Challenges for Subject Teacher Education

Jari LavonenProfessor of Physics and Chemistry EducationDepartment of Applied Sciences of Education, University of Helsinkijari.lavonen@helsinki.fi

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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)

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Subjet teacher’s Master’s degree

3 + 2 years (180 + 120 credits)

Major subject (e.g. physics) 120 credits

1. minor subject (e.g. chemistry) 60 credits

2. minor subject (pedagogical studies) 60 credits

Language and communication studies

Competent to continue postgraduate studies

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Subject teacher education at the University of Helsinki

University of Helsinki

Faculty ofBehaviouralSciences

Faculty of Arts

Faculty of Science

Faculty of Biosciences

Faculty of Theology

Faculty ofSocial Sciences

Dept. of Applied Sciences ofEducation

Teacher TrainingSchools

Subject teacher education section, pedagogical studies

University of Art and Design

Sibelius Academy Theatre

Academy

Curriculum planning for pedagogical studies

40 experts from various organisations

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Challenges for Subject Teacher Education

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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

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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

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Strategy of the DepartmentTo educate teachers with certain characteristics

The teachers should

be aware of the different dimensions of 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

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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

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Pedagogical studies

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Four-module process model Education – Subject didactics – Practice

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.

Autumn (Bachelor’s level 25 sp.) Spring (Master’s level 35 sp.)

Module 4 Planning of the ”teacher’s thesis” 5 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.

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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)