practice is implemented in each country are related to

the length of the teacher training practice, the number of credits and some

organizational elements. For example:

− In Finland, Estonia and Poland the teachers in Physics and Chemistry

in high schools must be Master‘s degree graduates. In Bulgaria teach-

ers can be Bachelor‘s degree graduates.

− The length of the Bachelor‘s degree study period varies from 3 years

in Estonia and Poland to 4 years in the other countries.

− The teacher training practice in Poland and Bulgaria starts from the

beginning of the course of study, while in Finland and Estonia it only

takes place in the Master‘s degree programme.

Structure, length and credits of the teacher training practice in the uni-

versities participating in the project

Table 2 shows the structure of teacher training practice, duration in weeks,

the number of hours per week and the number of credits for the universities

participating in the project.

60

Table 2: Structure, length and credits of teacher training practice

in the different countries

Bulgaria Estonia Finland Poland

Basic Pedagogic

Practice

15 weeks;

2 hours per

week;

3 credits

0

8 weeks;

7 hours per

week

7 credits

15 weeks;

2 hours per

week

2credits

Applied (Advanced)

Pedagogic Practice

(Current teacher

training practice)

15 weeks;

3 hours per

week

3 credits

0 3 weeks;

8 credits 0

Previous to gradua-

tion teaching practice

(Field training)

4 weeks;

4.5 credits

10 weeks;

15 credits

3 weeks;

5 credits

10 weeks;

8 credits

Pedagogic practice in the universities in Finland is carried out in 3 stages. Its

length is 14 weeks and gives the students 20 credits. The first stage is called

Basic Pedagogic Practice; it takes 8 weeks and is organized in the second

half of the autumn semester of the academic year. The second stage is

called Applied Pedagogic Practice; it takes 3 weeks and is organized at the

beginning of the second semester. The third stage is called Prior to Gradua-

tion Teaching Practice and is organized in the second half of the spring

semester of the academic year. During the field training the students practise

many of the skills needed to master the work of a teacher. Field training

means that the teaching practice is organized in a ordinary school or in

another relevant educational environment.

The teacher training practice in the Plovdiv University “Paisii Hiledarski”

is also carried out in 3 stages and brings the students 10.5 credits for the

major and the same for the second subject. Stage one is called ―hospitirane‖

and takes place in the sixth semester (30 hours). The academic year is

divided into two semesters – summer and winter ones. ―Hospitirane‖ means

observing and analyzing classes under the guidance of a university tutor.

(Official Gazette, issue 18, 13.02.1998). ―Hospitirane‖ is a basic form of

education as, through observation and analyzing classes under the guidance

of a university tutor, it enables future teachers to become acquainted with the

complexity of teaching.

61

Stage two of teacher training practice is carried out in the seventh semester

and during this time the students observe 1-2 lessens and give 3-4 The prepa-

ration of lessons is supervised by teachers and by the practice manager. They

provide trainees with necessary literature, demonstration sites, technical and

visual equipment, carry out consultations, discuss students‘ lesson outlines in

detail. Trainees usually given lessens in the same classes where teachers

have let them watch, thus they are familiar with the environment and stu-

dents.

Stage three of teacher training practice for future teachers in Physics is

called ―previous to graduation teaching practice‖. It is separate from the

course of study at the university and takes place in their last eighth semester

for Bachelors Degree. The previous to graduation teaching practice takes 8

weeks.

The review of the structure, length and credits of the teacher training practice

in the universities participating in the project showed that:

According to Table 2 teacher training practice is in three stages only

in two partner countries – Finland and Bulgaria. There are two stages

in Poland, and one in Estonia.

Because the length of the previous to graduation teaching practice in

one of the partners (Finland) is three weeks, it was decided to make

this the norm for all countries.

The number of credits for the teacher training practice varies in the

different universities. We decided to give 5 credits to the students who

participated in the mobility.

Aims of the teacher training practice

Identifying the common and different aims in the participating countries will

affect the elaboration of a common unified programme. Differences will

provide a wealth of ideas and a variety of aims, which will enrich the pro-

gramme.

We organized the aims into four groups – general aims and also for each of

the three stages.

62

General aims

− General aims are those that apply to all three stages of teacher train-

ing. Using the official documents of participating faculties the follow-

ing conclusions can be drawn.

− The general aims of teacher training practice are described and allo-

cated in somewhat more detail in the curricula of the University of

Plovdiv (BG), the Universities of Helsinki and Jyväskylä (FI) and Ni-

colaus Copernicus University (Poland) than in Tartu University (EE).

The University of Plovdiv (BG) curriculum has the most detail about

its aims.

− All the countries have these aims:

Trainees

can work with the curriculum and other official documents as a basis

for the teaching process;

to understand phases of instruction: planning, implementation and

evaluation;

to become more experienced in the use of ICT in physics and chemi-

stry education.

In Finland and Bulgaria, the social role of science teachers is included as a

main aim in the teacher training curricula, which state that:

Trainees should understand the teacher’s role and responsibility in society.

The pedagogic and psychological aims are dominant in the curricula of the

Universities of Torun, Helsinki and Jyväskylä. Some of them are as follows:

Trainees should

engage in continuous professional development and reflection; de-

monstrating an ability to justify and explain their own pedagogical

decisions;

pay special attention to their skills in planning and managing the in-

dependent cognitive activity of the pupils, which is seen as of para-

mount importance;

learn how to observe, explore and analyze purposefully the teaching

process through: getting acquainted with different types of documents

63

( curriculum, distribution of classes, teacher work plans, filling in reg-

isters, structuring logical schemes of particular sections of the Physics

course, directions for laboratory exercises and Physics practice, etc);

develop professional reflection – the ability to justify and explain their

own pedagogic decisions, turning the methods, forms and means of

their own cognitive activity into a special and interesting object for

the student to study, analyse and master.

Teacher training in three of the partner countries is carried out in more than

one stage, each having definite aims.

Aims of the Basic Pedagogic Practice

− Aims of the Basic Pedagogic Practice (the first stage) are mostly cog-

nitive and observation-and-analysis oriented;

− Aim is that students take their first steps in lesson planning;

− The Polish and Bulgarian programmes put the aims related to lesson

planning together with the analysis of the observed lessons at this

stage of the teacher training. In Finland more attention is paid to

working with students even at this stage.

The common aims for participating countries at this stage are as follows:

Trainees should

gain the ability to plan lessons in a peer group and to use different

teaching methods;

learn to plan a lesson (or several lessons in a row) based on the aims

mentioned in the school curriculum and based on the abilities and the

skills of the particular teaching group;

learn to analyse the teacher's and pupils' work during the lessons

though discussions with other students, tutors and mentors.

Aims of the Applied (Advanced) Pedagogic Practice

− This stage is not included in the curricula of Poland and Estonia. Ac-

cording to the curricula at the universities of Helsinki, Jyväskylä and

Plovdiv the aims of teacher training practice at this stage include a

deeper understanding of a teacher‘s work; the aims are more profound

and detailed.

64

Students are shown the possibilities for research and career

development, as well as for professional reflection. In Bulgaria this

stage includes the practical use of the different methods, scenarios

and experiments studied and planning different types of lessons.

Aims of Prior to graduation teaching practice

− The aims of this stage for all partners are focused on deepening the

trainee teachers' abilities. Trainees get a clearer understanding of the

essence of the teaching profession. In Poland, trainees need to help

their mentor actively;

− Common aims for participating countries are the following:

Trainees

to develop skills in the evaluation of students’ knowledge and self-

evaluation as teachers;

to use a range of methods, forms and means to test and evaluate the

skills and knowledge of the pupils. To learn how to prepare and use

tests;

There is an emphasis on a greater independence for trainees at this stage of

teacher training practice. The curricula in Finland especially define aims in-

tended to encourage trainees to use various methods and experiment with

them and to learn creative planning, organization and improving the teacher's

own work environment. In particular students are encouraged to construct

their own simple experimental tools (for example the simple electroscope or

small electric motor, which also could be prepared by the pupils themselves

at home.

Evidently the requirements towards student trainees at this stage of teacher

training practice in Finland are higher and include the following:

Attention is paid to developing skills in dealing with different types of stu-

dents and in carrying out pedagogic and psychological research.

The curriculum of the university in Bulgaria states has the specific aim at

this stage of teacher training practice that future teachers should become ac-

quainted with the specific features of teaching at secondary level – Free

Choice of Studying Physics and Chemistry, with the methods and forms of

work with pupils of high intellectual capacity and clear interest in studying

natural science. This implies that the trainees have a very good scientific

background and developed, though initial, pedagogical skills.

65

Major activities during the practice

The description and comparison of trainees‘ activities during their teacher

practice are important in order to understand teacher training in each coun-

try. Table 3 shows trainees‘ activities at various stages. The data refers to on-

ly one of the subjects, physics or chemistry. The other subject is identical as

to hours and credits.

During the first stage of teacher training three partner universities focus their

activities on orientation to the teaching profession. The main trainee activity

is the observation and analysis of lessons; most of the hours are devoted to

this activity. During their basic pedagogic practice trainees in Bulgaria and

Poland teach only 2 lessons, while trainees in Finland teach 7 times as many.

Table 3: Student-trainees’ activities during the different

stages of teacher training practice

BG

(BSc)

EE

(MSc)

FI

(MSc)

PL

(MSc)

Basic Pedagogic Practice in

ECTS 3 7 2

Observed lessons (hours) 13 60 16

Given lessons (hours) 2 14 2

Other work (hours) 2 111 12

Subtotal (hours) 17 185 30

Applied (Advanced) Pedagogic

Practice in ECTS 3 8

Observed lessons(hours) 32 45

Given lessons (hours) 32 14

Other work (hours) 4 150

Subtotal (hours) 68 209

Previous to graduation teaching

practice (Field training) in ECTS

4.5 (4

weeks)

15 (10

weeks)

5 (3

weeks)

8 (10

weeks)

Observed lessons (hours) 15 15 10 35

Given lessons (hours) 15 15 30 25

Other work (hours) 10 2+(343) 87 15

Subtotal (hours) 40 32 127 75

Observed lessons (hours) 60 30 135 25

66

Total

Given lessons (hours) 49 30 38 70

Other work (hours) 16 345 348 30

Workload in hours 125 405 521 125

Total workload in ECTS 10.5 27 26.1 15.0

During their Applied (Advanced) Pedagogic Practice the activities of Bulga-

rian and Finnish trainees are almost the same. The number of lessons ob-

served and taught is the same for Bulgarian trainees, while for those in Fin-

land the number of lessons observed decreases to that in the first stage, while

the number of lessons taught remains the same. Compared to Bulgarian trai-

nees the Finnish have 100 hours more for other work, which means a strong-

er focus on trainees‘ independent work.

Trainees‘ activities during their Field training are almost the same for all

partner countries. The number of lessons taught is almost identical. The dif-

ference comes in relation to other work, again for trainees in Finland, whose

hours devoted to such work are impressive.

The table shows that the total number of credits is almost identical for

trainees in Finland and Estonia, on one hand, and for Bulgaria and Poland on

the other, although the number in Finland and Estonia is significantly larger.

In Estonia the hours of teaching practice are included in only one of the

stages, while in Finland and Bulgaria they are almost evenly distributed

throughout three different stages.

It can be seen that the trainees‘ activities can be classified into three major

groups, observation, teaching and others. We will review the contents of

each and try to compare them on the basis of students‘ reports on the mobili-

ty and the corresponding documents.

Observation lessons are carried out in different schools and levels – junior-

high and senior-high, as well as different types of lessons, which especially

applies to Bulgaria and Poland. The observation of the lessons is followed by

a discussion in which the teacher (or the trainees) substantiates his/her ideas

and style of work. The other students analyze in detail the lesson according

to the basic plan, and each analysis complements that of the others. The

teacher answers any questions that arise.

During these discussions students compare their outlines with those of the

teachers, assess their advantages and disadvantages and share their expe-

rience with the practice manager.

67

In Bulgaria students are shown how to conduct the discussion of the lesson

to be observed. According to mobility students, trainees‘ free expression

during discussion is largely limited in Bulgaria due to the strictly defined cri-

teria, which curb the scope of discussion. These criteria were imposed be-

cause it was thought that student teachers needed to be assisted in their for-

mation of the skills needed to observe and discuss lessons. Although the ini-

tial idea behind this practice has its merits, it effectively limits the freedom

of expression. This peculiarity was noticed by Finnish students during their

mobility in Bulgaria.

Given lessons may be realized solely under the guidance of a lecturer

from the university (Bulgaria, Poland and Estonia) or together with

another trainee (as in Finland). Planning the lesson to be given is also in-

cluded in this activity.

In Bulgaria the preparation of lessons is strictly supervised by teachers and

the practice manager (university teacher). In Bulgaria an experienced teacher

usually gives a lesson that serves as a model for trainees who will give a les-

son on the same topic.

Thus it is felt that Bulgarian student teachers need to be ―encouraged to find

their personal teaching style or to make their own decisions how to design a

way of instructions that fits best to the situation and the group of pupils‖

(Student‘s reports).

This is caused by the assumption that the trainees should first learn good

practices directly from the experience of their teachers/mentors and only

then try to express their opinion or be more creative. This tendency is per-

haps caused by differences in the way the teaching process is organised in

Bulgaria, which is strongly connected with certain requirements concerning

the syllabus and the methodology used.

The Polish and Finnish students who had the opportunity to do their peda-

gogic internship in Bulgaria say that this limits the student teachers' perfor-

mance.

Trainees from the other countries have greater freedom when choosing me-

thods, means and ideas.

The additional activity or Other work included the following instructions:

familiarize oneself with the school community and the means of support and

special education given to those children who have learning disabilities; add

to one's portfolio a report about the training in the light of personal aims set

before the training and about experiences gained during the practice; fami-

68

liarize oneself with strategically important documents like the school's curri-

culum. Students are expected to take part in teachers' meetings and similar

activities.

The common opinion of the students who took part in the mobility pro-

gramme is that this kind of activity is characteristic of the pedagogic intern-

ship of trainees in all of the four countries.

Evaluation

During their teaching practice students are evaluated in different ways. The

common evaluation for all partners is through trainees‘ portfolios.

In Finland, portfolio writing and portfolio assessment constitutes the core of

students' reporting about the teacher training practice in order to support the

growth of critical thinking and help the students build up their own practical

theory.

Evaluation through portfolios is typical for Finland and Poland, but it is still

not used in Bulgaria, where one of the ways to evaluate trainees is through

their personal register-book, the trainees' main document of the teacher

training practice. Here, each trainee reports on his/her work every day. This

register-book consists of three parts. The first part contains the outlines of

the lessons to be taught. After each lesson the trainee fills in the notes and

recommendations by the basic teacher or other monitors. The second part

contains observations of lessons taught by the basic teachers or other trai-

nees. In the third part the trainee reports on his/her participation in school

activities, field activities and laboratory maintenance.

Another important means of student evaluation in Bulgaria, Poland and Es-

tonia is based on the marks given by the practice instructor (the mentor) and

the teacher for implementing the tasks assigned to them during the weekly

classes, for the quality of prepared lesson plans, for the delivered lessons, for

the students‘ work in maintaining the necessary equipment in the classroom,

for the work as class teaching assistant, for their participation in school

events, for their skill in making demonstration experiments and for the orga-

nized laboratory exercises. The students‘ skill in debate during the seminars

and in activating and organizing the pupils to work independently, etc., is al-

so given marks, as is the positive and negative aspects of their work.

In Bulgaria, previous to graduation practice is completed by the State Prac-

tice Exam. The grade is formed on the basis of the university‘s practice in-

structor and mentor‘s evaluation. The number of practice lessons is large

69

(60-80), of which only 2-3 are evaluated. The students are not warned about

the monitoring so they always need to be well prepared, and hence this is

sometimes stressful.

In Finland student teachers are evaluated by the practice mentor without the

participation of their university tutor and the accent is mainly on pedagogical

points of view without emphasising students‘ mistakes.

Conclusions

Teacher training practice is a significant part of the curricula of all

partners, which indicates that they give this part of students‘ training

the necessary attention;

There are similarities in the way teacher practice is carried out in all

partner countries. Teacher practice is carried out in stages – two or

three, with the exception of Estonia;

The aims of teacher training are almost the same for all countries. The

difference is in the details of their presentation. In Bulgaria, Poland

and Finland, they are presented in detail. In Finland special attention

is paid to the pedagogic and psychological training of students. In Pol-

and and Bulgaria the focus is on methodology related to teaching

techniques;

The trainees‘ activities during their science teaching practice are al-

most identical and can be classified into three groups – observation,

teaching and others. A detailed description of the activities is in the

documentation of all countries. There is a difference in the activities

included in the third group. For instance, in contrast to Bulgaria, in

Finland the focus is on the trainees' independent work;

The analysis of the way the pedagogic practice in the different partner

countries is implemented provides the opportunity to outline the

common elements, which can become the basis of a recommendable

unified programme with common requirements for the students;

According to the authors the reason for the differences is a reflection

of the differences in ideologies and traditions in the arrangement of

science education in each country as well in their history. Some of the

older EU members are able to develop fast and change their syllabuses

and curricula, which provides favourable conditions for the study of

others' experience and the introduction of advantageous ideas. How-

ever, the exchange of ideas and experience among all the participating

countries is always very important for mutual enrichment.

70

Chapter 6

Towards unified teacher training practice

Jarkko Lampiselkä

An overview of planning and testing the designed module is given below

with examples from Bulgaria, Estonia, Finland and Poland. The conclusion

was that there were no major differences that might prevent the unifying of

teacher training practices. However, some details, such as the tutors‘ feed-

back to the student teachers were notably different.

Constructing the model

The main objective of this project was to present guidelines for the unified

initial training of science teachers in participating countries, achieved

through the elaboration of the curricula of teacher training practice. Previous

chapters have introduced the teacher training programmes of University of

Plovdiv (BG), University of Tartu (EE), University of Helsinki (FI), Univer-

sity of Jyväskylä (FI) and Nicolaus Copernicus University (PL) and are not

reported here again. At the conclusion of the project, it became evident to all

the partners that there were no differences among the systems such as would

prevent the construction of the unified model. The main activity of the

project was to compare initial teachers‘ training programmes in partner insti-

tutions, aiming especially at identifying common parts of the contents of

school teacher training practices and how they were implemented. Students‘

mobility in two phases was understood as a tool to find the best practices and

to identify common needs of student teachers and tutors.

The Directorate-General for Education and Culture in the European Com-

mission has set out the common European principles for teacher and student

teacher competences and qualifications: a graduate profession placed within

the context of lifelong learning, a mobile profession and one based on part-

nerships (Figure 1). The principle of graduate professions aims at the con-

struction of pedagogical content knowledge and the student teachers' social

and cultural sensitivity. The 'principle of lifelong learning' means that stu-

dent teachers recognise the importance of acquiring new knowledge and an

ability to evolve throughout their whole career. The third principle means

that initial teacher training should increase the students‘ desire to work long-

71

er periods in other European countries for personal development. The last

principle underlines the importance of collaboration between the organisa-

tions involved in teacher training and the importance of carrying out peda-

gogically oriented research projects to discover the best practices and keep-

ing pace with the evolving society. (Anon. 2008a)

Figure 1: The common European principles of teacher education

While unifying systems, the European Credit Transfer System (ECTS) also

needs to be followed. The European Commission has developed the ECTS as

a common language for academic recognition and it creates curriculum trans-

parency between European universities. In practice, the ECTS system enables

Universities to translate the grades awarded by their own institution to ECTS

and vice versa. ECTS is based on the student workload required to achieve the

objectives of a programme, such as the teacher training programme, and it de-

fines 1 ECTS as 25–30 working hours. The workload in ECTS is the time re-

quired to complete all planned learning activities such as attending lectures,

seminars, independent and private study, and preparing for projects and ex-

aminations. The ECTS grading scale ranks the student on a statistical basis, A

– FX, where A stands for the best grade and E stands for minimum qualifica-

tion. Grades F and FX are used where F stands for failed and FX for fail –

some more work is required to pass. (Anon., 2008b; ECTS Users Guide, 2004)

The partners in the project share the view (Figure 2) that in addition to the

subject knowledge, pedagogical content knowledge (PCK) is needed in the

teaching profession. PCK is composed of subject knowledge and the theory

of education and practice and it integrates subject knowledge and research

based knowledge about teaching and learning in subject teacher training.

Student teachers use this knowledge when they justify their pedagogical de-

cisions in the classroom. Another shared view, which is in accordance with

the principles of PCK, is that there is a genuine need for the department of

education, the particular subject department (chemistry, physics) and the

training school to co-operate in teacher training. The idea of shared respon-

sibility reached a fair balance in all partner institutions' educational systems,

even though some universities have been more progressive than others. (cf.

Chapter 3)

Graduate profession Lifelong learning

Mobile profession Collaboration

72

Figure 2: Dimensions of pedagogical content knowledge (PCK)

All partners underline the importance of teacher training practice for stu-

dents‘ professional growth. The core aim of teacher training practice is to

provide the student with knowledge and skills needed to operate indepen-

dently as an expert and developer in this field. Some institutions might,

however, place more emphasis on giving many lessons in front of the class

whereas others pay more attention to research and development actions in

teacher training practice. Nevertheless, whether the current institutional

model or the unified model to be designed is adopted, teacher training prac-

tice should help students to acquire and improve their

− pedagogical content knowledge

− skills needed to process and develop curricula

− social skills, like communication skills

− knowledge about the school as an institution and part of the society

− confidence, knowledge and skills

− skills in using ICT.

Typically, this knowledge and skills are developed in front of a real high

school audience in the Universities‘ own training school or in a municipal

school. During the practice, the teacher's work is approached from the dis-

Content knowledge

Practical knowledge

PCK

Pedagogical

knowledge

Subject department

Department of Education

Training school

73

cipline perspective as well as from the multi-faceted sphere of a teacher's

work in the whole working community. Moreover, the student teacher's

work may include student maintenance and support, tutoring, peer media-

tion, co-teaching with other student teachers or the tutor, and job shadowing.

It is necessary to emphasise here that the student teacher must never be left

unsupervised or employed as a substitute teacher during teacher training

practice.

In general, the exchange period comprises actual teacher training practice,

observing teaching sessions of other student teachers or teachers, and other

tasks.

Other tasks are, for example, planning their own lessons and following those

given by the mentor or the teacher of the training school. Therefore, tasks for

the student teacher during the exchange may be, among others,

Teacher training practice (including group teaching)

Observation of class practice

Practical work and observation

Job shadowing

Taking part in initial training didactic and cultural activities of student teachers

Learning and teaching in a language that is not one‘s mother tongue is de-

manding and therefore we agreed that the workload of school-based work

(time with learners or other work on behalf of the school) should not exceed

16 hours per week. This does not, however, include lesson preparation

whether done alone or with other student teachers or meetings with a tutor or

mentor. Tasks like these are understood to be an exchange student‘s inde-

pendent work and the total workload of these tasks should not exceed 20

hours per week. We acknowledge that the allocation of resources to different

tasks could vary to some extent depending on the local circumstances. In

conclusion, the exchange student‘s total workload per week in the module

would be some 36 hours which is fairly well in accordance with the resource

allocation used as the basis in the European Credit Transfer System (ECTS

Users Guide, 2004).

In conclusion, based on the EU TRAIN project objectives (see Preface), on

the analysis of the teacher training programmes of partner universities (cf.

Chapter 4 and 5), on the common European principles of teacher training

and on the requirements of the European Credit Transfer system, a model for

a unified teacher training practice module could be developed (Figure 3).

74

Model for unified teacher training practice module in EU TRAIN project Aims Orientation to a teacher‘s work and working environment in the

host country, comparing the practical part of the training and find-

ing out the best practices

Work

load

16 + 20 hours work per week. The 16 hours of guided school work

per week may consist of observing lessons for 2 hours per day, dis-

cussions for 1-2 hours per day and giving lessons for 1 hour per

week. The 20 hours of student‘s independent school work per week

may include participating in the local student teachers‘ lesson prep-

aration or preparing one's own lessons, personal reflections of the

teachers‘ and student teacher‘s work and writing reports.

Activities

The student teacher is supposed to do job shadowing, observe and

give lessons.

The student teacher is supposed to take part in the preparative dis-

cussions before a lesson in order to teach, reflective discussion after

that lesson, about other lessons and in the group discussions con-

cerning teachers‘ profession.

The student teacher is expected to collect information, analyse data

and write a report.

Pro-

gramme

1st

week

Survival course

Visiting the teacher training school and university

Meeting with local student teachers

Observing lessons

Group work with local student teachers

Discussions with mentor

Writing report

2nd

week

Survival course

Observing lessons

Group work with local student teachers

Preparing own lessons and teacher training practice

Discussions with mentor

Writing report

3rd

week

- Observing lessons

- Group work with local student teachers

- Preparing own lessons and teacher training practice

- Discussions with mentor

- Writing report

Evalua-

tion

Mobility practice is accepted if the student teacher has delivered the

site-visit report and has taken part in the interview after the mobility.

Grading Accepted/needs to be fulfilled

Figure 3: Model for unified teacher training practice

module in EU TRAIN project

75

Implementation

The reflective teacher was seen as a learner who questions his/her own views

as well as those presented by others, and then draws conclusions and adapts

his or her way of thinking accordingly. The designed module needed to be

tried out in the project partner institutions and adjusted to local requirements

on the basis of the project participants‘ experiences. The adjusted module

would then be adopted by the institutions, thus enabling a continual ex-

change of student teachers who could obtain this part of their education in

another EU country with full academic recognition from their home country.

The actual design of the exchange period took place in project meetings and

it was refined based on the experience gained in the first mobility. Also, we

described the guidelines for the host institution, wherein many practical is-

sues were introduced concentrating especially on receiving international stu-

dents. Nevertheless, the general structure of the exchange period stayed the

same during the whole project term.

First of all, the students needed to be interviewed before their exchange pe-

riod and a semi-structured interview form was designed. The form was not

an all-inclusive list and, to some extent, perhaps needed refining for local

purposes. (Appendix 1)

Secondly, the timing and duration of the exchange period needed to match

the academic term of the institutions. January was the most suitable for Es-

tonia while the other countries could send and receive students better be-

tween the end of February and the mid April. Three weeks were thought suf-

ficient to reach the requirements of each partner university‘s own require-

ments and demands as well as the project‘s needs concerning the gathering

of sufficient information and the ECTS requirements. The number of stu-

dents sent and received depended on the resources of the institutions. Some

universities were capable of sending more students simply because they had

more student teachers in physics and chemistry.

The course schedule consisted of school based activities and other tasks. The

survival course introduced the students to the local cultural heritage, such as

museums of natural history, language teaching, using a bank, going to a hos-

pital or the police station, and local habits and customs. However, the schedule

mainly consisted of tasks closely connected to the teacher training practice. An

example of a schedule for the exchange period is shown in Appendix 2.

Third, a guidebook about good practice for host schools and institutions was

given to the project partners. The guidebook concentrated mainly on good

practice for host schools and student teachers, together with much practical

76

information about accommodation, resources and task allocation. The guide-

book was rather extensive, some 40 pages, but it offered answers to many

typical questions and problems that student teachers face during their ex-

change period.

We chose English as the language of the mobility, as it is now the most

widely known language in Europe. We acknowledge, however, that it will

not always be possible to teach in English in the host schools: it could dis-

turb the educational process too much. Thus, lessons observed by the foreign

students should be given in the host country's native language. Language

problems should be solved directly by teachers, mentors and student teachers

from the host country (short English scenarios of the observed lessons

should be prepared by mentors, or native student teachers could translate in-

to English the parts which were most difficult to understand). However for-

eign students should give their lessons in English.

For the most effective organisation of the mobility, we had to establish the

national groups of people responsible for this task. The members of each

group were as follows:

− An institutional co-ordinator responsible for the organisation of the

mobility in both sending and host institutions,

− A survival course teacher, responsible for organising the culture and

language course in the host country,

− The students' tutor – a university teacher responsible for training in the

host institution,

− The students' mentor – a teacher of the teacher training school, re-

sponsible for teacher training practice of exchange students.

The project arranged two exchange periods as shown in Table 2 and Table 3.

The first mobility took place in January and March 2007 and the second mo-

bility in February and March 2008. All partner universities played double

roles as sending and hosting institutions. Altogether 28 student teachers par-

ticipated in Mobility I and 12 students in Mobility II. The main objectives

for the mobility periods were:

To familiarize themselves with the teacher‘s work and working envi-

ronment in the host country;

The comparison of the organizational, methodological and theoretical

framework of the teacher training practices;

Finding out the best practices.

77

Table 1: 1st student mobility in EU TRAIN project (spring term 2007)

Sending

institution

Host

institution

Duration Number

of students

Helsinki Tartu 08.–27.01.07 2

Plovdiv 04.–25.03.07 2

Jyväskylä Plovdiv 04.–27.03.07 2

Torun 03.–24.03.07 2

Plovdiv Jyväskylä 04.–25.03.07 2

Torun 04.–25.03.07 2

Torun Helsinki 02.–25.03.07 2

Table 2: 2nd

student mobility in EU TRAIN project (spring term 2008)

Sending

institution

Host

institution

Duration Number

of students

Helsinki Plovdiv 02.–24.03.08 2

Jyväskylä Plovdiv 01.– 20.03.08 2

Plovdiv Helsinki 24.2.–18.03.07 2

Jyväskylä 24.2.–18.03.07 2

Torun Plovdiv 01.–22.03.08 2

Jyväskylä 01.–22.03.08 2

Tartu Jyväskylä 02.03– 21.03.08 2

Nearly 500 people were involved directly in the mobility as 28 students were

sent abroad for the practical training period of three weeks, about 400 pupils

were in the classrooms where the exchange student teachers gave lessons

and 50 university and school teachers were members of the mobility working

groups.

Evaluation

The evaluation is described in detail in Chapter 2 and is only referred to here

in brief. Questionnaires (Appendixes 3, 4, 5) were designed to evaluate the

mobility and to collect the results and suggestions from all interested groups

(students involved and the national teams responsible for the organisation).

The relevance and suitability of the information gathering forms was guided

by the handbook of evaluation and dissemination strategies for Comenius 2

projects (Feijen, Reubsaet, Espinach, 2000) and from the questionnaire used

in the massive EURYDICE data collection on science teaching (Anon.,

78

2005). Areas of interest were the four European principles of teacher train-

ing, school systems, teacher training practice, best practices and also the

functionality of the designed exchange period itself.

Professional growth

The European Commission highlights, among other things, that teacher

training must be multi-disciplinary and teachers should have an understand-

ing of the social and cultural dimension of education. According to student

teachers‘ observations and experiences, these aims were reached.

Example 1: “I think that the teacher training practice that we were allowed

to do at the practice school will be an invaluable experience for me. It is

very important to have some prior experience in teaching in English if I plan

to go working abroad.”

Example 2: “I think I improved my teaching by asking questions from the

students (questioning teaching –method). Because we kept the lessons in

English we had to think very carefully what we were going to say or ask and

this, I think, improved my way of planning of lessons.”

Example 3: “I value my experience of teaching in English the most. I think it

gave me a “boost” for my self esteem and I really think that it will be a great

advantage for me during my future career.”

Lifelong learning

The principle of lifelong learning stresses the importance of acquiring new

knowledge. Teachers should be encouraged to discover best practices and

engage with current innovation and research in order to keep pace with the

evolving information society. According to the student teachers‘ observa-

tions, it seems that the exchange period offered insight into the principle:

Example 1: “I also think that it is a good thing that I saw a very different

school environment than that in Finland. It showed me what kind of an au-

thority the teacher is in some countries at schools. I also think that it will

help me adjust to most of the upcoming situations I am going to face.”

Example 2: “Even if I never teach abroad I got the chance to explore a different

educational system and I have learned about international projects. If I decide

to go teach abroad this has given me much knowledge of what it's like.”

79

Example 3: “Our comments… are based on the concept of knowledge and

learning, which in many Western countries is connected to the shift of em-

phasis from behaviourism or objectivism to the concept of constructivism,

and from the information-transmission model towards constructivist learn-

ing situations in which pupils actively make use of constructive processes of

knowledge and skill acquisition.”

Mobility

The European Commission underlines the importance of mobility in teacher

education programmes. In this project, more than 20 students were involved

in the mobility, more than 20 university or school teachers were involved in

the student exchange and more than 400 students were in those classrooms

taught by the exchange students or observed by the project partners. Perhaps,

this project has succeeded in opening windows to Europe:

Example 1: “It is always a good experience to leave your home and go to a

completely new environment. You learn a lot about the world and the host

country’s culture and besides that you learn to know yourself. It is a growing

experience if you want and if you sometimes take your time to think about all

the things you saw during your travel and how you reacted to those things,

you may find some new aspects about yourself.”

Example 2: “Participating in the programme was a great experience for me,

opening new horizons and showing different perspectives in looking at al-

ready known things. I gained much valuable information, made interesting

notices and got rid of some national complexes, which had previously risen

when I listened to critics of Polish condition of education in everyday dis-

cussion in Poland.”

Example 3:”I think the most valuable experiences that I received during this

exchange programme were the possibility to teach chemistry in English, to

be open-minded towards a new culture and to share experiences with the ex-

change students and the student teachers of the host country.”

Collaboration

The fourth teacher training principle of the EU highlights profession-based

partnership. Institutions should provide teachers with the competence and

confidence to reflect on their own and others‘ practice. This should be done

in co-operation with the teacher training institutions, subject departments

80

and the training schools or other relevant interest groups. Moreover, we were

also interested in the interaction and feedback. Based on the students‘ au-

thentic observations, the partners have the clearest differences in the ways

and means of how collaboration, interaction and feedback are carried out,

and need to give this more attention:

Example 1: “The planning of the lessons was mostly done by our supervi-

sors. Most of our suggestions were ignored. The lesson planning sessions at

school consisted mainly of us listening to the supervisors' suggestions, writ-

ing them down and occasionally we talked about our ideas for the lesson.”

Example 2: “While planning the lessons the supervisors talked with each

others, sometimes this talking seemed very intense with raised voices and

lots of somatic components. This made the sessions seem very chaotic. May-

be we just didn’t adapt to the culture well enough and this is why our ideas

didn’t get much attention.”

Example 3: “Teaching in this different environment gave me a good expe-

rience and taught me how to handle a more inactive class. It might sound

like I am thinking that the Bulgarian classroom environment is bad com-

pared to Finland, but that is not the case. I think there are many things that

are better in Bulgarian school; the students respect their teacher, there is

little or no disorder in the classroom, the atmosphere in the classroom is re-

laxed even though there are “strict” rules and the students didn’t seem to be

afraid of doing mistakes.”

Example 4: “I think the main benefit for the host institution was the oppor-

tunity to present their educational system to other countries. In order to uni-

fy our educational systems the countries need to collect information from

one another.”

Example 5: “…we held a short discussion session after the lessons concern-

ing the didactical arrangements of the lessons.”

Students’ observations about school systems

The most explicit difference in the styles of school instruction was in time

spent doing practical work during lessons. Students argued that the teachers

in Finland seem to concentrate more on such activities as group work, dem-

onstration and true experiments in their instruction than in Bulgaria, Estonia

and Poland

81

Example 1: “I learned that in Bulgaria the teaching is very teacher oriented.

Compared to Finnish teaching is almost like the teacher only gives a lecture

and the students do nothing more than sit and listens. The physics teaching

didn't involve almost any experimentality (i.e. practical work) which is total-

ly different than the teaching in Finland.”

Example 2: “…There was not any practical work during the lessons.”

Example 3: “During the lessons we activated the students by actively asking

questions about the subject at hand. We also tried to use everyday contexts

at every area we had an example. We used demonstrations to exemplify the

subjects at hand. For example we used a laser and a diffraction grating to

demonstrate diffraction of light.

According to the students‘ observations, teachers in Estonia, Bulgaria and

Poland spend less time preparing their lessons than their Finnish colleagues.

On average, the number of students in the classroom in Estonia, Bulgaria

and Poland was bigger than in the Finnish classroom.

The Finnish and Bulgarian teachers seem to take more responsibility for

their students and generally take more care of them. One unusual aspect of

the Finnish style is that much effort is made to ensure that all pupils succeed,

which is quite different to the other partner school systems. On the other

hand, a lot of effort is made in these partner schools to ensure that the best

achieving students succeed.

The students pointed out that a lack of motivation in the lower-achieving

students was sometimes explained by the fact that they were unwilling to

learn. Moreover, the teachers seemed to pay little attention to these lower-

achieving students, and more or less just let them be.

Discipline in the Bulgarian, Estonian, Finnish and Polish classrooms varied.

Mobility students noticed that pupils in Estonian and Polish classrooms were

chatting a little bit more than in similar Bulgarian and Finnish classrooms.

Of course, there was notable variation from one classroom to another, which

is true in the every school, we believe. However, the ―baseline‖ was argua-

bly higher when comparing, for example, Estonian and Finnish classrooms.

82

Students’ observations about teacher training practice

The everyday tasks of Bulgarian, Estonian, Finnish and Polish student teach-

ers were understood to be similar. However, the Finnish exchange students

got the impression that, for example, the Estonian student teachers‘ everyday

workload was less than in Finland. The Finnish student teachers argued that

they used more time to prepare their lessons than their Estonian colleagues.

In Finnish teacher training, much time is spent on pondering how best to car-

ry out the lesson, what kind of motivation methods to use and how to pay at-

tention to the different kinds of learners: pupils with some kind of learning

disability and talented pupils.

Example 1: “I found out that the didactics of teaching (in Bulgaria) seemed

to revolve around specific rules concerning the teacher's actions.”

Example 2: “…When planning the lessons, we concentrated how to get the

students to involve to the lesson. We managed to get the students activated

by using interesting examples…and many questions… The students gave ap-

plauses to us after the lesson.”

Example 3: “…we went to the school in advance thinking we would have

enough time to be ready for the lesson.”

Another clear difference in teacher training systems concerns the tutor‘s

feedback given to the student teacher. In Bulgaria, Estonia and Poland, the

tutor‘s were concentrating more on what was missing in the lessons and less

on what was good or successful; quite different to the Finnish style.

Finnish student teachers tended to evaluate their foreign colleagues as more

self-confident and more experienced in teaching than they were themselves.

The student teachers in Estonia could always choose the particular class she

or he was going to teach, which was arguably a good option because the stu-

dent teachers could become more acquainted with the students than in the

Finnish system. However, this was seen also as a possible problem because

it might narrow the student teachers‘ view about teaching and a teacher‘s

work in general, in that she or he is teaching only one class during the prac-

tice period. Another good example in the Estonian system was that the stu-

dents could carry out lesson observations in other schools, not only in the

training school.

Example 4: “…a training lesson held by two student teachers was something

totally new for them (to local student teachers and tutors)…they insisted (lo-

cal student teachers) that they should have also the possibility to give the

lessons together with another student teacher.”

83

In general, the developed model of a unified teaching training practice period

served all partners' needs well. Improvements that were called for mainly con-

centrated on practical issues. The points made about organizing a student ex-

change in this kind of teacher training practice period were as follows:

1. Sending a pair of students from a sending country to any receiving in-

stitution has been a good idea and is suggested as a rule in other mo-

bility actions;

2. It is recommended that there should be preliminary interviews with

the students – candidates for the mobility actions – to evaluate their

language skills and motivation to complete the teacher training prac-

tice abroad;

3. It is recommended that every host institution sends the schedule of the

teacher training practice to the student teachers and to the sending in-

stitution at least two weeks before the practice period;

4. It is recommended that uniform documents are used to report and eva-

luate the mobility actions. This will help gather the most scientifically

valuable information;

5. It is recommended that host institutions should not be advanced

science schools (schools specialising in the field of science). The or-

dinary science teaching schools are better for the unified science

teachers‘ training curriculum. Teaching at special schools needs spe-

cial teacher training and very high competence. The schools may,

however, be specialised in the field of languages (especially English);

6. It is recommended that the survival course would be started by

sightseeing and excursions at the very beginning of the mobility pe-

riod. Language lessons could begin in 2 – 3 days in order to raise in-

terest in the local language and familiarize the guests with the sound

of local pronunciation;

7. For the future mobility actions it is suggested that the teacher training

practice period abroad be extended to 4 or 5 weeks. It will allow the

foreign students to become more familiar with the local circumstances

and to focus much more on the actual teaching abroad;

8. It is suggested that any future teacher should give at least one lesson

during the mobility period. It is better to do that at the end of the prac-

tice period, when the foreign students are more familiar with the local

circumstances;

84

9. It is suggested that the maximum a student teacher should be teaching

a certain theme in a certain class should be 2 – 4 lessons, but not more

than 5. This enables a student to concentrate on teaching abroad, tak-

ing into account local problems and differences;

10. It is recommended that tutors and mentors offer an authentic picture of

the local educational situation, because otherwise it could cause prob-

lems when communicating with foreign student teachers. The prob-

lems of every participating country are European ones and there might

be common solutions to those problems.

Discussion

The EU TRAIN project started when some partner countries were not yet

full members of the European Union but were applying for membership. The

partners‘ teacher training practice had never been explored in the light of the

four principles of teacher training of the European Union.

The project itself complied well with the EU aim of citizen mobility and

about 500 people were involved. This was an achievement that must not be

undervalued because for many partner institutions, teachers and students it

was the very first time there had been this kind of student exchange. What

made the effort even more important was that the mobility opened, in effect,

the windows to Europe. The authentic and remarkable experience gained

while teaching in a foreign classroom was something that can never be taken

away. It has changed student teachers‘ thinking and, hopefully, will initiate

improvements in their home institutions teacher training practice according-

ly. The EU TRAIN project could be taken as one example of how to initiate

and manage student mobility actions in European projects.

Close co-operation between the partners in the project generated mutual trust

and enabled a detailed exploration of curriculums and the authentic informa-

tion gathered in the classrooms. Curriculum analysis showed that partners

share the same view about the aims of teacher training practice in general. It

aims at the construction of pedagogical content knowledge; it offers time and

space to gain experience in the skills needed to process and develop the cur-

riculum; it is an environment for testing and improving the student teacher‘s

own social and communication skills, their confidence as well as their know-

ledge about the school as an institution and as part of the community.

Referring again to the EU's four common principles, the principle of a grad-

uate profession aims at increasing the student teachers' pedagogical content

85

knowledge and social and cultural sensitivity. By 'the principle of lifelong

learning' is meant that student teachers recognise the importance of acquiring

new knowledge and being able to evolve throughout their whole career. The

third principle means that initial teacher training should increase the stu-

dents‘ desire to work longer periods in other European countries for personal

developmental purposes. The fourth principle underlines the importance of

collaboration between the teacher training organisations. Based on the ex-

change students‘ experiences in the mobility, these principles are at the heart

of each partner university‘s curriculum and praxis. However, collaboration

between institutions, interaction between the teacher and the student and the

feedback from the tutor to the student are areas in which the project partners

have need for improvement. Here, the Finnish teacher training style could

serve as an exemplary model for other European countries.

Regarding the student exchange itself, the designed model proved functional.

The estimated workload did not raise any complications and, based on the

student teachers‘ comments it was in accordance with what they found in

practice. The tasks were meaningful and not too demanding from both the

teachers‘ and the students‘ points of view. Based on the experience gained in

this development project, this model could be proposed as a good, functional

and meaningful one for student exchange activities of other projects or with

minor changes.

Description of unified teacher training practice

Based on the experiences and findings in this project, the central aims of the

practice are to enable the student teacher to guide others to learn, to educate

pupils to be responsible world citizens with a love for one‘s neighbour and to

continuously acquire new knowledge as a life-long-learner.

The most important aim of the practice is to learn the basic skills of a subject

teacher as well as to strengthen mastery of the subject itself. Guiding the pu-

pils' learning at lower and upper secondary schools is one of the central aims

of learning foundation skills. The educational point of view is more impor-

tant at the lower stages as teaching the subject becomes more important in

the upper secondary school where pupils are prepared for university studies.

The student teachers will become accustomed to collaborating and interact-

ing with their peers, supervisors and pupils. They will be able to keep to

agreed timetables and will see the value of using one's initiative in the train-

ing. Teacher training practice is full-time study.

86

While working in the classroom the student teachers will learn to plan their

teaching in a way that responds to the needs and aims of the class, to justify

their pedagogic choices and learn when to use different teaching methods

and technology.

The student teachers will think about their own development in their

profession and will become aware of the connection between the subject,

teaching and educational knowledge, as well as being a guide, teacher and

educator.They learn to apply their own pedagogic working theory in

theirwork. They set new aims on the basis of feedback and of their own self-

evaluation.

Later, student teachers demonstrate their approach to planning,

implementing and evaluating their teaching independently. They set goals

for their own work and that of their pupils and organise the study so that

their goals will be achieved. They take responsibility in co-operating with

their peers and supervisors. In this way they apply their working, pedagogic

theories to their teaching work, have mastery of the teaching content and use

multifaceted ways of working flexibly, following their pupils' learning and

guiding them in their study aims.

One of the central learning points in the practice is in evaluating the pupil's

knowledge, skills and learning, paying attention also to the pupil's self-

evaluation skills. Student teachers also learn to see teachers as developers of

the curriculum, of their own teaching material, the way they work and as de-

velopers of the whole school.

Learning by research is a natural way of approaching an issue. In so doing,

the student teachers can put into practice their knowledge of theory as well

as their experience and skill in doing research.

Practical training of Physics and Chemistry

The central aim of the practical training is to practise and assimilate basic

teaching skills and to inspire the students to study science. This will in-

clude, for example, planning single lessons and series, demonstrations, ex-

perimental work and showing the connections between the textbook and

everyday life.

During the practice the student teachers become acquainted with the school,

learn to plan their teaching and to apply the main ways in which they will

work in physics and chemistry. The aim is to enable the student teacher to

87

evaluate their pupils' progress and be flexible enough to change their teach-

ing on the basis of feedback. During their studies they set their own aims

and, together with the supervisor, discuss their own professional develop-

ment and their interactive skills, and grasp the connection between their

teaching and study of the subject and the behavioural sciences.

Teaching Observation

The student teacher observes teaching analytically. A major part of the

teaching observation should preferably be at the beginning of the practice.

The student teacher observes lessons of his/her own teaching group, and oth-

er lessons both in his/her own and other subjects. It could be instructive to

observe a specific teaching or a class for a whole day. Naturally, it is worth

listening to lessons taught by other student teachers and participating in the

feedback discussions.

Practice lessons

To begin with, the student teacher may share a lesson or part of it with

another student teacher. Before giving their lessons, it is very important that

they observe at least the previous one. Preparing a lesson begins with an in-

structive discussion with the supervisor who describes the different teaching

materials available, educational solutions and valid demonstrations or expe-

rimental work. Then the student teacher writes a lesson plan which is then

returned to the supervisor for further discussion. It is important that the stu-

dent teacher rehearses all the experiments that are part of the lesson. After

the practice lesson there is a feedback conversation where the student teacher

gives the reasons for his or her pedagogical decisions and the supervisor of-

fers constructive, positive and negative findings in an encouraging way.

88

Chapter 7

Evaluation of the EU TRAIN project

Ott Krikmann, Jaan Susi

1. General principles, based on the European Commission advice and

suggestions for evaluation/monitoring educational projects

The evaluation guidelines for project coordinators, supplied for Socrates

projects under the European Commission, stress that it is of great importance

to initiate the evaluation process from the very beginning of the project, and

this is included in constructing the application for funding. The aim of the

evaluation is to measure the impact and concrete outputs of the project. The

document points out that measuring certain outputs (publications, courses,

websites, etc.) is much more straightforward and less complicated than mea-

suring the impact of a project and goes on to say that the definition of evalua-

tion ―in the context of European project work‖ is that it is a process, which:

1. Supports the project and acts as a check on whether the targets have

been met;

2. Allows the results to be improved based upon judgements made about

the value and quality of the project;

3. Simplifies decision-making and can assist in making fundamental

changes in the project, should these be necessary (Bientzle, H., 2004).

The importance of such evaluation is pointed out by the fact that it is always

a requirement of the funding organisation. But from the project partners‘

point of view, evaluation is also a fundamental tool for improving good prac-

tice and therefore the performance of the project. It can show how others

outside the project benefit and also help raise standards for future centralised

projects.

89

The guidelines continue to indicate that the aims of evaluation in this context

should be as follows:

1. To simplify the consultation process within the project partnership;

2. To predict the development of the project and prepare the project team

for pressure points in the course of the project‘s life span;

3. To assist the project in coordinating qualifying results and relating

these to the project's objectives;

4. To reduce the workload when constructing the final or interim reports.

The evaluation should be carried out internally, by an evaluation team and

also by all partners in the project. (Many centralised projects also appoint an

external evaluator, who should not be a member of the project under evalua-

tion). The evaluation process should be seen as a number of stages, which

may, in part, overlap.

1. Planning for evaluation;

2. Collecting and interpreting evidence;

3. Using the evidence to implement changes;

4. Incorporating the evaluative data into the final report.

The Handbook on evaluation and dissemination strategies for Comenius 2

projects (Feijen, T., Reubsaet, T. and Espinch, M. , 2000) proposes a number

of different evaluation techniques for internal as well as for external evalua-

tion.

1. Project descriptions (qualitative).

2. Minutes of meetings (qualitative).

3. Group discussions (qualitative).

4. Individual interviews (qualitative/quantitative).

5. Questionnaires (ualitative/quantitative).

6. Observations (qualitative/quantitative).

7. Tests (qualitative/quantitative).

The evaluation can also be categorised as summative or formative. The

summative type of evaluation refers to reviewing activities and results at the

90

end of a project and often for an external ―client‖, e.g. for the sake of con-

tractual accountability. And decisions as to whether to continue a project or

not is also a result of summative evaluation.

The formative evaluation is designed to lead to understanding of project im-

plementation, to developments taking place and to project improvements oc-

curring during the project. Questions relevant to formative evaluation are:

what works and what does not work?, why?(not), what can be done to pro-

ceed in a more productive or convenient way? And clearly, the decision to

refocus a project is a result of formative evaluation (Feijen, T., Reubsaet, T.

and Espinch, M.,2000).

In the theory of evaluation (Feijen, T., Reubsaet, T. and Espinch, M.,2000)

three types of evaluation are distinguished: ex ante (in advance), continuous

or on-going and ex post (afterwards). It is also mentioned, that an on–going

approach to project evaluation can make a good combination of formative

and summative evaluations i.e. summative for one part of the project can be

combined with formative for another part.

2. Working out the strategy of evaluation and the development

of concrete tools for evaluation

The evaluation strategy for the project was determined taking into account

the theory of evaluation together with suggestions and advice from the Euro-

pean Commission (Feijen, T., Reubsaet, T. and Espinch, M.,2000).

The main principles utilised in the evaluation strategy are specified below:

1. A combination of internal and external evaluation.

As the EU TRAIN project is international and also pioneering in many

aspects, the partners decided to use a combination of internal and ex-

ternal evaluation seeking good qualitative and quantitative formative

evaluation.

2. The transparency of evaluation.

This means that all evaluation materials are made available for study

by all partners in the project.

3. Choosing the most effective methods and tools for evaluation.

According to the character of the project, it was decided that quantita-

tive data would be obtained from questionnaires created by the evalua-

91

tion team and qualitative information for formative internal evaluation

obtained from observations, group discussions and individual inter-

views.

4. Flexibility of the evaluation process.

The flexibility of the evaluation strategy means that it foresees possi-

ble changes in the strategy itself and in the methods and tools used to

obtain objective information.

The questionnaires were developed based on this strategy. A first step of the

project was to focus attention on the meetings of the partners and the

progress in the field of preparatory work for mobility actions. A 5-point

Likert-style questionnaire structure was used for this purpose. As a general

rule, column 1 was used to indicate the worst situation and 5, the best. But,

for some questions, the numbers did not mean a sequence of good to bad.

In the evaluation tool of the first meeting (Jyväskylä 2005) four questions

were posed about the quality of transnational elements, five questions about

the structure, content and the delivery of the event, one question about the

materials, resources and equipment and one question about the quality of

domestic arrangements. In the evaluation questionnaire used in the second

meeting (Plovdiv 2006), the tool contained five questions about the transna-

tional element and the progress, five about the event and, for the third and

fourth indicator one question for each. The questionnaires differed a little,

because the qualitative information had shown that there might be some oth-

er points of interest. One question was inserted about the time input of every

member of the project.

As the first mobility action was to start early in 2007, the main attention at

the end of 2006 was paid to designing questionnaires for student teachers

taking part in the mobility action, as well as for tutors and mentors having

contacts with foreign student teachers. In devising the questionnaire for stu-

dent teachers in a foreign country, a number of general principles were used

for the data gathering.

1. Preliminary information and readiness for mobility action.

Under this subdivision, 11 aspects were included. These items were

constructed to obtain information about the degree of preliminary

knowledge about the receiving country and the readiness for the mo-

bility action.

92

2. Information about work at the receiving institution.

Under this subdivision, 19 items were included about the work, com-

munication, information exchange, etc. at the receiving institution dur-

ing the stay. These items were constructed to estimate the activity of

students and the quality of support from the receiving institution.

3. Information about the conclusions made by students and their self-

evaluation.

Here 10 items were dedicated to seeking the students‘ own estimates

about their activity during the stay and about the results they obtained.

The students were also asked how their motivation changed during the

stay and whether projects such as this were useful or not.

The questionnaire was designed to be completed by every student teacher

participating in the mobility action. As it was considered better for a student

to know beforehand what to pay attention to and what must not be forgotten,

it was decided that the questionnaire would be given to the student teacher at

the outset of the mobility action.

The questionnaire for mentors and tutors was constructed bearing in mind

the following general principles:

1. General expectations and motivation concerning the project.

To obtain information in this field, 10 items sought an estimation of

opinions. Particular attention was paid to seeking opinions about being

motivated to join the activities of the project (5 questions).

2. Information about the work in the Project.

Under this subdivision, 16 items were included on quantitative infor-

mation about the work of the tutor or mentor with foreign student

teachers. Some items seek information about estimates of the activity

and motivation of student teachers in order to compare data with the

self-evaluation of students. This comparison is perceived as enabling a

greater reliability of the quantitative data obtained.

3. Conclusive estimates of the event.

Here 18 different aspects seek to estimate the major problems for fu-

ture exchanges of student teachers, about the support of the local insti-

tution and also about the possible negative aspects of the project.

93

This questionnaire, containing 45 different items, was designed to be ans-

wered by every mentor, tutor, or teacher participating in the project and who

have had contacts with foreign student teachers during the project.

Outcomes from questionnaires so far have helped the evaluation team

change the focus of the evaluation and to indicate pressure points unforeseen

in the original frame of the project. It was realised that the quantitative eval-

uation of the project meetings was not necessary in the initially devised

form, as the opinions of partners did not differ much and no serious prob-

lems were found. It was also determined that, in many cases, the loss of mo-

tivation of tutors and mentors (especially in Eastern European countries) re-

sulted from low salaries, high rate of inflation and/or excessive paper work

in international projects, causing delays in payments.

3. Best practices as outcomes of the project, and problems.

The main problem in our data processing was the small target groups and

therefore it was not possible to obtain reliable quantitative results. Thus the

questionnaires were about showing general tendencies and the data obtained

from them should be treated as qualitative. Nevertheless it is necessary to

point out good practices, as well as difficulties and problems, in the process

of achieving the goals of the project.

Using the data from questionnaires, discussions with student teachers, men-

tors, tutors and other members of the project team, the internal evaluation

team examined the following:

1. International cooperation.

Best practices:

a) Choosing English as the Project language. This was a wise deci-

sion as English is recognised as a science language worldwide and

many teachers in Europe have studied English.

b) Creating an informative webpage. This enables the project partners

to disseminate the latest developments and results of the project

and improve the transparency of the project.

c) Effective coordination meetings. Well planned and organized

coordination meetings in all partner countries enabled the solving

of problems and keep the project running smoothly.

Problems: In this area, no significant problems were met.

94

2. Student teacher exchange.

Best practices:

a) Exchanging student teachers in pairs (two from any country at the

same time) was a wise decision, because it helped them avoid

strong effects of economic or cultural shocks, etc.

b) Possibility of communication between student teachers from dif-

ferent countries. It was also very important for the visiting student

teachers to have private conversations with each other, which

helped them overcome cultural and language problems and focus

on the subject taught.

c) Lesson observations and further discussions. It is extremely bene-

ficial if the foreign student teacher could participate in the discus-

sion of a lesson observed by him and given by a local student

teacher.

d) Teaching lessons in foreign country. Although not obligatory in

this project, many student teachers undertook this very interesting

and challenging possibility. The results were generally positive and

motivating. It was shown that it is not a very big problem to teach a

subject in a foreign country in English.

Problems:

a) Points b and c of the best practices could not be achieved in many

instances. The communication between student teachers from dif-

ferent countries was often common and not focused on the subject

taught. Discussing lessons in English was rare because of language

problems amongst students and even teachers.

b) In Eastern European countries (Estonia, Poland, Bulgaria) the time

available for lesson discussions is much less than in Finland. The

mentors simply do not have the time and are not paid for that.

3. Teacher training curriculum and practical training.

Best practices:

a) The amount and balance of theoretical subjects in the curricula of

partner countries do not need major optimization. In general, the

curricula of theoretical subjects are quite similar and probably no

qualitatively new solutions could be generated.

95

b) The programme of practical training of student teachers in partner

countries seems to be best in Finland. This opinion has been formed

as a result of many observations made by the evaluation team and

also of interviews and discussions amongst the project partners.

Finland has special schools (belonging to the local Universities) for

training student teachers, with mentors and tutors and enough time

given for preparing and discussing lessons. This time is a normal

part of a mentors' work and is paid accordingly.

Problem:

In Eastern European countries, mentors and tutors are not paid for

the hours they must spend preparing and discussing lessons. This

leads to a loss of motivation and less time spent preparing and dis-

cussing lessons.

4. General conclusions

1. The universities, schools, teachers, students, etc. from the different

countries are motivated to cooperate at a European level.

2. As science is a field of activity that has less dependency on culture

and history than the arts, science teachers quite easily overcome inhi-

biting cultural barriers. Where language problems are minimised,

science subject teachers can be quite a mobile group of teachers within

the EU.

3. A recommendation should be addressed to governments of Eastern

European countries that they revise their system of practical training

of student teachers. The problem is that mentors and tutors lose their

motivation if their work with student teachers is not paid as ordinary

teaching work.

96

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102

Appendices

Appendix 1

Learning diary

Raili Hildén and Jarkko Lampiselkä,

University of Helsinki, Finland

A learning diary, or portfolio, is a self-assessment tool for the guided prac-

tice included in the pedagogical studies of a subject teacher. The mentoring

responsibility for learning diary work is primarily assumed by the lecturer in

pedagogical content knowledge (=subject didactics). Teachers at university

practice schools and field training schools may contribute to the task. Learn-

ing diary work is assessed with a bipolar scale of pass/fail.

Goals

The student teacher sets his or her goals and critically analyses his/her

achievements. He/she reflects upon his/her strengths and weaknesses in the

light of his/her experience and feedback. A learning diary helps the student

teacher bring together the pedagogical content knowledge and the practical

experience gained through teacher training practice. It is also meant to en-

hance the construction of the student teacher‘s own teaching philosophy.

A learning diary is created by drawing up a representative sample of lesson

plans and other study tasks accomplished during the teacher training prac-

tice. Observing and analysing lessons given by in-service teachers and other

student teachers as well as other in-school activities, helps the student to pay

attention to various forms of teaching and to judge teaching from an outside

perspective. This mode of action promotes the ability to analyse and improve

one‘s own teaching.

A learning diary offers a forum for the student teacher to display his/her best

achievements. Therefore, mistakes and temporary failures are not empha-

103

sized in the manner typical of traditional forms of assessing academic

achievement. A good learning diary is not only a self-assessment tool, but

also proof of growth towards becoming a pedagogical professional. It pro-

vides concrete documentation of teaching skills.

Instructions regarding keeping a learning diary may vary between subjects.

The following example is from chemistry and physics subject teacher educa-

tion in the University of Helsinki.

Goals of learning diary work in teacher training practice

The goal of learning diary work is to promote the teacher trainer‘s awareness

of the theoretical grounds of their own activity through self- and process as-

sessment and reflection.

A learning diary may include all kinds of authentic documentation on your

teacher training practice, e.g. lesson plans, field notes, supplementary ma-

terial, lesson reports, lesson handouts, pictures and videos (also comments

on theoretical studies and their implementation). These documents provide

the information source for the summary. Start the learning diary work with,

for example:

Before the teacher training practice

List three (about) of your current strengths and weaknesses

List three (about) of your hopes and fears related to teaching

List your personal goals for the teacher training practice

List your pedagogically oriented goals for the teacher training practice

List your subject oriented goals for the teacher training practice

These introductory tasks and questions are discussed and revised at a consul-

tation session with the training school teacher.

104

During the teacher training practice

List your goals for each lesson or other interventions you are supposed

to carry out during the exchange period.

Record the feedback given by mentor, tutor, other student teachers,

etc. about your lesson.

After the exchange period

1. Evaluate how the goals were achieved and which issues enabled or

hindered your reaching them.

2. Elaborate your achievements from different points of view, such as is-

sues related to you, to your mentor, to the students and to the school

and its educational environment. Write your analysis in such way a

reader of your learning diary may find answers to the following ques-

tions

3. How did you achieve your goals for the teacher training practice pe-

riod?

4. How did your view about yourself as a teacher and a learner change

during the teacher training practice?

5. What are your goals for the next teacher training practice period?

Return your learning diary text both to your host institution tutor and to your

home institution tutor within a month after the exchange period.

105

How to compile a learning diary

Phase Data Performance required

to pass the study unit

Raw data Course materials

Lesson plans

Feedback sheets from

supervised lessons

Notes from observed les-

sons

Notes and handouts from

group mentoring ses-

sions

Other

Attending lessons and

other events

Reflection and own

comments

1. Phase

WORKING LEARN-

ING DIARY (DOS-

SIER)

Course materials

Lesson plans

Feedback sheets from

supervised lessons

Notes from observed les-

sons

Notes and handouts from

group mentoring ses-

sions

Other

Presence at a consulta-

tion session (individual-

ly or in pairs)

Informed choice and

comments

2. Phase

SHOWCASE

LEARNING DIARY

= Purposive sample

from the dossier to

prove qualification for

work or to justify en-

trance to a course

Summary (2 pages)

106

Appendix 2

Student’s mobility report

Jarkko Lampiselkä,

University of Helsinki, Finland

Please write a short report on your traineeship in Finnish/English/Swedish.

Please cover these topics in this order:

1. General information:

− your name, contract number, school, start and finish dates

− name and address of co-ordinating host institution

− your working conditions

− tasks undertaken, workload

− methodologies followed

− European co-operation projects which you were involved in

− how was the Comenius 2.1 project integrated into your traineeship?

− level of your grant

2. Reception – the quality of the…

− planning of your work by the sending and host institution

− supervision of your work

− support you received from the host institution(s)

− how much you felt integrated into the life of the host institution as a

whole

3. What you have learned…

− about the culture of the host country; including in what ways you have

altered your attitudes towards the host country and culture

− about European issues

107

− about teaching methods

− about languages other than your mother tongue: (list each language)

− experience relevant to your future career

4. Did you find any improvement in your…

− language skills, as assessed by you

− teaching skills, as assessed by you

− other skills

− Languages of communication during the traineeship?

− Did you have any language preparation before or during the trainee-

ship?

5. What do you believe that students at the host establishment have

gained from you in terms of:

− your mother tongue

− the culture of your home country

6. Were there any practical problems (e.g. accommodation, travel,

health, studies)?

7. Do you have any suggestions for project improvements?

8. What was the main benefit for the host institution?

9. Were there any problems in recognition of traineeship by home insti-

tution or at regional/national level (e.g.. study credits)

10. What newly acquired skills did you value most (language skills,

teaching skills)?

108

Appendix 3

Beginning of the lesson:

Structure of the lesson

Interaction

Evaluation of the lesson:

Best practices Improvements

Name

Teacher

School

Date

Time

Title

EU TRAIN

European Training for Student Teachers in Science Jarkko Lampiselkä,

University of Helsinki, Finland

Observation form (Mobility I)

109

Guide

1. Beginning of the lesson

Contentual

Make notes whether or not the teacher states the topic and/or the aim of the

lesson.

Pedagogical

Describe what kind of atmosphere is in the classroom, for example, what is

done, what happens where and why, are the pupils silent or vocal, do the pu-

pils seem motivated to learn or not and so on.

2. Structure of the lesson

Make a schedule of the activities carried out (what happens, when and how

long)

3. Interaction

Describe the interaction between the teacher and the pupil and among pupils.

Does the teacher encourage all pupils or some of them? Which pupils speak

the most and why (you can suggest your own explanation of the dynamics)?

4. Observer’s subjective evaluation of the lesson

Best practices Improvements

What helped the pupils to learn What should be done differently?

What motivated the pupils What should be changed?

Etc. Etc.

110

Appendix 4

Observation form (Mobility II)

Pekka Parkkinen, University of Jyväskylä, Finland

Katarzyna Przegiętka, Nicolaus Copernicus University, Torun, Poland

While following lessons, make notes using the following questions:

THE STRUCTURE OF THE LESSON

What were the components of the lesson? (homework, review, new topic, etc.)

Please specify the main parts of the lesson in points.

How successful was the timing of the structure?

How were the main accents of the lesson disposed?

How was moving from one part to another done?

How did it go? How would you have done it?

PHYSICAL CONTEXT

Did the teacher use blackboard and/or document projector? Did he/she use

hand written or prepared transparencies? In what situations was the one bet-

ter than the other?

Which equipment did the students use? What kind of notes did the students

take?

How were students' homework and lesson work evaluated? Was checking

effective? What method would have been better?

What can you say about students' working on the blackboard? How were

calculators used?

What other teaching tools were used during the lesson?

111

TEACHING METHODS

How did the teacher use different teaching methods and forms of working?

(class discussion, teacher talk, individual work, group work and exercises,

student‘s experiments etc.)

Why were particular teaching methods and forms selected? In your opinion

were they well chosen?

Did the teacher change teaching methods and forms during the lesson?

Should they have been changed?

Were questions successful? How did the teacher choose a student to answer

a question?

MOTIVATION OF THE STUDENTS AND DIFFERENTATION

How were students motivated by the teacher?

Has he/she used different teaching methods for different students?

In which ways other than studying were students stimulated to work?

Was it positive or negative?

How would the teacher direct students' attention in the desired direction?

What has he done to restore lost motivation? What would you do in such a

situation?

How was students' different knowledge, pace in studying and calculations

considered?

How were different students treated during the lesson?

AIMS OF THE LESSON

Did you find any general educational aims?

Did you find any operational aims of the lesson?

What were the mathematical aims of the lesson?

Were the aims fulfilled?

What did a student actually learn?

What kind of skills s did a student get?

112

Appendix 5

Interview form

Dr. Jarkko Lampiselkä,

University of Helsinki

Interviewer:

Date

Interviewed:

Place

Areas of interest in which one should search for information while inter-

viewing the applicant. However, this is not an all-inclusive list and needs to

be refined, perhaps, for your local purposes. Areas of interest are stated in

parentheses.

Background

Estimate your ability to adapt yourself into a new culture?

(Crisis management, threats)

Elaborate how you use your free time.

(Hobbies, interests)

What issues do you value in life?

(Values, world view)

(etc.)

Competence

Have you participated in student exchange before?

(Experience)

How well do you manage to get along in a strange culture?

(Performance)

(etc.)

113

Motivation and expectations

Why are you applying for student exchange?

(Motivation)

What are your expectations of the student exchange?

(Expectations, professional growth)

Do you think that you are able to analyse lessons?

(Readiness)

Are you willing to write observation memorandums and reports?

(Willingness)

Are you committed to give your reports to the project purposes?

(Commitment)

(etc.)

Self-image

Describe your strengths and weaknesses.

(Strengths, weaknesses)

In what ways do you think you could develop yourself in the exchange?

(Opportunities, professional growth)

Do you think that you are able to give lessons in a language other than your

own, for example, in English?

(Excitement, strain)

(etc.)

114

Other questions asked

Applicants evaluation

Applicants Poor Excellent

1. Ability to adapt him/herself into new culture and to

work in it

1 2 3 4 5

2. Language skills 1 2 3 4 5

3. Readiness to acquire data and report 1 2 3 4 5

4. Readiness to learn and achieve professional growth 1 2 3 4 5

Tick the correct, and specify if needed

The applicant was selected

The applicant was not selected

Description of the reasons why the applicant was not selected

Date_____________ Place_____________ _______________________

Signature

Informal analysis of the applicant

115

EU TRAIN: towards a common curriculum

for the teaching practice of science teacher

Published in Finland, University of Helsinki.

Printed in the Bulgaria, Plovdiv University Press.

Tsar Asen Str 24, 4000 Plovdiv

www.uni-plovdiv.bg

e-mail: press@uni-plovdiv.bg

Plovdiv 2008

First Edition

ISBN 978-954-423-451-5

Unsaleable