How To Teach At Work

Transcription

1 Learning to be a teacher at the worksite - vertical and horizontal dimensions of learning as premises for professional development? Supporting New Teachers in Europa. International Conference on Research for Induction of New Teachers Tallinn in Estonia [email protected] [email protected] Brit Hanssen og Nina Helgevold 1

2 Reflections on my first year as a NQT Even if I was well taken care of when I started, it was not very systematic. Luckily many of my collegaues were very helpful and forthcoming, and that was a great help to me. I m very grateful to many of my collegaues for their support and help when I first started here. Even so, many times I didn t want to bother them too much, so there were many questions I didn t ask. I think it is important that all schools have routines, well established routines in order to support NQTs. It doesn t necessarily work on it s own. Brit Hanssen og Nina Helgevold 2

3 Some raised questions. How can I influence the actual school-code? How can I award misbehaving students in order to motivate them to behave nicely? How to evaluate students learning in English, Physical education? I was hoping we could continue our discussion on class management. What can I demand(expect) of students behaviour, working effort, student teacher relation? We are supposed to adapt education to each individual student. I find it almost impossible, when the students are so different and have so many different needs. What can I do in order to reduce the gap between academic strong and weak students and the average student? How to support the very slow readers? Brit Hanssen og Nina Helgevold 3

4 Presentation To discuss why it is important to facilitate learning processes for NQT at the worksite To argue for horizontal and vertical dimensions of learning as premises for professional development To present two possible ways of working at the work site (Lesson Study and Internal Teaching) related to (our theoretical discussion on) horizontal and vertical dimensions of learning Brit Hanssen og Nina Helgevold 4

5 The transfer from an educational context to a vocational context The transfer has often been referred to as a shock (Caspersen & Raaen 2010) The transfer as a continuum (Jensen mfl 2008, Conway mfl 2009) The transfer as bordercrossing (Smeby 2008) Brit Hanssen og Nina Helgevold 5

6 National guidelines for Teacher Education in Norway (Department of Education, 2010) General teacher education is basic education. Learning outcomes in the different years in teacher education must be evaluated in this perspective. Progression in relation to expected learning outcomes has to be adapted accordingly from the very beginning. Through mentoring of NQT s, practical work, collabaration between colleagues and further education, teacher competence will be developed within the main topics that students meet through their practicum in teacher education. Brit Hanssen og Nina Helgevold 6

7 Learning in terms of metaphors (Sfard, 1988) Learning as acquisition Learning as participation Brit Hanssen og Nina Helgevold 7

8 Professional development and learning Lahn & Jensen (2008) conceptualize professional development and learning as a dynamic acquisition of epistemic tools make a distinction between horizontal and vertical dimensions of professional learning Horizontal Vertical - crossing borders - theoretical knowledge - oral, local, - context independent - context dependent - recontextualization Brit Hanssen og Nina Helgevold 8

9 Lesson study (Stiegler og Hiebert 1999, Dahl 2008) a) planning b) carrying through c) assessment-and reflection I I. collaboration NQT carrying through assessment for between teaching with support reciprocal experienced learning teacher and NQT Brit Hanssen og Nina Helgevold 9

10 Internal teaching (Hanssen og Helgevold, 2010) a way of organizing formal education at the work-site. a planned and organized activity at an appointed time Subject related theoretical knowledge is the core content in internal teaching essential in order to understand, analyze, explain and evaluate different cases and situations that arise highlights theoretical knowledge as a way of gaining new insight (Lahn & Jensen, 2008) Brit Hanssen og Nina Helgevold 10

11 Summary Learning at the work-site must be made visible at different levels in the organization Qualification of NQT s need to be connected to other formalized qualification- and learning processes that take place within the school Responsibility - reciprocal bordercrossing access (Hanssen og Helgevold, 2010) Both horizontal and vertical dimensions must be seen as important and valuable premises of professional learning at the work-site Brit Hanssen og Nina Helgevold 11

12 Referanser Caspersen, J. & Raaen, F.D Nyutdannede læreres første tid i yrket en sjokkartet opplevelse? I: Haug; P. (red.) Kvalifisering til læraryrket. Oslo: Abstrakt forlag AS. Conway, P. F., Murphy, R., Rath, A., Hall, K Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national stud. Cork: University College Cork Dahl, O. E. (2008): Lesson study. Ein japansk kompetanseutviklingsmodell for matematikklærarar. Masteroppgave. NTNU Hanssen, B og Helgevold, N. (2010): Å trå over dørstokken. Fra å lære å bli lærer til å lære å være lærer. I: Hoel, T.L, Engvik, G. og Hanssen, B. (red.) Ny som lærer sjansespill og samspill. Trondheim: Tapir akademiske forlag Jensen, K., Lahn, Leif Christian Nerland, Monika; Smeby, Jens-Christian; Klette, Kirsti; Fugeli, Pål; Christiansen, Bjørg (2008). Profesjonslæring i endring Sluttrapport til NFRs KUL program. Kunnskapsdepartementet Nasjonale retningslinjer for grunnskolelærerutdanningene Nedlastet : Nasjonale-retningslinjer-for-grunnskolelarerutdanningene-ferdigstilt.html?id= Lahn, L. C., & Jensen, K. (2008). Profesjon og læring. In A. Molander & L. I. Terum (Eds.), Profesjonsstudier (pp ). Oslo: Universitetsforl. Sfard, A. (1998). On Two Metaphors for Learning and the Danger of Choosing Just One. Educational Researcher, 27(2), Smeby, J.C Profesjon og utdanning. I:Molander, A og Terum, L.I. Profesjonsstudier. Oslo: Universitetsforlaget Stiegler, J og Hiebert, J The teaching gap. New York: The Free Press Brit Hanssen og Nina Helgevold 12