Renee Waara Dean of Cultural and Social Studies Nesna University College 29 April 2010 European Commission 2007 announced proposals to improve quality of teacher training “…high-quality teaching is a prerequisite for high-quality education and training and a powerful determinant of Europe’s long-term competitiveness and capacity to create more jobs and growth.” European Commission “…raise concerns about the absence of systematic coordination between different elements of teacher education within and across Member States.” And in response to the Joint report on Progress Towards the Lisbon Objectives in the Fields of Education and Training. The EC communicate that the following areas need to be addressed: European Commission Improve the competences and qualifications of teachers and trainers Go further in developing teachers’ pedagogic professional development, reflective practice and research Promote the status and recognition of the teaching profession Support the professionalization of teaching Popular TV program: Class 10B National campaign “Do you have it in you?” The Organisation for Economic Co- operation and Development (OECD, 2006) Among EU countries their report confirms striking differences between teacher- Recruitment Education Salary Employment and working conditions Evaluation and career structures The Organisation for Economic Co- operation and Development (OECD, 2006) Their research indicates “that raising teacher quality is perhaps the policy direction most likely to lead to substantial gains in school performance.” Quality indicators for European primary teacher education Certification Induction Continuing professional development Quality assurance (internationally recognized criteria) Certification Fact or myth? ‘Good teachers are born not made’ Studies show that in relation to reading and mathematics certified teachers consistently produce stronger student achievement gains than uncertified teachers. Induction- the novice teacher Novice teachers face a number of challenges: Communication with parents Classroom management Student discipline Self-confidence Professional identity a need to qualified mentors Induction- the novice teacher In Norway we have: Supervising for novice teachers The ‘hotline’ concept Mentoring and training programs for supervisors (15 ECTS) as required with the teacher education reform Continuing professional development In-service training is not compulsory in Norway, but one of our most common form of studies in Nesna is in-service training. National program for continuing education and financial support (state/township/teacher): Subjects are distributed on a national basis. Quality Assurance The Norwegian Agency for Quality Assurance in Education (NOKUT) is a direct result of the Lisbon process. Institutions of higher education are accredited through NOKUT. The new teacher education entails detailed reports and documentation of learning outcomes. Norway’s effort to conform Degree system bachelor/master Credit system ECTS Quality Assurance system We are rewarded in our reporting to the ministry if we have courses in English, exchange students and faculty, both in and out. Diplomas, international format. Qualification system bachelor-master-phd Grading system (A,B,C,D,E,F) Norway’s Primary Teacher Education Reform Norway’s previous system of primary teacher education, educated trainees for grades 1-10 in many subjects. In the new primary teacher education, trainees must choose a level: Grades 1-7 OR Grades 5-10 Competence requirements are also sharpened. In order to be qualified to teach grades 8-10 in the subjects Norwegian, Mathematics, and English, a teacher must have 60 ECTS. Norway’s Primary Teacher Education Reform Academic and professional progression during the initial teacher training must be insured. Fewer subjects in initial teacher training The college/university classroom and practice element are viewed as equal partners. In order to meet the demands of the integrated primary teacher education, as well as the demands for reports and documentation, we have devised a matrix system. Primary Teacher Education grades 1-7: Integration planning matrix Academic Year 1 Year 2 Years 3 and 4 Progression Introduction to Pupil diversity: School as an teaching profession challenges and organization: consequences cooperation and development Main areas Pe Norwe Ma Engl Ped Nor Mat Engli Ped - Electi Elective d gian th ish weg h sh BA- ve 1 2 ian thesis Years Year 4 3-4 Learning Teacher’s role, Pupils in grades 1-7, - The Professional outcomes in all professional aspects, pupil diversity, and arena subjects and teacher’s pupils’ meeting with - Cooperation with preparation for school and subjects parents and Professional subjects for grades community Platform 1-7 - Research and development - Themes from years 1 and 2 Primary Teacher Education grades 1-7: Integration planning matrix Professionalization PED: PED: PED: Learning theories (pupil perspective) Norwegian: Norwegian: Elective Professional understanding (teacher perspective) Math: Math: 1: Specialization in subjects English: English: Elective Didactic emphasis 2: Integration of theory and practice (PED: PED: PED: Developing teacher identity: Norwegian: Norwegian: Elective Theoretical background for choosing methods in the Math: Math: 1: practice arena. Practice related teaching English: English: Elective Varied learning forms in subjects (creative learning 2: processes) Reason for pedagogical and subject choice, organizing and teaching methods Primary Teacher Education grades 1-7: Integration planning matrix Research-based teaching Introducing scientific work methods PED: PED: PED: Including students in research projects Norwegian: Norwegian Elective Math: : 1: English: Math: Elective English: 2: Basic Skills – Teacher perspective PED: PED: PED: Written and spoken expression Norwegian: Norwegian Elective Reading skills Math: : 1: Math skills English: Math: Elective ICT skills English: 2: Comparing 1-7 vs. 5-10 Grades 1-7 Grades 5-10 Norwegian and Math are No compulsory subjects, compulsory (30 credits) but two subjects should be 60 credits Focus on teaching Focus on competence in beginners subject Practice component 100 Practice component 100 days over 4 year study days over 4 year study Primary Teacher Education 1-7, Nesna University College Subject Year 1. Year 2 Year 3 Year 4 15stp 15stp 30stp Pedagogics w/ BA-thesis Norwegian 1 15stp 15stp Math 1 15stp 15stp English 1 15stp 15stp Norwegian 2 /Math 2/English 2 30stp *Pedagogics Arts and Crafts 1/Music 1/ Physical 30+ Education 1/Science 1 30stp School-related subjects (30stp) can be taken (ex: ICT and learning/Drama/Special Ped) 4 year teacher education or 5?! Transition to master degree: Students can apply for Master of Education 1-7 at the University of Tromsø after Year 3. 90 credits in pedagogics is required and will be offered through Nesna University College. Primary teacher education 5-10, Nesna University College Subject Year 1 Year 2 Year 3 Year 4 Pedagogics 15stp 15stp 30stp w/ BA- thesis Norwegian / Math 45stp 15stp Music /Science/ Social Studies 30stp 30stp Music/Science/Social Studies 60stp 60stp or or 30+ Music/Science/Social Studies/ 30stp Arts and Crafts/Physical Education 30+30stp School-related subjects (30stp) can be taken. (ex: ICT and learning/Drama/Special Ped) 4 year teacher education or 5?! Transition to Master degree: Students can apply to take a Master degree after Year 3, either at Nesna or another institution. The requirements are 60 stp in the subject for the relevant master. Nesna University College offers a Master degree in Science Didactics and a Master in Music. The Norwegian road ahead… “Teacher education is situated at the interface of academic and professional practice.” = challenges! Primary teacher education reform and centralization politics = challenges! Universities in charge of teacher education = challenges! Developing a master degree in education = challenges!
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