Pertti KansanenProfessor of Education

University of HelsinkiDepartment of Applied Sciences

of Education

A Checklist for Good Teaching (Ron Smith, ConcordiaUniversity, Teaching and Learning, Vol. 7, No. 1, Sept. 1980)

1. Good teaching tests pre-requisite skills.2. Good teaching provides feedback to the teacher.

a. Non-credit tests, quizzesb. Discussions with studentsc. Questionnairesd. Non-verbal messages

1) Drops in attendance2) Students sleeping3) Students reading newspaper

3. Good teaching adapts to individual differences.4. Good teaching provides (specific) feedback to the students.5. Good teaching is flexible.6. Good teaching promotes active student learning.7. Good teaching motivates students.8. Good teaching is clear and well-organized.

Characteristics of Effective Teachers Most Often Mentioned(Edward Sheffield, Teaching in the Universities -- No One Way, 1974)

1. Lectures well prepared, orderly.2. Subject related to life, practical.3. Students' questions and opinions encouraged.4. Enthusiastic about his/her subject.5. Approachable, friendly, available.6. Concerned for students' progress, etc.7. Has a sense of humor, amusing.8. Warm, kind, sympathetic.9. Master of his/her subject, competent.10. Teaching aids used effectively.

Basic level of teacher education

• Studies in education• Subject matter studies• Student teaching and practice

Aiming atCompetencies in everyday teaching

General level of teacher education

• Main organising principle:Research-based approach

• Continuous courses of research methods• Overall competence of research methods• Teachers as practitioner researchers

Aiming atTeachers’ pedagogical thinking

The Aims of the General Level of Teacher Education

• Reflection• Decision-making• Thinking skills• Problem solving• Methodological competence• Purposiveness

Metacognition & Pedagogical Thinking

COMPETENCIES

CURRICULUM

INTERACTIONTEACHER STUDENTS

EDUCATIONALAIMS AND GOALS

TEACHING PROCESS PRODUCTS ofEDUCATION

EVALU

AT I

ON

SELECTION

PRACTICE

SUBJECTMATTERTHEORY

TEACHER PERSONALITY

TEACHER EDUCATION PROCESS

POPULAR VOCATIONS• Teacher 26 %• Psychologist 18 %• Artist,musician 18 %• Architect 15 %• Physician 10 %• Nurse 09 %• Priest 02 %

(Lähde: Suomen Gallup/Helsingin Sanomat, 2004)

POPULAR OCCUPATIONS• Surgeon 01/380• Fireman 05/380• Nurse 09/380• Psychologist 31/380• Professor 33/380• Class teacher 46/380• Subject teacher 72/380• Salesman door-to-door 380/380

• (Lähde: Suomen Kuvalehti, 2004)

RESPONSIBILITIES - CONSEQUENCES

RULES RESULTSNORMS (ACTION) BENEFITSPRINCIPLES PROD.VALUE

------------------------------------------------AIMS AND GOALS LEARNING

CURRICULUMdeontology teleology

Purposiveness• Curricular context• Aims and goals of the curriculum• Knowledge of the aims and goals• Acceptance of the aims and goals• Acting according to the aims and

goals• Internalising the curriculum

Making Educational Decisions

• Choosing between alternatives• Unconscious – Conscious• Personal belief system >

A person’s philosophy of education

Reasons for JustifyingINTUITIVE

• Experiences• Colleagues• Traditions• Feelings

RATIONAL• Principles• Textbooks• Research results• Experiments

Teachers´ Pedagogical Thinking

2. Thinking level

1. Thinking level

METATHEORY

OBJECT THEORIES

Action level

PRE- INTER- POST

BASIC CATEGORIES of PROGRAMS

RESEARCH-BASED

SCHOOL-BASEDDeductive

Inductive EXPERIENTIALPERSONAL

CASE APPROACHPROBLEM-BASED

Intuitive Rational

DEDUCTIVE

INDUCTIVE

INTU

ITIV

E RATI O

NAL

Research-based

Problem-basedCase approach

School-based

ExperientialPersonal

Pedagogical thinking

The

way

to o

rgan

ise

the

activ

ities

STUDY EXAMPLE (Hulkkonen 1996) I

• Decisions of aims and goals of teaching• Student teachers – Final practice period• First phase: 24 pedagogical diaries• Second phase: Interviews (5 males + 5

females)

STUDY EXAMPLE (Hulkkonen 1996) II

• Thought units in diaries– preinteractive phase 350– interactive phase 1– postinteractive phase 66

STUDY EXAMPLE (Hulkkonen 1996) III

• Thought units in interviews- action level 115- object theory level 33 (5/10)

- metatheory level 7 (2/10)

• Arguments- taxonomies (Bloom et al. 1956; Krathwohl et al. 1964)

- curriculum- own models, supervision, textbook

STUDY EXAMPLE (Tielinen 1998)

• Problematic situations in teaching• Interviews: 7 qualified and 7 unqualified t.

• Action and decisions Values• action level: 5/7 – 5/7 2/7 – 6/7• object th.l.: 2/7 – 2/7 4/7 – 1/7• metath.l.: - - 1/7 -

STUDY EXAMPLE (Lehtomäki 1999)

• Planning diaries for ten days• 15 teachers: 12 female – 3 male

• Action level 4/15 (1 – 4 years)• Object theory l. 7/15 (7 – 25 years)• Metatheory l. 4/15 (16 – 30 years)

STUDY EXAMPLE (Toom 2000)

• Same teachers as in Lehtomäki’s study• Essay writing on personal educational

goals and educational consciousness• Action level 8/15• Object theory l. 5/15• Metatheory l. 2/15• In the same category in both studies

4/3/2

CALLINGMOTIVATION

QUALITIES COMPETENCIES