Internationalization of the Teacher Training at Viikki Teacher Training School University of Helsinki

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1 Internationalization of the Teacher Training at Viikki Teacher Training School University of Helsinki Marja K. Martikainen Vice Principal/ Basic Education

2

3 University of Helsinki in a nutshell the oldest and largest university in Finland founded in 1640 as the Academy of Turku the only university in Finland until members (students, teachers and other staff) students in 11 faculties 64% of the students are women bilingual (about 6.5% of the students are Swedish-speakers) around exchange students per year

4 Viikki Teacher Training School of the University of Helsinki history founded in 1869 the first Finnish-speaking girls school in Finland since 1974 part of the teacher training unit of the University of Helsinki one of the 11 teacher training schools in Finland (FTTS) the new school building in Viikki built in 2003

5 Viikki TTS in a nutshell 146 years old 900 pupils (7-19 years old) 90 teachers/ teacher trainers + 25 other staff 350 student teachers annually (primary and subject student teachers) 1-4 international visitors/ visitor groups weekly (in 2014 from 25 different countries from all over the world) Several projects (especially it-)

6 Four functions of a FTTS Basic and secondary education Teacher training In-service teacher training Research and development of teaching and learning (incl. Curriculum)

7 Academic Teacher Education in Finland Two-phased degrees, teacher education is included in the lower (e.g., B.A.) and Master s studies. Only a Master s degree qualifies for permanent teaching posts All teachers have a degree in Education Bachelor s degree 180 p = 3 years Master s degree 120 p = 2 years

8 Subject and class teachers A subject teacher: - Master of Philosophy (majoring in his main teaching subject) - teaches ages 13 to 19 - teaches one major and one minor subject - is qualified for permanent teaching positions in all kinds of schools A class teacher: - Master of Educational Sciences - teaches mainly ages 7 to 12 - can teach in his large minor also ages teaches all 13 subjects

9 Structure of the master degree of a subject teacher: years (300 p.) Bachelor s level (180 p.) Master s level (120 p.) Masterthesis Ped. thesis 20 0 Major Subject MA Minor Subject Pedagogical studies Communication and language studies 2012

10 Pedagogical studies (60 ECTS credits = one study year) Education (20%) - Psychology - Special needs education - Social, historical and philosophical grounds Didactics / Subject Pedagogy (50%) - Organization of education on national and local level - Teaching methods, motivation, evaluation, ICT, science learning - Educational research and pedagogical thesis Teaching Practice (30%) - in teacher training schools

11 Basic Practice at Viikki Normal School 1) Guidance: - seminars (12 x 75 min) - own lessons (8-9 x 75 min) - mentoring/ guiding (yht. n. 14 x 60 min) 2) Observation of lessons (min. 22 x 75 min): - getting to know the classes beforehand - analyzing teaching of one s own subject - analyzing teaching of other subjects 3) School as a workplace seminar: - getting to know the workplace (9 x 75 min)

12 LinE Developing European Competence for Future Teachers Comenius

13 Partners University of Paderborn/ Germany - the coordinating institution Prof. Maria Anna Kreienbaum University of Helsinki/Finland Broskolan north of Stockholm/Sweden Det frie Lærerskolverket (Free Teacher s College) in Ollerup/Denmark Network of schools (Graz-West Schulverbund) in Graz/Austria University of Bucarest/Romania

14 LinE starting point What competences should a future teacher in Europe possess today in order to be able to act in a world which gets rapidly smaller and smaller? How should student teachers be educated to enable them to move in their profession from one country to another and to be able to meet learners with different cultural backgrounds?

15 Aims of the LinE project To seize the idea of European competence To discuss this concept and to find various views of it To define which scopes of knowledge and which abilities, which competencies belong to this idea To develop concepts of teacher training with the aspect of a multicultural teacher

16 Multidimensionality of the project International meetings visit of the participating institutions and work at the project Exchanges (practical trainings and study visits), which were supported and accompanied by project members Development of material Shared platform, communication and publications

17 What made it successful? Good relations between partners Shared idea of the aims Shared ideas of being a teacher and of educating teachers Flexibility Meeting each other in different surroundings also in the leisure time Exchanges

18 What made it complicated? Intercultural communication Permanent change of the participating persons within the project Organisation of the exchanges consumed more time than calculated Not always the same ideas of a senseful use of the granted money

19 Exchanges in LinE Practical trainings abroad: two to four weeks of exploration and proving oneself in one of the LinE institutions Preparation of and support during the practical training Portfolio Research assignment: to find out what is special at this institution, i.e. to do a sort of action research

20 How to improve the exchanges? By integrating the exchange more to the studies by gathering material for their essays and thesis at the home university By organizing the accommodation so that they get into touch with local people, especially with local students By getting the students into contact with students from other countries By giving them the possibility to gain some language skills beforehand

21 What did they learn about according to their portfolios? Educational system Curriculum Methods Everyday life at school School architecture School as a part of the society and history Status of teacher profession Pupils Landeskunde Leisure time Language skills

22 Effects on their teacher profession Increasing ability of rethinking, of orientating to diverse ways of living, working and acting as a human being Independency Flexibility Networking Increasing language and cultural knowledge and skills Skills and knowledge learnt during the exchange by experiencing effect on their career later on

23 Viikki TTS after LinE student teachers Bilateral agreement of exchange of student teachers with the University of Paderborn Annually one to two student teachers from the University of Paderborn to Viikki TTS for four weeks Nearly annually one to two student teachers from Viikki/ University of Helsinki to Paderborn for three to four weeks Training the pupils in their partner school activities

24 Viikki after LinE pupils Regular partner school exchange between the Gymnasium Schloss Neuhaus in Paderborn and Viikki TTS 8th graders of Viikki TTS and 9th graders of GSN GSN pupils one week in October in Viikki TTS and Viikki pupils one week in May in GSN One school year Exchange included in the teaching and learning in German classes through the whole year

25 Internationalization of teacher education now in Viikki TTS exchanges Training the pupils for partner school activities (for example Germany and Norway) and study trips (Berlin, London, France) Student teachers of the Primary: learning tasks and activities in lessons with the partner schools Kisogo Boys and Kisoko Girls in Tororo/ Uganda

26 Internationalization of the teacher training in Viikki now other ways Multicultural learners Encounters with the large amount of weekly international visitors at school interviews (especially by journalists and researchers training the pupils to give a guided round tour at school for the visitors being observed by international guests while teaching Research

27 Internationalization of the teacher training in Viikki TTS future perspectives More and new exchange possibilities? Texas/ USA South Africa University of Stockholm Other? The CARAP/ FREPA tool for teaching pluristic and multicultural approach in the new national core curriculum (2016-) Increasing use of material on/ through the internet

28 Thank you! Kiitos!

29 Education system To get to know another system with its strengths and weaknesses To get to know the education system of one s own country and its background through having to explain it to others To begin to impugn the systems and to see the changing demands in the home country

30 School as part of a society and history To notice that the schools are a part of particular societies and that the history of a country clearly reflects the schools To begin to understand that one school system cannot be taken from one country to another but that there are best practices to be stolen

31 Landeskunde To get to know one s own country and culture when having to present it to others To get to know the new country with its culture

32 Curriculum To notice the differences between one s own curricula and the foreign one To see the different status subjects have at schools To get to know about different ways of assessment and how it is organized

33 Pupils Diversity of pupils Pupils with special needs

34 School buildings To notice the role of the school buildings for the pedagogy and for the atmosphere To notice the role of the surrounding To notice the responsibility for keeping the building fit Classrooms: for each class or for each subject Equipment, especially technical

35 What did the LinE students learn? Cognitive skills Social skills Emotional skills

36 Methods To be able to see more and different methods than at the home country To notice which method functions and when, in which cases, with which pupils

37 The teacher profession The status of a teacher in the particular country The different status of different teachers (class teacher, subject teacher, kindergarten teacher etc.) Teacher pupil -roles

38 The everyday life at school To see different ways of keeping a school (pauses, length of the lessons, time schedules, ) To see many different schools, (size, level, atmosphere, with special emphazises,..) To impugn the normal ways, to search and to try alternatives Many similarities to one s own country Pupils are pupils teachers are teachers Meals Schoolbooks etc. to borrow or to buy?

39 Language skills To notice what one can, where the strengths and weaknesses of one s language skills are To notice how to survive even in difficult situations in a foreign language To notice the different status languages have in various countries Plurilingual competences To improve the own language skills To notice how important the language skills are for every one, even for a teacher student

40 Leisure time To do things one never would do at home (because the hostesses have organized it or because it is typical for that specific country) To grow as a human being

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