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Enhancing Teacher Education in Europe: Insights from Research and Practice

Explore the importance of teacher quality in student outcomes, comparing teacher education systems in Europe, factors influencing education choices, and the impact of teacher reforms. Discover key research findings on teacher quality and its correlation with student performance.

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Enhancing Teacher Education in Europe: Insights from Research and Practice

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  1. TeacherEducation in Europe IP/Vilnius July 8 2010 Jens Rasmussen, Danish School of Education, University of Aarhus

  2. Teacher education counts • Teachers are of major importance to student outcomes • Most important single factor to explain student outcomes (Darling-Hammond & Young, 2002), (Darling-Hammond & Brasford, 2005) (OECD, 2005), (Day, Day, Qing, & Stobart, 2009) • Teacher quality correlate significant and positive with student outcomes (Hanushek, 2002) • “The quality of an educational system cannot exceed the quality of its teachers” (Barber & Mourshed, 2007) • Teacher education matter (Darling-Hammond, Hammerness, Grossmann, Rust, & Schulman, 2005), (OECD, 2005)

  3. 53 % Student performance 100th percentile 90th percentile Student with high-performing teacher* 50th percentile Student with low-performing teacher** Two students withsame performance 37th percentile 0th percentile Age (yrs) 8 11 * Among the top 20% of teachers ** Among the bottom 20% of teachers Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement McKinsey & Company

  4. Challenges to teacher education Recruitment Theory and practice Research based

  5. The study • Differences between Finland and the rest of the Nordic countries • Literature • History • Survey • Potential applicants (last year) • Teacher education students (1. year) • Focus group interviews • Potential applicants (last year) • Teacher education students (1. year)

  6. Background Few applicants Entrance level Completion

  7. Completion Denmark: 62% Norway: 47% Sweden: 77% Finland: Nearly all

  8. Applicants

  9. Reforms

  10. Pedagogics

  11. Practiceteaching

  12. Salary

  13. Teaching hours

  14. Factors of importance for choice of education • Education • Interesting and demanding • City • University • Time for other activities • Employment • Salary • Interesting work • Job security

  15. Teacher education • University • Research environment • Interesting and demanding • Academic demanding

  16. What counts? Education • University • Orientation at the profession • Pedagogic and didactics • Communicator, teacher • Teaching subjects • Research based • Valence • Environment • City with a good reputation • Academic development more than social club activities

  17. What counts? Employment • Status • High status in Finland and Iceland • Low status in Denmark and Norway • Job security • Orientation at profession • Expert in teaching • http://www.norden.org/sv/publikationer/publikationer/2010-533

  18. Theory and practice 1

  19. Theory and practice 2

  20. Theory and practice 3

  21. OISE/UT, Canada

  22. Denmark

  23. University of Hensinki, Finland (1)

  24. University of Hensinki, Finland (2)

  25. NIE, Singapore

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