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Professional Schools for Europe
Exporting Solutions or Damaged Goods?
Seminar Presentation, School of Education, Stanford University, April 18, 2007
Hans N. Weiler
School of Education 4/18/07 2
Context
• Growing critique of structural arrangements in German Higher Education
3
Faculty of Philosophy
- History
- Philologies
- Philosophy
- Education
- etc.
Faculty of Natural Sciences
- Physics
- Chemistry
- Biology
- Mathematics
- etc.
Faculty of Social Sciences
- Political Science
- Sociology
- Economics
- etc.
Etc.
Traditional Faculty Structure at German Universities
School of Education 4/18/07 4
Context
• Growing critique of structural arrangements in German Higher Education
• The Bologna process: Creating undergraduate and graduate domains
5
Doctorate
Pre-Bologna Post-Bologna
Bachelor
Master
PhD
Diploma
Magister
State exams5 – 7 years
3 (- 4) years
1 (- 2) years
2 (- ?) years
Degree Structures at German/European Universities
Age
19 (18)
22 (21)
AbiturAbitur Abitur
Duration Duration
? years
School of Education 4/18/07 6
Context
• Growing critique of structural arrangements in German Higher Education
• The Bologna process: Creating undergraduate and graduate domains
• The deficits of educational research at German universities
• The deficits of teacher education at German universities
7
Subject matter program of
studies (e.g., math, physics)
with teacher training
orientation and elements of both general and subject
matter pedagogy
5 – 7 years
Traditional Structure of Teacher Training in Germany
Age
19 (18)AbiturAbitur
State Exam I
State Exam II “Phase II” Training with
school practice2 yearsEmployment as
teacher
School of Education 4/18/07 8
Proposals for Change
• Creation of “Bachelor Colleges” as a structure to support the identity of undergraduate education
• Formalize graduate (especially doctoral) training in “Graduate Schools”: More formal training, more structured quality control, more support
• Distinguish between “graduate colleges” and “professional schools”
9
UNIVERSITY
Bachelor College MA/PhD Colleges
UniversityResearch Cluster
Agency for Knowledge Transfer
and Lifelong Learning
Graduate Colleges(disciplines)
Professional Schools(Interdisciplinary)
Proposed New Structures
10
The Logic of the Professional School
• Closer correspondence to, and interaction with, major societal institutions and their knowledge needs
• Interdisciplinary research and teaching
• More oriented to “applied” knowledge in training and research
• Independent within the overall university
• Connected with the traditional structures of the academy through joint appointments
School of Education 4/18/07 11
Possible Domains for Professional Schools
• Public Health• Public and Private Management• Law• Environmental Studies• Human Settlement and Transportation• Educational Research and Teacher
Training• Etc.
Bachelor College
DepartmentsProfessional School
Education
Professional School Environment Studies
Professional School Public Health
Graduate College Social Sciences
Graduate College Natural Sciences
Graduate College Life Sciences
Psych
Soc
Physics
Hum Bio
PolSci
New Structures and Old Departments
School of Education 4/18/07 13
Budding Results
• “Excellence Initiative”: Proposals for Graduate and Professional Schools
• Restructuring Hamburg higher education• Hertie School of Governance: Professional
School of Public Policy• “Schools of Education”: TU Munich,
Paderborn, Bielefeld, Bochum
The TUM Educational Structure 2010
TUM Departments
The TUM Graduate School
TUM International
Graduate School of Medicine
Munich GraduateSchool of
Management
TUM-LMU
…
FrameworkPolicy
Services
InternationalGraduate School of
Science and Engineering
Munich GraduateSchool of
MathematicalSciencesTUM-LMU
RTG
The TUM Undergraduate School
TUM Professional
School of Education
Research Topics
School of Education 4/18/07 15
Traditions of German Teacher Education
• Heavy on subject matter training
• Light on professional educational training
• Ambivalent relationship between departments of education and teacher training
• “Practical” component of teacher training outside of university (“2nd Phase”)
School of Education 4/18/07 16
Objectives of Proposed Schools of Education (1)
• Provide a congenial structural home in the university for both educational research and teacher training
• Move teacher education out of its stepchild position vis-à-vis subject departments
• Strengthen empirical research on education with a broad range of discipline competence
• Provide a respectable research environment for subject matter pedagogy
School of Education 4/18/07 17
Objectives of Proposed Schools of Education (2)
• Provide public education (K-12 and HEd) with a recognizable and competent partner institution in the university
• Make use of the new Bologna 3-tier structure for teacher education
• Provide more of a connection with the practice component (“2nd Phase) of teacher education
18
Subject matter program of
studies (e.g., math, physics)
with teacher training
orientation and elements of both general and subject
matter pedagogy
5 – 7 years
Traditional Structure of Teacher Training in Germany
Age
19 (18)AbiturAbitur
State Exam I
State Exam II “Phase II” Training with
school practice2 yearsEmployment as
teacher
19
Bachelor: Subject matter
major (e.g., Math)
Master of Education
3 years
2 years
Alternative model of teacher training in Germany
Abitur
Duration
Practice Phase (partly
integrated with MEd)
3 years totalState-approved
University exam
University exam
State certificationTeacher
Employment
20
“School of Education” Components• Inquiry-oriented cognate disciplines
– Sociology, Linguistics, Psychology, Statistics, Neurosciences, Anthropology, Economy, etc.
• Curricular subject-matter disciplines– Physics, English, History, Biology, etc.
• Instructional specializations– Instructional Technology, Assessment,
Curriculum, Teacher Training, etc.
• Organizational specializations– Law and Education, Personnel Management,
School Leadership, Educational Finance, etc.
School of Education 4/18/07 21
Questions (1)
• How much cross-fertilization, mutual inspiration, and indispensable support is there between educational research and teacher education in a good School of Education?
• How critical a device are joint appointments for a professional school?– With other inquiry-oriented disciplines?– With curricular subject-matter disciplines?
School of Education 4/18/07 22
Questions (2)
• How important is the principle of dual legitimation by two different sets of peers?
• What disciplines are really indispensable for educational inquiry?
• Where should professional schools recruit their own faculty – from the PhDs of other professional schools or of discipline departments? What is the best mix?
School of Education 4/18/07 23
Questions (3)
• For teacher training, does the BA/MA division of labor à la USA work well – especially in terms of subject matter competence?
• How (if at all) do Schools of Education relate to/influence/monitor the subject matter training and competence of their teacher trainees?
School of Education 4/18/07 24
Questions (4)
• What is/should be the division of labor between Schools of Education and subject matter departments on subject matter pedagogy? Where is research on subject matter pedagogy housed?