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Emphases of Teacher Training in Finland

Emphases of Teacher Training in Finland. Siv Björklund & Karita Mård-Miettinen, University of Vaasa, Finland. The Finnish education system in brief. Different categories of teachers. Kindergarten/pre-school teachers: - pedagogical leaders in kindergartens

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Emphases of Teacher Training in Finland

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  1. Emphases of Teacher Training in Finland Siv Björklund & Karita Mård-Miettinen, University of Vaasa, Finland

  2. The Finnish education system in brief

  3. Different categories of teachers Kindergarten/pre-school teachers: - pedagogical leaders in kindergartens - a 3-year university degree (a Bachelor’s degree in education, 180 ECTS) -kindergarten nurses assist teachers and usually have a vocational-level education Primary school teachers: - a 4 to 5-year university degree (a Master’s degree in education, 120 ECTS) - teach across the curriculum (60-70 ECTS in the methodologies of the different subjects taught at primary level + 25 ECTS in one school subject) -60 ECTS of educational studies for teachers, including teaching practice

  4. Subject teachers: a 4 to 5-year university degree (a Master’s degree in the subject of teaching, 120 ECTS) teach mainly in their subject (main subject + subsidiary subject studies) 60 ECTS of educational studies for teachers, including teaching practice no longer any official division into primary level (grades 1-6) and lower secondary level (grades 7-9), still these levels are often taught in different facilities

  5. Teachers in Finland,generally A popular profession. Numbers of applicants many times higher than the intake to teacher education programs. -> the qualification situation relatively good The profession has a high status in Finland Teachers are autonomous in their work; right to decide on teaching methods, teaching materials and pupil/student assessment. Possibilities to draw up local curricula within the frameworks of given national curricula. The teaching system is based on trust rather than control. Teachers are not evaluated through external or formal measure. There are no regular annual national tests for pupils in basic education. The teaching profession is slightly more female-dominated than in other countries and the profession is ageing in Finland (compared with OECD average). (The National Board of Education, Finland 2013)

  6. Education provision in Finland Finland has two national languages, Finnish and Swedish. Hence,parallel education systems have been established. Both systems are regulated by the same laws and the same national curricular frameworks. The difference is the language of instruction (Finnish-speaking schools and Swedish-speaking schools). Several universities in Finland offer teacher education in Finnish, Åbo Akademi University is the only university that offers teacher education in Swedish. There are no bilingual Finnish-Swedish schools in Finland, only schools with special status as language schools (e.g. The Finnish-Russian school in Helsinki) Immersion crosses the line of the existing parallel system: Swedish is used as the language of instruction during most of the Finnish-speaking immersion students’ time spent in Finnish-speaking schools.

  7. Immersion teachers;formal requirements In a decree from 1998 the language competence of a teacher who uses another language as language of instruction (than that of the school) is regulated as follows: ”henkilö, joka hallitsee opetuksessa käytettävän kielen” (a person who masters the language to be used in teaching) This decree was specified in 2005 by the National Board of Education and stipulates that the required language competence is achieved when: - teachers have completed a university degree which includes 80 ECTS of language studies in the language used as the language of instruction - teachers have passed the National Certificates of Language Proficiency that can be taken at Basic, Intermediate and Advanced levels.

  8. Skill level descriptions; advanced level (levels 5 and 6) Advanced level (5 and 6) Understands longer sections of speech at normal speed in face-to-face situations and from TV and radio, even though comprehension sometimes requires a certain amount of effort. Understands structurally and linguistically complex texts and literature of our time. Speaks and writes clearly and fluently on various topics, but the use of less common vocabulary and complex sentence structures may, however, cause difficulties. Generally has a good and versatile command of grammar and vocabulary. Understands a wide range of spoken and written language without difficulty. Experiences only occasional difficulties with subtle differences of tone and nuance in expressions. Speaks and writes extremely fluently in a situationally-appropriate style. Is able to express even subtle nuances of meaning. Has a solid command of grammar and vocabulary in almost all situations; even small inaccuracies are rare.

  9. Development of immersion and immersion teacher education in Finland 1987 First Swedish immersion group established in the city of Vaasa a scientific evaluation required by the National Board of Education which meant that the local experiment gave rise to a national interest A research team at the University of Vaasa established close links with the teachers from the very beginning Individual coaching of bilingual teachers… with Swedish as their dominant language and high fluency in Finnish/ with Finnish as their dominant language and high fluency in Swedish 1989 Courses on second language acquisition, bilingual education, immersion etc (a total of 30 ECTS) at the University of Vaasa; 60 ECTS offered since 1997

  10. 1991- Seminars, conferences and courses for immersion teachers offered via the Continuing Education Centre (today Levón-Institute) at the University of Vaasa. 1994 The most dramatic growth in immersion history in Finland, the number of students more than doubled between the spring and the autumn term Development of a PD-program (60 ECTS) for teachers; in-service education 1991-1999 230 teachers studied 30 ECTS within the field of bilingualism and approximately 30 studied 60 ECTS within the field

  11. 1997 The Centre for Immersion and Multilingualism (within the Department of the Scandinavian languages) was founded at the University of Vaasa An professorship in Swedish immersion was established with the help of external donors; since 2006 a regular chair within the university budget 1998 Basic education (pre-service education) for teachers in primary school and kindergarten/preschool offered by University of Vaasa and the teacher training college in Kajaani (University of Oulu) 2007 Last intake of students (kindergarten teachers) to the program 2009 Last intake of students (primary school teachers) to the program

  12. Strategy for the National languages of Finland (2012), some quotations “Immersion has proved to be a successful teaching method. Finnish-speaking pupils who are in Swedish language immersion have on average slightly better mother tongue skills than children in Finnish-language schools. As regards Swedish, they are at almost the same linguistic level with Swedish-speaking children. Immersion pupils have positive attitudes to other languages and cultures, get better results than the average, for instance, in mathematics and English, and are more oriented towards general upper secondary education than pupils on average. Despite the positive outcomes, immersion teaching is still fairly limited in Finland,” (p. 21)

  13. Strategy for the National languages of Finland (2012), some quotations “A shortage of qualified immersion teachers has impeded the expansion of immersion. No new students have been taken for immersion teacher education since 2009. This means that after the last qualified immersion teachers graduate in 2013, no new immersion teacher training has been commenced in Finland for four years and there is no longer any immersion teacher training where the Swedish language immersion teacher’s qualification could be earned during Master’s degree studies.” (p. 22)

  14. Strategy for the National languages of Finland (2012), some quotations “Good language skills are the key to all language use and to viable bilingualism; for this reason, sufficient learning of languages must be ensured at all education levels. Teaching must be developed so that increasing attention will be paid to communication skills. Effort will also be made to expand the provision of language immersion. In order to improve learning outcomes in the Swedish language, it would be well founded to investigate whether the number of Swedish lessons could be increased at least so that the continuum of education is ensured until the last grade of comprehensive school.” (p. 24)

  15. Strategy for the National languages of Finland (2012), some quotations “Better conditions are created for ensuring adequate and high-standard immersion teaching. To enable this goal • within the appropriations reserved in the State Budget for the personnel training of teaching staff, enough immersion teachers are trained both within basic training and further training to meet this country’s need for them. (Ministry of Education and Culture)

  16. Strategy for the National languages of Finland (2012), some quotations • As part of the preparations for the training, the need for immersion teachers is determined on the basis of the demand for immersion. Together with universities, the Ministry will create a specialisation path for immersion teachers within the training programmes for kindergarten teachers, class teachers and subject teachers. (Ministry of Education and Culture) • A curriculum for national immersion teaching is drawn up as part of the revision of curricula in basic education. The core curriculum takes into account the continuum and special features of immersion teaching. (National Board of Education) • Municipalities and parents are informed of immersion activities and possibilities. (National Board of Education)” (p. 26)

  17. The future of teacher immersion education in Finland Today approximately 4.500 students in immersion (0.5 % of the whole student population) Plans for specialisation path for immersion teachers within the training programmes for kindergarten teachers, class teachers and subject teachers

  18. Tack! Kiitos! Thank you! Tänan!

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