Best practice at Vestfold University College Inge Vinje and Tone Sunde SIU-project BU and VUC 2006...
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Best practice at Vestfold Best practice at Vestfold University CollegeUniversity College
Inge Inge VinjeVinje and Tone Sunde and Tone Sunde
SIU-project BU and VUCSIU-project BU and VUC 20062006
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Nature of Education:Nature of Education:
Education in Norway is mainly public. Education in Norway is mainly public. Based on the principle: Based on the principle:
ONE SCHOOL FOR ALL ONE SCHOOL FOR ALL
Regardless of :Regardless of : Social backgroundsSocial backgrounds Gender, religion or ethnic backgroundsGender, religion or ethnic backgrounds Mental or physical abilitiesMental or physical abilities
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Compulsory education is made of Compulsory education is made of 10 years:10 years:
• 7 years primary and lower 7 years primary and lower secondary school (age 6-13 years)secondary school (age 6-13 years)
• 3 years upper secondary school 3 years upper secondary school
(age 4-16 years)(age 4-16 years)
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Three overall principals in the new Three overall principals in the new act of 2006act of 2006
EqualityEquality
InclusionInclusion
AdaptedAdapted
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Quality Quality
Result Result
Process Process
Structure Structure
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
CompetenceCompetence
Basic competences Basic competences
Subject competences Subject competences
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
The Ministry lays down the The Ministry lays down the curriculum regulations for teacher curriculum regulations for teacher education; the last one in 2003education; the last one in 2003
On the basis of these regulations, On the basis of these regulations, institutions develop curricula for institutions develop curricula for compulsory and elective course compulsory and elective course modulesmodules
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Teacher Education in NorwayTeacher Education in NorwayTypes of Teacher EducationTypes of Teacher Education General Teacher EducationGeneral Teacher Education
(4 years)(4 years) Subject Teacher EducationSubject Teacher Education (3-4 years) (3-4 years) Vocational Teacher EducationVocational Teacher Education (3 (3
years)years) Integrated Masters DegreeIntegrated Masters Degree
(5 years)(5 years)
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
General Teacher EducationGeneral Teacher Education
Aims at developing:Aims at developing:
• Subject CompetenceSubject Competence• Didactic CompetenceDidactic Competence• Social CompetenceSocial Competence• Adaptive and Developmental Adaptive and Developmental
CompetenceCompetence• Professional Ethics CompetenceProfessional Ethics Competence
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Practical training program should Practical training program should constitute of 20-22 weeks of constitute of 20-22 weeks of Practical training. Practical training.
1. year 8 weeks (4+4 weeks)1. year 8 weeks (4+4 weeks) 2. year 8 weeks (4+4 weeks)2. year 8 weeks (4+4 weeks) 3. year 4 weeks (4 weeks)3. year 4 weeks (4 weeks)
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Best Best practicepractice Main objectiveMain objective
The main objective of the project Best practice is The main objective of the project Best practice is to establish a closer relationship between partner to establish a closer relationship between partner schools, practice teachers and Vestfold College. schools, practice teachers and Vestfold College. We hope the training of future teachers will have We hope the training of future teachers will have a profile of cooperation, exchange of skills and a profile of cooperation, exchange of skills and knowledge and increasing understanding knowledge and increasing understanding between the two diverse institutions. Furthermore between the two diverse institutions. Furthermore teachers at our college and at the partner schools teachers at our college and at the partner schools will acknowledge each others different roles in will acknowledge each others different roles in educating teachers. educating teachers.
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
A shared understanding and A shared understanding and cooperation is necessary to educate cooperation is necessary to educate the good teacher. the good teacher.
The project The project Best practiceBest practice should be should be an important step to ensure the right an important step to ensure the right knowledge and skills needed to knowledge and skills needed to educate teachers for a school of educate teachers for a school of tomorrows in our information society tomorrows in our information society or in our global villageor in our global village
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Consequence for the educationConsequence for the education
Develop the practicum part of the teacher Develop the practicum part of the teacher educationeducation
Two focus areas were chosenTwo focus areas were chosen
• Organization of the co-operation between all Organization of the co-operation between all participants participants
• The content of the practicumThe content of the practicum
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Organization of the co-operation Organization of the co-operation between all parts between all parts
Create an arena for the development of a Create an arena for the development of a unified understanding where knowledge unified understanding where knowledge and competence are “created”. and competence are “created”.
The teams at VUC are responsible for The teams at VUC are responsible for implementing the basic ideas into practice implementing the basic ideas into practice
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Roles and responsibilities as stated in Roles and responsibilities as stated in agreementagreement
Local government (partner school owner)Local government (partner school owner) relevant number of classes and schools for relevant number of classes and schools for
students' practice (regulated by law) students' practice (regulated by law) responsible for the learning environment responsible for the learning environment
at the partner school, ie. ICT, Classfronter, at the partner school, ie. ICT, Classfronter, room for students. room for students.
possibilities for research possibilities for research monthly compensation for teachers' salary monthly compensation for teachers' salary compensation for teachers' pension compensation for teachers' pension send one collective bill for salary send one collective bill for salary
compensation every semestercompensation every semester
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Vestfold College Vestfold College
responsibility for the professional and responsibility for the professional and organisational parts of organisational parts of practicepractice in in teacher's training teacher's training
ensure that the teachers of the college ensure that the teachers of the college are active in the planning, coaching are active in the planning, coaching and evaluation of practice and evaluation of practice
present plans for practice and present plans for practice and schedules for meetings every semester schedules for meetings every semester
update the website for Practice at update the website for Practice at Vestfold College Vestfold College
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
find out which subjects and number find out which subjects and number of students needing of students needing practicepractice and and order relevant practice as early as order relevant practice as early as possible every Spring possible every Spring
check all bills and requirements for check all bills and requirements for compensation from the partner compensation from the partner schools or local governments (school schools or local governments (school owners) owners)
ensure new practice teachers of the ensure new practice teachers of the partner schools basic education and partner schools basic education and coaching in important areas, such as coaching in important areas, such as coaching and ICT coaching and ICT
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
HeadmasterHeadmaster main contact person for Vestfold main contact person for Vestfold
College College must attend at least two meetings at must attend at least two meetings at
the college per semester the college per semester main responsibility for the main responsibility for the
implementation practice for the implementation practice for the student at the partner school - make student at the partner school - make a practice outline for group of a practice outline for group of students students
responsible for giving the student the responsible for giving the student the relevant subject with pupils at a relevant subject with pupils at a relevant age relevant age
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
responsible for the partner responsible for the partner school teacher - employment school teacher - employment and social wellbeing and social wellbeing
responsible for giving the local responsible for giving the local government (school owner) government (school owner) correct background information correct background information for compensation demands for compensation demands from VUCfrom VUC
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
responsible for the quality of responsible for the quality of the practice the student the practice the student experiences experiences
responsible for the student responsible for the student having the whole school (not having the whole school (not only a single class/group) as only a single class/group) as learning environment learning environment
responsible for giving the responsible for giving the students the opportunity of students the opportunity of participating in the schools participating in the schools social life social life
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
The content of the The content of the practicumpracticum
Counselling Counselling ManagementManagement
Adapted teaching Adapted teaching
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
New model for practice (school plasement)
YearProfessional topic
School stage
Number of weeks
1. yearCounselling1 week
5.-7. stage10-13 years
7 weeks
Set subjects pedagogy, Norwegian, maths, KRL, practice
2. year Management1 week
1.-4. stage6-9 years
7 weeks
3. year Adapted teaching 1 week
8.-10 stage14-16 years
3 weeks Elective subjects
60 sp pr yearone or two
4. yearSchool related subject
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Trinn ProfesjonsfagligTema
dag 1man. 2. økt
dag 2tor. 2.
økt
dag 3fre. 1.
økt
dag 4man. 2.
økt
dag 5man. 2.
økt
1 VeiledningCounselling
12. sep. 15. sep. 16. sep. 7. nov. 3. apr.
2 LedelseManagement
31. okt. 3. nov. 4. nov. 28. nov. 27. feb.
3Tilpasset opplæringTPO grupper Adapted teaching her
19. sep. 22. sep. 23. sep. 24. okt. 20. mar.
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
EvaluationEvaluation
Success Success
ChallengesChallenges
Adjustments Adjustments
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
Successful i Best practice 2005-06Successful i Best practice 2005-06 The professional topics have been The professional topics have been
relevant and interesting. No relevant and interesting. No suggestions to change topics or to suggestions to change topics or to drop any of the topics. The order of drop any of the topics. The order of the topics has not been commented the topics has not been commented upon in our evaluation. upon in our evaluation.
The days of the professional topics The days of the professional topics have had good representation of all have had good representation of all groups - students, teachers from groups - students, teachers from Vest fold college and teachers from Vest fold college and teachers from partner schools. partner schools.
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
The motivation for the professional The motivation for the professional topics has been good. topics has been good.
In cases where teachers from the In cases where teachers from the partner schools were actively partner schools were actively involved, especially in the involved, especially in the management topic, the students management topic, the students have experienced an interesting have experienced an interesting learning environment. learning environment.
The headmasters of our partner The headmasters of our partner schools have largely been very schools have largely been very supportive. supportive.
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
ChallengesChallenges
Many of our partner school teachers Many of our partner school teachers were new. Too much to adjust to in a were new. Too much to adjust to in a short time. Difficult to invite them in short time. Difficult to invite them in as lecturers. as lecturers.
Teachers at Vestfold College have Teachers at Vestfold College have felt a demand of lectures and felt a demand of lectures and information on adapted teaching. information on adapted teaching.
Lack of clarity in roles in the project. Lack of clarity in roles in the project.
Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006
AdjustmentsAdjustments
Integrate professional topics where Integrate professional topics where Vestfold College has outstanding Vestfold College has outstanding skills. skills.
Stronger integration of partner Stronger integration of partner school teachers and headmasters. school teachers and headmasters.
Stronger integration in the college's Stronger integration in the college's school subjects. school subjects.
Integrate Best practice in the Integrate Best practice in the ordinary practice. ordinary practice.