Professional Documents
Culture Documents
EDUCA 2010,
13-15 October 2010, Bangkok, Thailand
Jari Lavonen
Professor of Physics and Chemistry Education,
Head of the department
Department of Teacher Education,
University of Helsinki, Finland
Two questions:
What kind of support the pedagogical studies in Finland
offers to the construction of teacher knowledge from
the point of view of
- structure of the knowledge
- origin of the knowledge
2
Helsinki, February 2010, 12:00
7
Teacher education at the University of Helsinki
9
Teachers
Structure of the Master‟s degree benefit of the
research orientation
of a subject teacher: 3 + 2 years, 300 cr while they make
the school curriculum,
Subject
Bachelor’s level (180 cr) Master’s level (120 cr)
plan, implement
knowledge,
180 and evaluate
knowledge about
160 teaching
teaching and and
learning,
learning
cr = 26 hours of work
120
are integrated into
100 Teachers
the students’
need strong
80 own personal
BSc thesis competency in
60 pedagogical
Ped. thesis the subject (experts’
theory
40 knowledge) when
Teaching
20 practice they guide
0
students’ learning
Major Minor Pedagogical Communication and problem-
Subject Subject studies and language solving
studies
10
Aims of the pedagogical studies are to help
the students …
12
Content of the pedagogical studies
60 ECTS credits equal to one study year
Education (20 %)
Psychology of development and learning
Special needs education
Social, historical and philosophic grounds
Subject pedagogy/didactics/PCK (50 %)
Curriculum development and planning of teaching,
psychological basis of teaching and learning a subject
Evaluation of teaching and learning
Educational research and pedagogical thesis
Teaching practice (30 %)
13
Psychology of development and learning, 4 cp
Objectives:
A student becomes familiar with development of an
individual and group and identifies the special
characteristics of the different groups.
14
Theoretical framework
Teacher knowledge domains form a starting-
point for characterising „a professional
teacher‟ (Carlsen, 1999)
17
Academic General pedagogical knowledge (GPK)
↔ Teachers personal pedagogical knowledge
18
Pedagogical content knowledge (PCK)
19
Second perspective to teacher knowledge:
origin of knowledge (forms) perspective
20
Empirical part of the study
Questions
What kind of support the pedagogical studies offers to the
construction of teacher knowledge from the point of
view of
- structure of the knowledge
- origin of the knowledge
22
Content Analysis of the Pedagogical Studies
29
Questionnaire and questionnaire data analysis
1 2 3 4 5
Significance of a course small significance big
for development of for development of
a teacher knowledge a teacher knowledge
31
Output of the qualitative analysis:
Psychology of development and learning
32
Output of the qualitative analysis:
Teaching practice
Positive comment:
“The Basic Teaching Practice was the most important
period during the autumn term.”
“My own lessons and the lessons of other students
opened my eyes to the reality of the school.”
“Learning by doing is the best.”
Negative comment:
“The topics of the ‘school as a community-seminar’
should be more practical, for example, focusing on the
behaviour of students.”
“Reflection is ok – but why does one have to write
everything down?”
33
Qualitative evaluations of the courses
Percentage 40
of comments 30
considering
aims of the 20
course 10
Positive
(value of the 0
course from Negative
-10
the point of
view of -20
support to -30
development
of teacher -40
knowledge) -50
Psychology of Curriculum Basic Supervised
development development teaching practice
and learning And ..
Research orientation
35
Discussion and conclusions
Domains of Teacher knowledge
40
Teaching practice and reflection
41
Research orientation
42
A need to develop instruction in teacher
education
43