scholarly journals Partnerskap inom lärarutbildning i Norge och Finland: historiska förutsättningar för og praktiklärares förståelse av professionell handledning

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Anna-Lena Østern ◽  
Renata Svedlin ◽  
Gunnar Engvik
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Education Practice ◽  
Professional Supervision ◽  
Innovation Research ◽  
Supervision Practice ◽  
Empirical Material

Syftet med denna artikel är att undersöka hur strävanden att professionalisera handledning i lärarutbildning i Norge och Finland genomförts och har resulterat i två olika partnerskapsmodeller. Fokus är i denna artikel på handledning av undervisnings-praktik. Artikeln handlar dels om den historiska framväxten av undervisningspraktik och -handledning av lärarstuderande inom lärarutbildning, dels om två exempel på pågående utvecklingsarbete inom området handledning i lärarstuderandes under-visningspraktik. I en jämförande uppställning lyfter författarna fram avgörande brytningspunkter i utvecklingen av praktik med åtföljande handledning inom lärar-utbildningen i Norge, respektive Finland. Med stöd av ett empiriskt material som synliggör hur idag verksamma handledare resonerar om kännetecken för professionell handledning, för författarna en diskussion om rådande utvecklingslinjer i Norge, med en kontrasterande jämförelse med utvecklingen i Finland. Analyserna är genomförda, dels som historisk analys (baserad på litteratur om ämnet), dels som tematisk narrativ analys av ett empiriskt material om handledning producerat som uppgift under en fortbildning i Norge respektive inom ramen för en samling med övningsskollärare i Finland.Övningsskolan i Finland har genomgått transformation, från att tidvis ha varit hårt kritiserad som konservativ och obenägen till förnyelse, samt för ojämförligt goda resurser, till att i dagsläget ha en styrkt plats som centrum för pedagogisk innovation, forskning och handledning. Den norska universitetsskolan är ung, men har likheter med dagens finska övningsskola rörande pedagogisk innovation, forskning och handledning. I dagens läge kan vi notera att professionaliseringssträvande knutna till handledning av lärarstuderande är dels uppifrån styrda, dels utvecklade inifrån professionen. Nyckelord: professionalisering, handledning, övningsskola, universitetsskola, lärarutbildning Partnership within teacher education in Norway and Finland: historical prerequisites for and practice teachers’ understanding of professional supervision AbstractThe aim of this article is to explore how attempts to professionalise supervision in teacher education in Norway and Finland have been carried out and have resulted in two different partnership models. The focus of this article is on the supervision of future teachers’ teaching practice. The article partly comprises the historical emergence of teaching practice and its supervision. It contains two examples of ongoing developmental work within the field of supervision of future teachers’ teaching practice. In juxtaposition, the authors highlight decisive turning points in the development of practice and supervision in teacher education in Norway and Finland, respectively. Based on empirical material which makes visible how supervisors currently reason around the characteristics of professional supervision, the authors discuss the predominant developmental lines in Norway, with a contrasting comparison with those in Finland. The analyses are carried out partly as historical analyses (based on literature about the subject), and partly as thematic narrative analyses of empirical material about supervision which was produced as a task during a continuous education course in Norway, and respectively in Finland within the frames of a seminar for teachers at a teacher education practice school.The practice school in Finland has undergone a transformation, from a time of being strongly criticised as conservative and not willing to renew itself, as well as of having incomparably rich resources, to the current situation, where it now has a strengthened position as a centre for pedagogical innovation, research and supervision. The Norwegian university school is young but has similarities with the Finnish practice school of today concerning pedagogical innovation, research and supervision. For the time being, we may note that the attempts to professionalise supervision are partly decided from outside, and partly developed from inside the profession. Keywords: professionalisation, supervision, practice school, university school, teacher education

scholarly journals The Project of Modernization of Teacher Education: Effects on the Development of Regional Educational System

2018 ◽  
Vol 23 (1) ◽  
pp. 46-51 ◽  
Author(s):  
N.V. Fedina ◽  
I.V. Burmykina ◽  
A.A. Komkov ◽  
D.V. Kretov
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Teaching Practice ◽  
Future Teachers ◽  
State Pedagogical ◽  
Training Programmes ◽  
Education Effects ◽  
University Training

The article analyses the experience of the Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University in the arrangement of practice-oriented environment within the framework of the modernization of teacher education. It focuses on the role of the established regional pedagogical cluster in the organization of teaching practice that enables future teachers to be involved in kindergartens or schools during the whole period of their university training. The article explores the innovations concerning the following issues: teaching practice locations (introduction of university-based chairs located in schools), thesis approval (discussing topics with prospective employers), and procedure of updating available training programmes in Education and Pedagogical Sciences.

scholarly journals The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study

2014 ◽  
Vol 33 (3) ◽  
pp. 403-421 ◽  
Author(s):  
Tim Fletcher ◽  
Ashley Casey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
Education Practice ◽  
Physical Education Teacher Education ◽  
School Teaching ◽  
Self Study ◽  
The University ◽  
University Setting

There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.

scholarly journals Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland

2015 ◽  
Vol 4 (4) ◽  
pp. 149 ◽  
Author(s):  
Jutarat Vibulphol ◽  
Jyrki Loima ◽  
Sornnate Areesophonpichet ◽  
Chanita Rukspollmuang
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teacher Educators ◽  
Teaching Practice ◽  
School Teacher ◽  
Document Analysis ◽  
Secondary School Teacher ◽  
New Approach ◽  
Case Comparison ◽  
Teachers Professional Development

<p>This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21<sup>st</sup> century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.</p><p>The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.</p><p>The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.</p>

scholarly journals Challenges of implementation of cooperative learning in initial teacher education

2021 ◽  
Vol 70 (1) ◽  
pp. 371-397
Author(s):  
Alena Letina ◽  
Mario Vasilj
Keyword(s):  
Teacher Education ◽  
Cooperative Learning ◽  
Formal Education ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Successful Implementation ◽  
Future Teachers

This paper discusses the concept of cooperative learning and the role of education of future teachers in the development of their competencies for their implementation in teaching. The aim of this paper is to research the content of relevant literature and to determine whether previous research has sufficiently included an analysis of the competence of teachers and students of teacher education and the role of educational programs in training them to successfully apply ccooperative learning. It was found that, due to the lack of appropriate competencies of teachers for the implementation of this teaching strategy, its application is often neglected. Therefore the development of adequate knowledge, skills and positive beliefs of future teachers about cooperative learning can be considered priorities of their formal education. It was found that so far only a few studies have been conducted on the actual competencies of future teachers for the successful implementation of this teaching strategy, and there is a lack of research on whether teacher education programs adequately support their development. Therefore, this paper concludes on the need to undertake research that will provide a more concrete insight into the current situation and encourage quality and more frequent application of cooperative learning in teaching practice.

A Study on Site Suitability of the Secondary School Teacher Education Curriculum Focusing on Science and Math Subject

2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Education Curriculum ◽  
Site Suitability ◽  
Teacher Education Curriculum

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

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