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Mathematics teacher education in Denmark - with a special perspective on teaching practice

This article explores the Danish teacher education system, with a focus on teaching practice in mathematics. It discusses the importance of subject matter knowledge, pedagogical content knowledge, and pedagogical knowledge in teaching mathematics. The article also addresses the challenges faced in teaching practice and the need for coherence between university education and teaching practice in schools.

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Mathematics teacher education in Denmark - with a special perspective on teaching practice

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  1. Mathematics teacher education in Denmark - with a special perspective on teaching practice Kaj Østergaard Roskilde University and VIA Univesity College DMUK 12/11 2012

  2. Outline • Public School in Demark • Danish teacher education • Teaching practice in teacher education

  3. PISA 2009, mathematics

  4. PISA

  5. Subject knowledge or… “Nordic countries also succeed in educating children, young people and adults, who are innovative, independently thinking, democratic in their attitudes and very capable of cooperation in heterogeneous groups.” (www.nynordiskskole.dk) And Danish pupils like to go to school

  6. New Nordic School The Aims of New Nordic School (0-18 yrs.) • Provide challenges to all children and young people so that they achieve the highest possible level of proficiency. (www.nynordiskskole.dk)

  7. Looking east or looking north? Is there a contrast/conflict? What is the starting point?

  8. Outline • Public School in Denmark • Danish teacher education • Teaching practice in teacher education

  9. Teacher in mathematics • Teacher – in mathematics (generalist) • Mathematic teacher • Mathematician – who teach mathematics • 1, 2 or 3 is not a matter of education but a matter of professional identity (Niss)

  10. Danish Teacher Education

  11. Historical view

  12. Teacher Knowledge • Subject Matter Knowledge (SMK) • Pedagogical Content Knowledge (PCK) • Pedagogical Knowledge (PK)(Schulman, 1987)

  13. Mathematical Knowledge for Teaching (MTK) (Ball, Thames & Phelps) What mathematical knowledge is entailed by the work of teaching mathematics? Where and how is mathematical knowledge used in teaching mathematics? (Ball & Bass)

  14. Mathematics teacher competences (Niss et al.) • Curriculum competency • Teaching competency • Competency of revealing learning • Assessment competency • Cooperation competency • Professional developing competency Ability not “only” knowing

  15. Knowledge - competence

  16. Outline • Public School in Denmark • Danish teacher education • Teaching practice in teacher education

  17. Teaching practice What’s the problem? • There is a lack of coherence between the general education taking place at the university colleges and teaching practice in schools. • Student teachers doesn’t benefit enough from teaching practice • Student teachers doesn’t learn to cooperate with colleagues to develop mathematics teaching

  18. Two didactical divides in teacher education

  19. Summary • Subject Matter Knowledge or 8 competences • Inspiration from Asia or the Nordic countries? – for teaching and teacher education • Mathematical Knowledge for Teaching or 8 + 6 competences • Teacher education and particular teaching practice shall form the basis of teachers learning in and from practice - lifelong learning • In-service training courses and developing teachers’ developing competence is absolutely necessary for teachers, teaching and schools • A theory for teaching and teacher education based on competences is useful - professional developing competence and co-operation competence are crucial in teacher education in the future • Inspiration from Asia e.g. lesson studies…?

  20. Mathematics teacher education…. !

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