The project Qualifying for professional careers Oslo 13-15 December 2010

The projectQualifying for professional careers

Oslo 13-15 December 2010

Should we look atProfessional, pre-service education in the context

of LLL?

Jón Torfi Jó[email protected] http://www.hi.is/~jtj/

School of Education, University of Iceland

mailto:[email protected]

http://www.hi.is/~jtj/

Some personal concerns

• The channels for research on education to the field of education are very narrow

• The discussion on educational issues is confined to special groups and disseminates much too slowly

• The framework adapted for the professional discourse seems to be set by somewhat obsolete system constraints and highly fragmented special interest groups

Jón Torfi Jónasson - The project: Qualifying for professional careers. Oslo dec 13-15

20102

A personal statement – a point of departure

The point of departure that the paper is intended to develop is that professional education would be best served by approaching it wholeheartedly from a perspective of lifelong professional development.


20103

The argument put by a graph

• It is suggested here that the educational discourse is basically couched within the all or none credential framework of basic education, rather than according to line laid by the rhetorical emphasis on LLL.

• In fact the systemic constraints on professional education are grossly underestimated.


20104

The two faces of LLL – a very bad case of fragmentation


20105

Time line, beginning of school to the end of working life (and on )

The rhetoric of lifelong learning

Initial, pre-service and in-service education and professional development

The system as it operates

The educational system The loose arrangement of continuous education and CPD

The time problem, the setting


20106

Age distribution of lower seconday teachers Talis 2009

0

5

10

15

20

25

30

35

40

45

% % % % % %

Teachersaged under25 years

Teachersaged 25-29

years

Teachersaged 30-39

years

Teachersaged 40-49

Teachersaged 50-59

years

Teachersaged 60years or

%

Australia

Austria

Denmark

Estonia

Hungary

Iceland

Ireland

Norway

Poland

Talis average

The time problem, the setting


20107

The inverse cumulative % of the age distribution of teachers in the Talis 2009 study

0

20

40

60

80

100

120

% % % % % %

<25 25+ 30+ 40+ 50+ 60+

Age inverse cumulative

%

Australia

Austria

Denmark

Estonia

Hungary

Iceland

Ireland

Norway

Poland

Talis average

The time problem


2010

2-5 years of initial edcuation

Time from leaving compulsory education

Disc

iplin

esor

com

pete

ncie

s

5 year 10 years 20 years 20 years 40 years

8

Three possible foci of the discussion of professional education


20109

The content focus

The system focus

The Life long learning (LLL) focus

Three possible foci of the discussion of professional education


201010

•The discussion centres around the ingredients or content and arrangement of an educational pre-service programme. This the normal discourse.

The basic content focus

•The discussion is moulded by various systemic issues. This is the hidden frame of the normal discourse.

The system focus

•The discussion would by framed by the notion of lifelong development of a professional and her institution. This is the discourse advocated here.

The Life long learning (LLL)

focus

The system focus

• The schools• The HE system

– The credential– Evaluating mastery of professional competence– The question of financing– The graduates as a labour force– Who are the educators of a professional?


201011

The content focus

• Content and method, such as field training

• Teachers:– The teacher as a professional, on her own or in a team– A spectrum of competencies – A spectrum of reasons for participation in the field


201012

The content focus


201013

School based

education

Educational studies

Schools as institutions

Professionalism

The discipline

The discipline as a school

subject

The discipline didactics

General didactics

New skills

General knowledge

The LLL focus


201014

Three different rationales for the argument for the LLL focus


201015

The content focus

The system focus

The Life long learning (LLL) focus The change rationale

The pedagogic rationale

The professionalization rationale

Three different rationales for the argument for the LLL focus


201016

•Throughout the life of a professional enormous changes take place, that relate to the cultural context, roles, ambition level, scope of expertise, content, methods, division of labour and technology

The change rationale

•There are strong motivational, developmental and pedagogical reasons why an intermittent interaction with professional coaching or the academia are most sensible

The pedagogic rationale

•The development of expertise and professionalization requires, authentic context, time, reflection, teamwork, coaching, deliberate practice and the development of the institution no less than the individual

The professionalization

rationale

An uneasy alliance: Fitting together three incongruous discourses or dimensions


201017

A system of professional operation (e.g. schools)

The

syst

em o

f HE,

edu

catin

g the

pro

fess

iona

l

The change focus

• A host of areas change, quite robustly, that relate to – Aims– Culture– Content– Knowledge about all aspects of the work– Methods– Working traditions– Partnerships– Reforms (e.g. the recent McKinsey report on change,

How the world's most improved school systems keep getting better , November 2010)


201018

http://www.mckinsey.com/clientservice/social_sector/our_practices/education/knowledge_highlights/how%20school%20systems%20get%20better.aspx

http://www.mckinsey.com/clientservice/social_sector/our_practices/education/knowledge_highlights/how%20school%20systems%20get%20better.aspx

The pedagogic focus

• Motivation• Receptivity to ideas• Maturity within a field• Incubation


201019

The professionalization focus

• Development of expertise• Learning in and with a situation,

– Ideas deriving from situated learning approaches, activity theory, various partnership programmes

• Institutional development, i.e. the individual within an institution, teamwork

• Identity, socialization, formation


201020

Given this perspective and argumentation, what should professional education then look like?

• The implication of each rationale• The constraints of tradition and HE system• The constraints of the field(s)

• Two answers, ??• a) the naive unrealistic answer• b) the more realistic answer


201021

Giving the answers one should consider that

• Professional education should be presented as a continuum, with the foundations preparing for initial teaching practice, with important theoretical perspectives coming later

• The potential role of the universities must be changed, if– they are willing and can alleviate the system constraints– and if the can and are allowed assume their role in CPD

• A formal and elaborate partnership with the schools must be established

• The content and field experience must be re-examined, and especially the rationale of the latter


201022

Education and Training 2010: Three studies to support School Policy Development. Lot 2: Teacher Education Curricula in the EU. FINAL REPORT: Ellen Piesanen, Jouni VälijärviFinnish Institute for Educational Research

• … and that more attention should be paid to teachers’ in-service education than nowadays. Even now teachers’ in-service education has not been developed properly in many Member States and even in those countries where it is obligatory for teachers, the amount is insufficient and skills and competences which should be included in in-service TE have not been examined comprehensively (p. 10).

• Briefly, in this document, the common principles for teacher competence and qualifications were (p. 50):

• A graduate profession: …• A profession placed within the context of lifelong learning: teachers’ professional

development should continue throughout their careers and should be supported and encouraged by coherent systems at national, regional and/or local level, as appropriate. They should recognise the importance of acquiring new knowledge, and have the ability to innovate and use evidence to inform their work.

• A mobile profession: … • A profession based on partnerships: …


201023

http://ktl.jyu.fi/img/portal/17545/TEC_FINAL_REPORT_12th_Apr2010_WEB.pdf?cs=1271922032

http://ktl.jyu.fi/ktl/english

Education and Training 2010: Three studies to support School Policy Development. Lot 2: Teacher Education Curricula in the EU. FINAL REPORT: Ellen Piesanen, Jouni Välijärvi

• Teachers’ work in all these [see above] areas should be embedded in a professional continuum of lifelong learning and their qualifications and achievements should be understood within the European Qualifications Framework. The development of professional competences should be viewed over the continuum of professional life. Not all teachers leaving their initial teacher education should be expected to possess all of the necessary competences; some of them will be included in induction and in in-service TE (p. 50).


201024



Thank you

Kærar þakkir


201025

The project Qualifying for professional careers Oslo 13-15 December 2010

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