TEACHER REFORM Strategies for Reform

Vise Dean,Professor Leena Krokfors of Helsinki, Finland

AMERICAN UNIVERSITY IN GRADUATE SCHOOL OF EDUCATION MIDDLE EAST INSTITUTE FOR FACULTIES OF EDUCATION IN EGYPT 18.-19.12.2017 COHERENCE IN

Tatto, M. T. (1996). Examining Grossman, P., Hammerness, Cochran-Smith, M., & al. values and beliefs about K., McDonald, M., & Ronfeldt, (2015). Critiquing Teacher teaching diverse students: M. (2008). Constructing Preparation Research. An Understanding the challenges coherence: Structural overview of the field, Part II. for teacher education. predictors of perceptions of Journal of Teacher Education, and coherence in NYC teacher 66, 2, 109-121. Policy Analysis, 18, 155–180. education programmes. Journal of Teacher Education, 59, 273–287 2 STRUCTURE OF TEACHER EDUCATION

Integrated model Asymmetric Matrix model matrix model

Unit of Unit Coordinating Teacher Unit of TE Education of TE SET2ZASET2ZASET2ZA

Teacher education is a Part of teacher Teacher education is unit of it’s own; a faculty/ education in a unit decentralized to school / department Part of the program is subject departments outside the unit TEACHER EDUCATION AT THE UNIVERSITY OF HELSINKI

University of Helsinki (11 faculties, 38 000 students, 7 400 staff members) Faculty Faculty Faculty Faculty Faculty Faculty of of of of of of Education Arts Biosciences Theology Social Dept. of Teacher Educational Training Sciences Schools Secondary teacher education: pedagogical studies 60c + subject studies 240c

Primary teacher education: educational studies 300c or 240 + subject studies 60c

4 INTEGRATED MODEL

. Teacher education in it’s own unit . Strong, independent organisation . Complex multi-disciplinary organisation

. Strong competence in education and subject teching Professors of education & professors of subject teaching in the same department Problems with high competence in different subject areas FRAMEWORK FOR PLANNING

RESEARCH BASED TE PROGRAM UNIVERSITY OF HELSINKI CONTENT ACTIVITIES Research on Research on SYSTEMATICS OF EDUCATION TEACHER EDUCATION, TEARHERS AND LEARNERS philosophy, history, -Studies of TE programs Outcome vs. Input Models sociology, , -Structure and origins of teacher psychology knowing and pedagogical thinking, teaching and learning, development identity, agency and needs of learners, engagement, motivation, wellbeing… University pedagogy RESEARCH ORIENTATION AS BASIS OF TEACHER EDUCATION PROGRAM PLANNING

STRATEGIES FEEDBACK EU and Local - Students’ learning outcomes and 1. Teacher education evaluations, strategy - Staff members’ self-evaluations 2. National level curriculum of the programme, 3. University level guidelines - Municipality stakeholders’ 6 feedback 7 IMPORTANT ELEMENTS IN DEVELOPING TE UNIVERSITY OF HELSINKI

100

8 TEACHER EDUCATION MODELS

OUT-COME BASED MODEL FINNISH INPUT-MODEL

AIMS AS Learning outcomes Broad aims for teaching/ learning LEVEL OF Centralized Decentralized DECISIONMAKING National/district level planning School and classroom level planning and assessment and assessment FOCUS Product Process and Product + a learner knows what he/she + learners agency and ownership in should learn and is active in learning grows in co-planning the learning process + assessment enhance learning processes - teaching to the test - competitive school culture: - problematic to compare the ranking of students and quality of learning outcomes and schools select students to next level Culture of Collaboration at the Faculty of Education (HU)

10 EGYPT TEACHER EDUCATION REFORM Different Paths to Profession

Vise Dean,Professor Leena Krokfors University of Helsinki, Finland

AMERICAN UNIVERSITY IN CAIRO GRADUATE SCHOOL OF EDUCATION MIDDLE EAST INSTITUTE FOR HIGHER EDUCATION FACULTIES OF EDUCATION IN EGYPT 18.-19.12.2017 RESEARCH BASED TEACHER EDUCATION LEVELS OF EDUCATIONAL THINKING

TEACHING PRACTICE MODELS OF PRACTICE METATHEORY

TEACHER ONTOLOGY

TEACHING EPISTEMOLOGY

STUDYING

STUDENTs Didactical relationship SUBJECT

LEARNING METHODOLOGY MODEL OF PEDAGOGICAL THINKING

COMMITMENTS 3 METATHEORY

PEDAGOGICAL MODELS

OBJECT THEORY 2

INTERACTE 1 TEACHING PRACTICE

OPETTAJAN PEDAGOGISEN AJATTELUN TASOT

PEDAGOGICAL THINKING Leena Krokfors

14 MODELS OF TE

DEDUCTIVE

GENERAL LEVEL .Personal-practical .Evidence-based theory .Producing RESEARCHING .Pedagogical thinking and Apprenticeship reflection ResearchP r a c t i c i n g- .Skills-based .Action research

model TEACHING teaching .Recipes, .Consuming (TE at schools, routines,based tips .Knowledge- Teacher Teacher education based adaption tips recipies) BASIC LEVEL

Learninig from Case approach PHENOMENON BASED APPROACH experience (No systematic

(Formally unqualified ) educational theory) The model The of instructuction

INDUCTIVE 4.1.2018 15 PEDAGOGICAL THINKING IN TEACHER EDUCATION

TARGET AREA SCHOOL UNIVERSITY PEDAGOGICAL VIEW PEDAGOGICAL VIEW APPRENTICESHIP MODEL RESEARCH BASED MODEL PEDAGOGICAL DECISION MAKING Intuitive, rational, mixed Argumentative justification

PEDAGOGICAL CONTEXT Professional Academic

CURRICULUM School curriculum Teacher education curriculum

GOAL-ORIENTATION Geared towards the needs of Geared towards the needs of pupils students

TEACHING PROCESS Teaching –learning of pulils Learning of students

Professional knowing Academic knowing TEACHER EDUCATION CURRICULUM REFORM VISIONS AND GOALS NEW TEACHER EDUCATION CURRICULUM

IDENTITY . In the Degree Program in Educational sciences student acquire a wide range of skills in social tasks requiring academic education. . Our working culture respects social justice and innovation, teaching and learning are based on high-quality research. . The preparation combines the personal growth of the individual and the social and cultural significance and tasks of education with the promotion of lifelong learning and expertise.

LEARNING OUTCOMES OF GENERIC KNOWING AND SKILLS .After completing the degree, the student has good generic skills. The student has good skills in .Critical thinking, argumentation and problem solving .Maintenance and development of professional skills .Education develops interaction and cooperation skills, self-management, creativity and ethical thinking. During the preparation, the studentS recognize their own expertise and expert identities and responsibilities and are able to work independently in multiprofessional co-operation.

23 LEARNING OUTCOMES OF EDUCATIONAL KNOWING

Having completed the degree, students have a good educational background. .They have good knowledge and skills about the nature of the discipline, key theories, concepts and methods of research. .They understand the relationship between theory and practice and are able to apply independently and together with others scientific thinking and behavior in various expert tasks. (All these aspects are deepened in master level degree.)

The curricula combine the following areas of expertise and express common and detailed learning outcomes for all these five areas .Human Development, Learning and Interaction .Teaching and guidance .Development of working life and organizations and management skills . and education systems and cultures of education and training .Research

24 STRUCTURE OF THE CURRICULUM

300 STUDY POINTS OF CLASS TEACHER DEGREE

.Basic studies (25 ects.) .Subject-related studies (35 ects.) .Advanced studies (60 ects.)

.Teacher pedagogical studies (60 ects.) (included in the three previous ones and are obligatory to earn the teacher certificate) .Eligibility studies (60 ects.) (obligatory to earn the teacher certificate)

.Optional educational studies (60 ects.) .Optional studies supporting the discipline (60 ects.)

25 SUBJECT TEACHER STUDY PROGRAM PEDAGOGICAL STUDIES 60 sp (MAJORING SUBJECT)

26 CLASS TEACHER STUDY PROGRAM (MAJORING EDUCATION)

27 PHENOMENON BASED APPROACH

28 Life skills http://www.p21.org/our-work/p21-framework ks. myös http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf MODEL FOR FUTURE SCHOOL PEDAGOGY

INFORMAL

FUTURE SCHOOL

FORMAL

PEDAGOGICAL PROCESSES

CONTEXTS

CURRICULUM

31 LEARNING TOGETHER EXPLORE

Käyttäytymis-tieteellinen 4.1.2018 33 tiedekunta / Henkilön nimi / Esityksen nimi RESPECT LEARNING TOGETHER EXAMPLE 1. PHENOMENON GLOBALIZATION AIMS: After the course students

. social and cultural awareness has increased

. understanding of each other has increased

. curiosity for and respect of world around them has increased PROJECT 1. A DAY IN MY LIFE DIARY DIARY

NOTES FREE TIME TIME AT SCHOOL TIME FREE AT TIME FROM MORNING TO EVENING Project 2. phorography my important things

PROJECT 3. IMPORTANT PLACES, ROUTES AND AREAS PROJECT 4. - 5. INTERACTIVE CONCEPT MAPS

Photos and text implemented to the Google Map

Californian maps Finnish maps PROJECT 6. STUDENTS CHATTING THROUGHINTERNET STUDENTS WORKING WITH CONCEPT MAPS A DAY IN MY LIFE

IMPORTANT TIME SPACE CONCEPT PHTOGRAPHY PLACES ROUTES SHARING DIARIES MAPPING AND AREAS 46