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Challenges for Subject Teacher Education

Challenges for Subject Teacher Education. Jari Lavonen Professor of Physics and Chemistry Education Department of Applied Sciences of Education, University of Helsinki jari.lavonen@helsinki.fi. A subject teacher. teaches at grades 7 to 12 (ages 13 to 19)

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Challenges for Subject Teacher Education

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  1. Challenges for Subject Teacher Education Jari LavonenProfessor of Physics and Chemistry EducationDepartment of Applied Sciences of Education, University of Helsinkijari.lavonen@helsinki.fi

  2. A subject teacher • teaches at grades 7 to 12 (ages 13 to 19) • is qualified for teaching positions in all kinds of schools in his or her major subject • teaches typically two or three subjects (e.g. math and physics)

  3. Subjet teacher’s Master’s degree • 3 + 2 years (180 + 120 credits) • Major subject (e.g. physics) 120 credits1. minor subject (e.g. chemistry) 60 credits2. minor subject (pedagogical studies) 60 creditsLanguage and communication studies • Competent to continue postgraduate studies

  4. Faculty of Theology Faculty of Science Faculty ofSocial Sciences Faculty ofBehaviouralSciences Faculty of Arts Faculty of Biosciences University of Art and Design Theatre Academy Sibelius Academy Subject teacher education at the University of Helsinki University of Helsinki Teacher TrainingSchools Dept. of Applied Sciences ofEducation Curriculum planning for pedagogical studies40 experts from various organisations Subject teacher education section, pedagogical studies

  5. Challenges for Subject Teacher Education

  6. Challenges outside theDepartment of Applied Sciences of Education • Research-based teacher education(University’s strategy) • Four types of students: individual study plans • Wide pedagogical competence through teacher education: from primary schools to polytechnics(Ministry of Education) • Integration of ICT to teacher education(including teaching practice) (National strategy) • Possibility to e-learning

  7. Challenges inside theDepartment of Applied Sciences of Education • Student feedback or course evaluation: • The structure of pedagogical studies must be easily perceived and process-oriented • There must be balance and interaction between theoretical and practical studies • Enough time for thinking over pedagogical and practical issues • Developing pedagogical studies together with the staff • at the Department of Applied Sciences of Education • in teacher training schools • at Subject departments

  8. Strategy of the DepartmentTo educate teachers with certain characteristics The teachers should • be aware of the different dimensionsof the teaching profession (social, philosophical, psychological, sociological, and historical basis of education) • be able to reflect broadly on their own work • have potential for lifelong professional development(to learn more subject knowledge, pedagogical knowledge and pedagogical content knowledge) • be able to think pedagogically in planning – teaching – evaluating

  9. Furthermore, the teachers should • have the basic knowledge of 1) the subject matter, 2) the nature of the information and 3) the information collection in the subjects they teach. • be capable of multidisciplinary thinking, argumentation, and integrative teaching, which are all in line with the general values related to education and teaching • be capable of creative and flexible thinking, and ready to face and carry out changes in the work community • have good co-operation and communication skills (mother tongue, foreign languages) and know how to use ICT in education. • be competent for postgraduate studies

  10. Pedagogical studies

  11. Four-module process model Education – Subject didactics – Practice Autumn (Bachelor’s level 25 sp.) Spring (Master’s level 35 sp.) Module 3 (18 sp.)E III: Social, historical, and philosophical basis of education; 5 sp. S III:Seminar on curriculum work and evaluation of learning and teaching; 7 sp. P II: Supervised applied practice in Teacher Training School; 6 sp. Module 4 (17 sp.)E IV + A IV: “Teacher as a researcher” seminar; 10 sp. P III: Supervised Master’s level practice in Teacher Training School; 7 sp. Module 1 (15 sp.)E II: Psychology of development and learning; 4 sp. E I: Special needs education;4 sp. E +S I: Theoretical, psychological, and didactical basis related to teaching and learning a subject; 7 sp. Module 2 (10 sp.)S II:Seminar on teaching methods and planning; 3 sp. P I: Supervised teaching practice in Teacher Training School; 7 sp. Module 4 Planning of the ”teacher’s thesis”5 sp.

  12. Competences of a subject teacher • An expert subject teacher has to have competence in: • Subject knowledge and skills: an expert teacher has a well organised knowledge structure in a subject, an understanding of the nature of knowledge and how new knowledge is acquired and adopted in the subject, ... • Pedagogical knowledge and skills: an expert teacher can plan, implement and evaluate learning activities (teaching methods) and learning; motivate students and use ICT in education • An expert teacher is able to develop his/her own teaching together with other colleagues (teacher as a researcher; collaborative, reflective and contextual professional development skills)

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