Presentation on theme: "Teacher Education in Tallinn University Priit Reiska Vice Rector for Academic Affairs Tallinn University, Estonia Berlin, 05 December 2013."— Presentation transcript:
Teacher Education in Tallinn University Priit Reiska Vice Rector for Academic Affairs Tallinn University, Estonia firstname.lastname@example.org Berlin, 05 December 2013
Statistical data for Estonia (I) General school teachers 91% - higher education (MA) 92% - pedagogical education (BA or MA) Vocational school teachers 61% - pedagogical education (BA or MA) Kindergarten teachers 87% - pedagogical education (BA or MA))
Statistical data for Estonia (II) Average age of teachers: 44-47 years (depends on regions); 220-250 graduants of general teacher education programmes of university per year, additionally 150 kindergarten teachers and 70 vocational school teachers.
The Estonian Teacher Education Strategy for 2009-2013 Teachers are active community members, working in teams and helping to promote their profession; Teachers and student-teachers will evaluate and plan their professional development on the basis of the professional competence model for teachers; To support universitys educational R&D activities and post-graduate studies in school and in educational system.
Outline Requirements for Teacher Training Teacher training is provided at university level (Tallinn University, University of Tartu); Induction year for beginning teachers; Every teachers have to pass 160 hours in- service training during five years.
Teacher Training Program in Tallinn University The elements of teacher initial training 8 ECTS general studies (cultural, communicative and social competence); 30 ECTS subject studies; 60 ECTS general studies in educational science, psychological and didactic studies and practical training (at least 21 ECTS); 16 ECTS Master thesis 6 ECTS Electives
7 Teachers competences Step III Continuing education: Self- reflection and analysis lecturers tutors mentor colleagues head teacher society Step II Induction year: Socialization and cooperation Initial education: Linking theory and practice Step I Main steps of professional development
8 Amount and Level of Initial Education Primary school teachers (grades 1-6) 5 years integrated MA program (concurrent model) Subject teacher (1-2 subjects in grades 5-12) 3+2 (BA+MA) program (consecutive model) Kindergarten and vocational schools teachers: 3 years (BA) program (concurrent model)
9 Organizational challenges of teacher education at the Tallinn University Coordination of Teacher Education Institute of Educational Sciences (educational and pedagogical studies) Centre of Pedagogical Practice Institutes of subjects (subject studies eg. Mathematics, English etc; didactics) Centre of continuing professional develoment (courses for in-service teachers) Induction Year Programme
10 Supporting the professional development of a novice teachers; Supporting sozialisation into school as an organization; To increase the cooperation between teachers and form professional learning communities; To have a brigde between initial education and continuing professional development. Induction Year
Different parties in induction year Head of school – is responsible for the induction year at school Mentor – supervisor of a novice teacher, advisor Novice teacher – graduate of teacher training programme, who works as a first-year full-time teacher University lecturers – - organise support seminars 4 times a year to support novice teachers professional development and self-analysis; - provide mentor training. Ministry of education, administrative part
Teachers In-Service Education (CPD) Professional continuing education for teachers takes place at school (workplace) or municipal establishment; In-service training is part of school development; Teachers participate in professional continuing education of at least 160 hours (6 ECTS) within every five years (policy regulation); Vocational school teachers complete professional continuing education of at least two months every three years.
How to support BA students to continue in MA level with teacher education? How to make teachers profession more popular for BA students? How to involve teacher education already in BA level? How to increase popularity of teachers profession? How to extend the scope of incoming TE students? How to get male students to teacher education? Challenges in Teacher Education
Content changes of 60 ECTS +6 ECTS Subject Didactic Practice (66 ECTS) Increasing special need proportion; Increasing educational technology proportion; Implementing supervision on students research Meeting challenges in TE (content)
Meeting challenges in TE (structural) Teacher Education in BA level (24 ECTS) Subject popularizing TE Study- and Career Possibilities in Education (4 ECTS) Introducing School Practice (3 ECTS) Popularizing Teacher profession in schools and in BA level Creating new interdisciplinary STS BA and MA curricula 15
Teacher education in BA level (24 ECTS) Teacher in School and Society Development and learning Designing Learning Environment 4 ECTS Introductive School Practice3 ECTS Subject Didactics3/6 ECTS Electives from TE MA program3/6 ECTS
Introductive School Practice (3 ECTS) BA level in second year 3 ECTS 2 hours per week, one semester Practice will be suported by mentor teacher and university lecturer