Teacher Education in Norway in light of the Lisbon agenda

1. Teacher Education in Norway in light of the Lisbon agenda Renee Waara Dean of Cultural and Social Studies Nesna University College 29 April 2010

2. 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.”

3. 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:

4. 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

5. Popular TV program: Class 10B

6. National campaign “Do you have it in you?”

7. 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

8. 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.”

9. Quality indicators for European primary teacher education • Certification • Induction • Continuing professional development • Quality assurance (internationally recognized criteria)

10. 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.

11. 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

12. Induction- the novice teacher In Norway we have: • Supervisingfor novice teachers • The ‘hotline’ concept • Mentoring and training programs for supervisors (15 ECTS) as required with the teacher education reform

13. 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.

14. 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.

15. 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)

16. 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.

17. 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.

18. Primary Teacher Education grades 1-7: Integration planning matrix

19. Primary Teacher Education grades 1-7: Integration planning matrix

20. Primary Teacher Education grades 1-7: Integration planning matrix

21. Comparing 1-7 vs. 5-10 Grades 1-7 • Norwegian and Math are compulsory (30 credits) • Focus on teaching beginners • Practice component 100 days over 4 year study Grades 5-10 • No compulsory subjects, but two subjects should be 60 credits • Focus on competence in subject • Practice component 100 days over 4 year study

22. Creative Learning Processes

23. Primary Teacher Education 1-7, Nesna University College

24. 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.

25. Primary teacher education 5-10, Nesna University College

26. 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.

27. 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!

28. Thank you for your attention!