Early Childhood Education and Teacher Training Program in University of Tampere

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1 Early Childhood Education and Teacher Training Program in University of Tampere Shaping, developing and (re)forming teacher education in ECE Jonna Leinonen, University Teacher School of Education, University of Tampere, Finland

2 Change at the University of Tampere The University of Tampere trains people who understand the world and change it University research to address important and topical societal phenomena Strong connections to society New knowledge support for bold multi-disciplinary approaches in all fields of research Reforming structures of degree programs and researcher training Better opportunities for research and internationalization

3 School of Education in University of Tampere The School of Education provides (in 2012) 15 % of Finnish pre-school and kindergarten teachers (ECE) 10 % of Finnish class teachers (comprehensive school) 12% of Finnish subject teachers (comprehensive school and upper secondary) and % of Finnish doctoral degrees in sciences of education Continuing educations programs and updating education for working teachers, principals and administrators Research results that improve the quality of education in all school levels

4 Early childhood education program in University of Tampere Holistic picture of learning and teaching in Finland Skills for designing/planning, implementing, evaluating and developing pedagogy and practices With multi-professional teams With children Skills of understanding children, childhood and family from sociological (and psychological) perspectives Becoming a professional of Early childhood education Qualification for both kindergarten and pre-school level education (= 1 to 6 years old children)

5 Scientific basis of ECE teacher training Early childhood education as a field of science Strong connections and co-operations with class teachers and life-longlearning programs Educational science (shared theoretical lectures in basic, advanced and master level studies) ECE students have their own practice groups where the focus is on ECE Other shared studies in common and professional studies Multi-disciplinary approaches Childhood studies Psychology and sociology Media studies

6 Stuctures of ECE studies: Bachelors degree (180 credits) Educational science credits (as a major) In-service training (15 credits) Methodological studies (10 credits) Bachelors thesis with focus on ECE (10 credits) Studies of early childhood education and pre-school education (60 credits) Common studies (languages etc.) (20 credits) Secondary subject studies (25 credits)

7 Studies of early childhood education and pre-school education Studies about professionalism and ECE working-communities (20 credits) Inclusive education, Management in ECE, Pedagogics and Curriculums Studies about child, childhood and families in Finland (20 credits) Childhood in Finland, Play as a cultural and educational activity, Environmental education, Children s development and social competence Studies of arts education (20 credits) Music, Physical education and Visual arts

8 Insight of studies about professionalism and ECE working-communities Inclusion and special education (5 credits, 3. year) Pedagogics and Curriculums (5 credits, 2. year) Management in ECE (5 credits, 3. year) Individual learning paths Implementation of curriculums Designing practices Values of equality and human rights in education Evaluation and development of curriculum Pedagogical leadership Professional development Development processes Multiprofessional co-operation Reflective practices

9 Insight of studies about child, childhood and families in Finland Childhood in Finland (5 credits, 1. year) Play as a cultural and educational activity (5 credits, 1. year) Sustainable development and media cultures (5 credits, 2. year) Children s development and social competence (5 credits, year) Environmental education Learning by play Developmental psychology Multiple childhoods Social learning Familystudies Development in play Media education Childhood policies Math education Nature in education Agency / Participation Pedagogical play

10 Insight of studies of arts education Musical education and music subject studies and instrument studies Visual arts education and craft subject studies Physical education and sports Subject studies (2-3 credits, 1. year) and educational studies (2-3 credits, 2. year) Children s literature and word art (3 credits, 2. year) Arts education project (integrative) (2 credits, 2. year)

11 Environment for ECE students Dialogical and open-access spaces and places for communication between research and practice In-service teacher training in real kindergartens who also participate in research and development programs Participation and multi-voiced perspectives Involving mentoring teachers to education of teacher trainee students Seutuvarha-project

12 Seutuvarha research and development project Theoretical knowledge to pedagogical practices Research of practices, policies, ECE education and childhood Students in-service training in qualified kindergartens Focus on mentoring process Co-operation in development of ECE practices and policies Focus on understanding and developing pedagogy and professionality Pedagogical practices to education and theories Research themes and implications Training for mentoring teachers Participation of participants

13 Key-elements of Seutuvarha Theoretical knowledge to pedagogical practices Research of practices, policies, ECE education and childhood Dialogic approach between research, education, practices and policies Participation Empowerment Research based development Pedagogical practices to education and theories

14 Development of ECE practice Mentor-training programs Empowerment of developing practices as a part of ECE teacher s work in the kindergartens Understanding about new knowledge and research in the field of ECE abilities to evaluate and use reflective practices Abilities to indentify and share relational agency in the network of communal kindergartens Two courses of ap. eight weeks, participants Development process continue in the ECE centers

15 Skills for students Learning in both theory and practice Understanding childhood and education Participatory practices and pedagogies Students and children as active agents Media (in) education Reflective professional development and life-long learning Perspectives to real work life in ECE centers Children s culture Planning, implementing and evaluating early childhood education Involvement of society

16 Research themes and implications Early Childhood Education institutions, Policies and Practices research group Participation, knowledge and power in the ECE institutional practices (Professor Kirsti Karila) The negotiations of work identities and professional spaces in early childhood education (PhD Päivi Kupila) Children s spaces and participation in ECEC institutions (Adjunct professor Niina Rutanen)

17 Welcome to study ECE in University of Tampere More information in English Jonna Leinonen,