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Teacher Education in Norway in light of the Lisbon ... - Itslearning


									                      Renee Waara
Dean of Cultural and Social Studies
         Nesna University College
                      29 April 2010
European Commission 2007
 announced proposals to improve quality of teacher

“…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
 Promote the status and recognition of the teaching
 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
Quality indicators for European
primary teacher education
 Certification
 Induction
 Continuing professional development
 Quality assurance

(internationally recognized criteria)
 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
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
 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

 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
 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

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
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
                                                              - Themes from years 1
                                                              and 2
  Primary Teacher Education grades 1-7: Integration planning matrix

                                                        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:
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
Norwegian 1                           15stp     15stp
Math 1                                15stp     15stp
English 1                             15stp     15stp

Norwegian 2 /Math 2/English 2                             30stp

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
Norwegian / Math                                45stp 15stp
Music /Science/ Social Studies                         30stp 30stp
Music/Science/Social Studies 60stp                                   60stp
or                                                                     or
Music/Science/Social Studies/
Arts and Crafts/Physical Education
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
 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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