Anthropological Research. the Structure of Inquiry - Pertti J. Pelto and Gretel H. Pelto
Pertti Kansanen Professor Emeritus of Education University of Helsinki
description
Transcript of Pertti Kansanen Professor Emeritus of Education University of Helsinki
Pertti KansanenProfessor Emeritus of Education
University of HelsinkiDepartment of Teacher
Education
Finnish Comprehensive School
• Nine years for all• Class teachers for the 6 first years• Subject teachers from 7 to 9
• The National Board of Education gives the frames of the curriculum
• Teachers write the curriculum for their own school
THE STRUCTURE OF THE FINNISH EDUCATIONAL SYSTEM
• Pre-School Education• Basic Education• Upper Secondary
Education General Upper
Secondary Vocational Education
• Higher Education University Education Polytechnic Education
Special features of the Finnish education system
• No streaming• No selection• No magnet schools• No national curriculum• Few national exams
• Teachers have pedagogical freedom• Teachers write the curriculum of their schools
All teachers are Masters
• To universities 1974; Kindergarten t. 1995• All teachers in the comprehensive schools
are Masters• Universities autonomous in their teaching• The unity of research and teaching• Master´s thesis (Research Master)• Research-based teacher education• Aiming at a reflective teacher
Departments of teacher education research departments
• All departments at universities are research departments (evaluated in the same way)
• All have responsibility to do research– Professors, university lecturers, doctoral
students• Subject didactics (Fachdidaktik) inside
departments of teacher education• Professor chairs also in subject didactics
To doctoral studies
• Teachers autonomous practitioner researchers
• Direct access to doctoral studies– Class teachers in education– Subject teachers in their subject or in education
after additional studies• Kirdergarten teachers Bachelors, may
continue to Master and further to PhD
Finnish Teacher Education
Class Teacher Model• To teacher education• Education as a major• Studies at the
Department of Teacher Education
• How to get competence to a subject teacher?
Subject Teacher Model• To subject studies• A subject as a major• Studies at the Subject
Department• Teacher´s pedagogical
studies at the Dept of Ed• How to get competence
to a class teacher?
Entrance examination and suitability
• Roots in Jyväskylä Teachers College 1863• Book examination & interview• Starting as class teacher students < 15% • The same with subject teachers• Entrance examination makes the research
on the validity of the selection possible (performance, oral presentation)
CALLING
COMPETENCIESQUALITIES
MOTIVATION
Basic level of teacher education
• Studies in education• Subject matter studies• Student teaching and practice
Aiming atCompetencies in everyday teaching
Conceptual level of teacher education
• Main organising principle:Research-based approach
• Continuous courses of research methods
• Overall competence of research methods
• Teachers as practitioner researchers
Aiming atTeachers’ pedagogical thinking
The Aims of the Conceptual Level of Teacher Education
• Reflection• Making pedagogical decisions• Thinking skills • Problem solving• Methodological competence• Purposiveness
Metacognition & Pedagogical Thinking
RESEARCH-BASED TEACHER EDUCATION
TEACHER’S PEDAGOGICAL
THINKING
STUDY PROGRAMME
THEORY – PRACTICE relation
CLASSTEACHER
EDUCATION
Theoretical Structure of Class Teacher EducationHelsinki
CULTURAL BASIS 15 ECTS
PSYCHOLOGICAL BASIS 15 ECTS
PEDAGOGICAL BASIS 20 ECTSPr
actic
um st
udie
s20
ECT
S
Methodological studies
70 ECTS
EDUCATION AS A MINOR SUBJECTPedagogy of school subjects 60 ECTS
EDUCATION AS A MAIN SUBJECT 140 ECTS
Communication and orientation studies 25 ECTS
ORGANIZING THEMES
OPTIONAL MINOR SUBJECTSOPTIONAL STUDIES 75 ECTS
MAIN ORGANISING THEME
TEACHER’S PEDAGOGICAL THINKING
Making Educational Decisions
• Choosing between alternatives• Unconscious – Conscious• Planning – Interaction – Evaluation• Reflection-in-action• Reflection-on-action• Personal belief system >
A person’s philosophy of education
Fitzgibbons, R.E. (1981). Making educational decisions. An introduction to philosophy of education. New York: Harcourt Brace Jovanovich.
Reasons for justifyingINTUITIVE
• Experiences• Colleagues• Traditions• Feelings
RATIONAL• Principles• Textbooks• Research results• Experiments
Teachers´ Pedagogical Thinking
2. Thinking level
1. Thinking level
Action level
METATHEORY
OBJECT THEORIES
PRE- INTER- POST
MAIN ORGANISING THEME
RESEARCH-BASED TEACHER EDUCATION
Two faces of research-based teacher education
Evidence-based teaching
• Based on research results• Literature research reviews• Meta analyses
• Hattie, J.A.C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Practitioner research
• Based on one's own research
• Metacognitive approaches:reflection, purposiveness
• Pedagogical thinking
• Kansanen, P., Tirri, K., Meri, M., Krokfors, L., Husu, J., & Jyrhämä, R. (2000). Teachers´ pedagogical thinking. Theoretical landscapes, practical challenges. New York: Peter Lang.
Research-based approach in teacher education
• Every study unit connected with research– The conceptualisation of practice
• Continuous courses of research methods• Quantitative – qualitative methods
• Overall competence of research methods• All are known generally, some are known specifically
• Master’s thesis • Teachers as practitioner researchers
• Consumers of research: ability to understand and use research
• Producers of research: ability to conduct research• Direct access to doctoral studies
Idea of a research based approachFor the individual development:• To develop a critical awareness• To train the ability to analyse: to deconstruct and to
reconstruct• To train teachers to become good consumers of research• To promote teachers’ intellectual and personal
development• To reflect is good in itself: quality of life
For the collective development:• To expose perceptions and ideas for collective examination• To think systematically together• To develop a common conceptual language• To open the potentiality of collective reflection• To reflect collectively promotes quality and professionalism• To develop the awareness of science as an ”open ended
inquiry”• To realise that science is crowded by temporary truths, not
eternal ones
DEDUCTIVE
INDUCTIVE
INTU
ITIV
E
RA TION
A L
Research-based
Problem-basedCase approach
School-based
ExperientialPersonal
Pedagogical thinking
The way to organise the activities
DEDUCTIVE
INDUCTIVE
INTU
ITIV
E
RAT IO
NA
L
Problem based,case approach
School based
Experiential,personal
Pedagogical thinking The m
odel of structuring action
Research-basedTE
ACHI
NG
CONCEPTUAL LEVELmetacognitionreflectionpedagogical thinking
thinkingskills-based teachingrecipesroutines, tips
adaptationconsumingknowledge- based
producingexpertise
Teac
her
e
duca
tion
P r a c t i c i n g
BASIC LEVEL
RESEARCHING
CONCEPTUAL LEVEL
BASIC LEVEL
TEA
CH
ING
RES EA
RC
HI N
GPRACTITIONERconsumer adaptation of knowledge- based practice
PERSONAL-PRACTICAL THEORY (rational)pedagogical thinkingreflectionmetacognition
PERSONAL-PRACTICAL THEORY (intuitive)everyday thinkingskill-based teachingrecipes, tips, routines
PRACTITIONER RESEARCHER producerexpert
P r a c t i c i n g
Teac
her
e
duca
tion
MAIN ORGANISING THEME
THEORY – PRACTICE relation
Principles of Student Teaching
• Starting as early as possible• Interaction between practice and theory• Every study period has aims of its own• From small units to larger combinations
Partnership with schools• University practice schools• Field schools
University practice schools
• University practice schools belong to universities
• Supervisors experienced and educated mentors
• Safe and peaceful context for practising• Practice integrated to the totality; to the
theory and research• Practice also in the field schools (one third)
Key features of teaching practice• Theoretical aspects are integrated with
practice during the studies at all stages.
• The aims of the teaching practice are to mature as pedagogically thinking teachers to grow into the profession, to become aware of their practical theories and
views on educational matters.• In teaching practice there are four
participants whose interaction with each other plays an important role.
a student teacher, peer student teachers, mentor teacher at the school were teaching
practice takes place, supervisor from the university.
29Jyrhämä
A SUPERVISORS’S TARGET AREAS REGARDING PEDAGOGICAL THINKING IN TEACHING PRACTICE
TARGET AREA SCHOOL PEDAGOGICAL VIEW
UNIVERSITY PEDAGOGICAL VIEW
Pedagogical decision-making
Intuitive, rational, mixed Argumentative,focusing on forming on synthesis
Pedagogical context Professional Academic
Curriculum School curriculum Teacher education curriculum
Goal-orientated Geared towards the needs of pupils
Geared towards the needs of students
Teaching process Teaching Supervision
Professional knowing Academic knowingJyrhämä
Comparison at the basic level
• Recruitment• Length• Basic curriculum (theory, fachdidaktik, practice)• Contents of the practicum• Analyses of the curriculum content
– Similar courses, different courses, number of credits, etc.
• Competence of teacher educators• University – College - Vocational high school ---------------------Conclusion: Quite similar programmes
Comparison at the conceptual level
• Structure (integrated, asymmetric matrix, matrix)• University practice schools (Finland)• Teacher educators (professors, doctors,
doctorands)• Unity of research and teaching (Humboldt ideal)• Autonomy of teacher education vs. policy• Level of qualification (BA > MA)• To doctoral studies• Continuous evaluation of teacher education
– evaluation of research (publications, congresses, etc.)– evaluation of teaching (quality of teaching)– self-study of teacher education
POPULAR OCCUPATIONS 2004 2007 2010
Surgeon 01/380 01/381 01/380Fireman 05/380 02/381 04/380Nurse 09/380 06/381 10/380Special needs teacher 23/380 21/381 22/380Speech teacher 27/380 28/381 37/380Psychologist 31/380 33/381 26/380Professor 33/380 41/381 39/380Kindergarten teacher34/380 22/381 31/380Class teacher 46/380 40/381 42/380Subject teacher 72/380 66/381 62/380Salesman door-to-door 380/380 381/381 380/380