Hannele Niemi Professor of Education University of Helsinki
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Transcript of Hannele Niemi Professor of Education University of Helsinki
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Promoting research on quality in teacher education with a career long perspective and learning outcomes
Hannele Niemi Professor of EducationUniversity of Helsinki
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What is quality in learning and teaching?
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What is quality?
No absolute, agreed definition No agreed way to measure quality It is culturally bound It is a value - Depending on
Concept of knowledge and knowledge creation
Concept on learning
Concept of teaching
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Quality of learning outcomes – What matters?
Teachers Curriculum – concept of knowledge Assessment methods School conditions School leadership Students’ motivational strategies and learning skills Home
What really matters in different contexts and conditions –
we do not know!
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What do we know about teachers?
Promoting quality of teachers –European
recommendations 2007 – based on many research and
working groups Teachers’ knowledge of learning and different learners is
decisive Teachers’ capacity to reflect on their own work is
important Teachers’ moral sensitivity and intentions to scaffold
learners are important
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The key competences
work with information, technology and knowledge;
work with their fellow human beings – pupils, trainees, adult
learners, colleagues and other partners in education; and
work with and in society - at local, regional, national, European and
broader global levels
Society
Human beings
Knowledge
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What do we know about assessments?
Assessments has a strong power Controlling contents and processes
They determine curriculum and aims of learning Surfice or deep
Active or passive
Collaborative or individual
???
Formative assessment can enhance improvements Quality Assurance in HE – affects on TE
Do QA methods really matter in TE?
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How do different levels interact?
National AQ methods Accreditation
Auditing
Internal and external assessments
Resource allocations and infrastructure
Institutional QA methods In the whole HE institution (evaluations, entrance criteria etc)
In TE faculties and departments (feed back systems etc.)
Resource allocations and infrastructure
QA methods of teachers Responsibility of quality of teaching and learning
environments -> learning outcomes
QA of students -> learning outcomes8
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University of Helsinki 2009
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Promoting quality of learning
What should we assess?
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What are good learning outcomes?
Reproduction of contents
Understanding and mastering important concpets and
skills
Learning metaknowledge of learning: learning to learn
skills, direct and regulate one’s own learning
Facing the future – having understanding of life and own
chances
Creating one’s own identity and value basis
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Expanding the concept of learning
Learning is…
An active individual process, where learners construct
their own knowledge base.
A process based on sharing and participation with
different partners in a community.
A holistic constructing process which is interconnected
with learners’ social and cultural premises.
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Different metaforas – Anna Sfard
The acquisition metaphor
The participation metaphor
Dangers of choosing just one Educational Researcher, Vol.
27, No. 2, 4-13 (1998)
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Learning as a regulated process – SRL
The concepts metacognition and self-regulated learning
have changed a landscape of learning.
Self-regulated learners have an arsenal of cognitive and metacognitive strategies
adaptive learning goals
persistency to reach goals (Schunk & Zimmerman 1994)
proficiency at monitoring and modifying strategies in
response to shifting task demands
Maladapted forms of self-regulative learning some learners adopt destructive forms of self-regulative
learning
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Emotions and motivation as components of SRL
The emotional component of learning broadens our views of the
problem of why some people learn and others do not.
Motivational strategies – how students create a learning intention; coping processes to alter stressors;
they have the ability to reduce negative emotions;
they have prospective and retrospective attributions; they use
avoidance strategies meaningfully; and
they have the ability to use social resources.
(Monica Boekaerts)
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Re-conceptualization of knowledge
From static transmitted contents to knowledge that is ever
renewable and often construed jointly with other learners.
A dynamic concept that is depending on learners’
epistemological propositions and social-cultural contexts.
The contents and processes are intermediating.
Epistemological beliefs Complexity – simplicity and certain – uncertain
The relationship between epistemological beliefs and conceptual
change of learning.
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Learning enviroment - Learning spaces
No longer does any one institution or group have a
monopoly on knowledge. educational institutions such as schools and universities
Workplaces
in everyday life, accessible through various media- and
technology-based environments.
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How to add quality by research in TE?
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FI SE SLOCA/USA
TE policy and practice: national QA procedures and contexts in TE and to find how they promote
quality culture in teacher education
Singapore
Scot-land
Quality of Teacher Education
Quality of teacher education as a career long training and development
2011-2012
2010-2011
2012-2013
International conclusions and recommendations
2013-2014
Relationships between high quality teacher education and students’ learning outcomes in
schools
Inter-national
co-operation
?
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How to promote active learning (Niemi 2002)
Why do we need research on quality of TE?
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How to make change?
There is a mutual reinforcing process between and in
cultures of teacher education and schools. These maintain
the status quo in educational settings, but they can also act
as supporting forces in a positive case.
We are an integral part of our contextual cultures and
traditions, and we reproduce them through our own acts.
Culture is a social structure, and it can be changed by social
interventions.
This is a great challenge to quality assurance methods and
practices. We must seek new values and practices creating
quality culture in TE. It is also reforming of learning and
supporting the learning of different individuals and groups.
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FI SE SLO CA/US
Comparisons of TE policy and practice: contexts and
resources,Entrance criteria
Pre-service trainingInduction
In-service trainingInternational survey of teachers’ competences
Singapore
Scot-land
?
1515 15 15 15 15 15
National case studies of teachers ’ competences: working with different learners, quality of learning outcomes, support of active and collaborative learning, cultural intelligence, digital literacy
Quality of Teacher Education
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Students in schools
Teacher educators
Key players at the TE
•Concept of professional development and expertise • Reflection
•Active learning and learning orientation•Collaborative learning•ICT and social media in education and learning•Cultural intelligence and moral sensitiveness
Student teachers
Teachers and
principals in schools
Heads of TE
departmentsQA and quality
culture inTE,
effect-iveness
of methods
and practices
Slovenia Scotland Finland US/CASinga-pore
Sweden
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What is missing?
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We need deeper analysis of relationships between contextual factors, teachers’ competences and student learning?
Starting a European project?- A pilot phase in Finland - Parallel projects in Sweden, Scotland, Slovenia - Other countries?
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www.qualette.com/25191-19971-1002@lue&raportti
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Study of Finnish Teacher Education (2010)
What has teacher education provided to you? How do you study? (Self-Regulated Learning) ICT in Teacher Education Cultural intelligence Active learning – Collaborative learning Questions about research component teacher
education Qualitative descriptions of experiences on TE
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https://www.qualette.com/25352-20101-1002@pilot1&bz7nud
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We ask you to assess how well your teacher training/teacher education you have so far participated has provided readiness to you for teaching profession.
very weakly weakly fairly well very well
1. Using teaching methods
2. Management of classroom interaction
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Competences for teaching profession assessed by student teachers
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Active Learning in TE
Planning TE courses
Engagement
Inquiring knowlege from different data sources
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ICT in TE
Using Web-based material
Mobile tools and social media
Supervision in Net
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Research studies in TE+Critical thinking+Independent thinking+Inquiring+Scientific literacy+Questioning
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Here you see different images of experiences in teacher education. Which of them does describe best your own experiences?
59.09%
3%8%
10% 20.17%
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promote a culture of reflective practice
•teachers to be autonomous learners
•teachers to engage in research,
develop new knowledge and innovate
•teachers to take part in school
development
•teachers to collaborate with
colleagues, parents etc
Member States to substantially
increase teachers’ learning mobility so
that it becomes the norm, not the
exception
1 2 3 4 5 6
1
2
3
4
5
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We kindly ask you to assess how well the following objectives have been achieved in your national context: ( very weakly1 ………..7 very well) – Web interview to key persons in TE
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•teachers to have specialist
knowledge of subjects
Plus the necessary pedagogical
skills e.g.:
•teach heterogeneous classes (07)
use ICT (07)
•teach transversal competences
(07)
•create safe attractive schools (07)
1 2 3 4 5
1
2
3
4
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how well the following objectives have been achieved in your national context: ( very weakly1 ………..7 very well) – Web interview to key persons in TE
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FI SE SLO CA/US
Comparisons of TE policy and practice: contexts and
resources,Entrance criteria
Pre-service trainingInduction
In-service trainingInternational survey of teachers’ competences
Singapore
Scot-land
?
1515 15 15 15 15 15
National case studies of teachers ’ competences: working with different learners, quality of learning outcomes, support of active and collaborative learning, cultural intelligence, digital literacy
Quality of Teacher Education
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Students in schools
Teacher educators
Key players at the TE
•Concept of professional development and expertise • Reflection
•Active learning and learning orientation•Collaborative learning•ICT and social media in education and learning•Cultural intelligence and moral sensitiveness
Student teachers
Teachers and
principals in schools
Heads of TE
departmentsQA and quality
culture inTE,
effect-iveness
of methods
and practices
Slovenia Scotland Finland US/CASinga-pore
Sweden ?
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Thank you!
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