Hannele Niemi Professor of Education University of Helsinki

1. Promoting research on quality in teacher education with a career long perspective and learning outcomes Hannele Niemi Professor of Education University of Helsinki

2. What is quality in learning and teaching?

3. What is quality? • No absolute, agreed definition • No agreed way to measure quality • It is culturally bound • It is a value - Depending on • Concept of knowledge and knowledge creation • Concept on learning • Concept of teaching

4. Quality of learning outcomes – What matters? • Teachers • Curriculum – concept of knowledge • Assessment methods • School conditions • School leadership • Students’ motivational strategies and learning skills • Home • What really matters in different contexts and conditions – we do not know!

5. What do we know about teachers? • Promoting quality of teachers –European recommendations 2007 – based on many research and working groups • Teachers’ knowledge of learning and different learners is decisive • Teachers’ capacity to reflect on their own work is important • Teachers’ moral sensitivity and intentions to scaffold learners are important

6. The key competences Society • work with information, technology and knowledge; • work with their fellow human beings – pupils, trainees, adult learners, colleagues and other partners in education; and • work with and in society - at local, regional, national, European and broader global levels Human beings Knowledge

7. What do we know about assessments? • Assessments has a strong power • Controlling contents and processes • They determine curriculum and aims of learning • Surfice or deep • Active or passive • Collaborative or individual • ??? • Formative assessment can enhance improvements • Quality Assurance in HE – affects on TE • Do QA methods really matter in TE?

8. How do different levels interact? • National AQ methods • Accreditation • Auditing • Internal and external assessments • Resource allocations and infrastructure • Institutional QA methods • In the whole HE institution (evaluations, entrance criteria etc) • In TE faculties and departments (feed back systems etc.) • Resource allocations and infrastructure • QA methods of teachers • Responsibility of quality of teaching and learning environments -> learning outcomes • QA of students -> learning outcomes

10. Promoting quality of learning • What should we assess?

11. What are good learning outcomes? • Reproduction of contents • Understanding and mastering important concpets and skills • Learning metaknowledge of learning: learning to learn skills, direct and regulate one’s own learning • Facing the future – having understanding of life and own chances • Creating one’s own identity and value basis

12. Expanding the concept of learning Learning is… • An active individual process, where learners construct their own knowledge base. • A process based on sharing and participation with different partners in a community. • A holistic constructing process which is interconnected with learners’ social and cultural premises.

13. Different metaforas – Anna Sfard • The acquisition metaphor • The participation metaphor • Dangers of choosing just one • Educational Researcher, Vol. 27, No. 2, 4-13 (1998)

14. Learning as a regulated process – SRL • The concepts metacognition and self-regulated learning have changed a landscape of learning. • Self-regulated learners have • an arsenal of cognitive and metacognitive strategies • adaptive learning goals • persistency to reach goals (Schunk & Zimmerman 1994) • proficiency at monitoring and modifying strategies in response to shifting task demands • Maladapted forms of self-regulative learning • some learners adopt destructive forms of self-regulative learning

15. Emotions and motivation as components of SRL • The emotional component of learning broadens our views of the problem of why some people learn and others do not. • Motivational strategies – how students create a learning intention; • coping processes to alter stressors; • they have the ability to reduce negative emotions; • they have prospective and retrospective attributions; they use avoidance strategies meaningfully; and • they have the ability to use social resources. (Monica Boekaerts)

16. Re-conceptualization of knowledge • From static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners. • A dynamic concept that is depending on learners’ epistemological propositions and social-cultural contexts. • The contents and processes are intermediating. • Epistemological beliefs • Complexity – simplicity and certain – uncertain • The relationship between epistemological beliefs and conceptual change of learning.

17. Learning enviroment - Learning spaces • No longer does any one institution or group have a monopoly on knowledge. • educational institutions such as schools and universities • Workplaces • in everyday life, accessible through various media- and technology-based environments.

18. How to add quality by research in TE?

19. Quality of Teacher Education ? CA/USA FI SE SLO Scot- land Singapore TE policy and practice: national QA procedures and contexts in TE and to find how they promote quality culture in teacher education 2010-2011 Inter-national co- operation Quality of teacher education as a career long training and development 2011-2012 Relationships between high quality teacher education and students’ learning outcomes in schools 2012-2013 2013-2014 International conclusions and recommendations

20. Why do we need research on quality of TE? How to promote active learning (Niemi 2002)

21. How to make change? • There is a mutual reinforcing process between and in cultures of teacher education and schools. These maintain the status quo in educational settings, but they can also act as supporting forces in a positive case. • We are an integral part of our contextual cultures and traditions, and we reproduce them through our own acts. Culture is a social structure, and it can be changed by social interventions. • This is a great challenge to quality assurance methods and practices. We must seek new values and practices creating quality culture in TE. It is also reforming of learning and supporting the learning of different individuals and groups.

22. Quality of Teacher Education FI SE SLO ? Scot-land CA/US Singapore Comparisons of TE policy and practice: contexts and resources, Entrance criteria Pre-service training Induction In-service training International survey of teachers’ competences National case studies of teachers ’ competences: working with different learners, quality of learning outcomes, support of active and collaborative learning, cultural intelligence, digital literacy 15 15 15 15 15 15 15

23. Slovenia Sweden Scotland Finland US/CA Singa-pore Key players at the TE Heads of TE departments • Concept of professional development and expertise • Reflection • Active learning and learning orientation • Collaborative learning • ICT and social media in education and learning • Cultural intelligence and moral sensitiveness QA and quality culture in TE, effect-iveness of methods and practices Teachereducators Studentteachers Teachers and principals in schools Students in schools

24. What is missing?

25. We need deeper analysis of relationships between contextual factors, teachers’ competences and student learning? Starting a European project? • - A pilot phase in Finland • - Parallel projects in Sweden, Scotland, Slovenia • - Other countries?

26. www.qualette.com/25191-19971-1002@lue&raportti

27. Study of Finnish Teacher Education (2010) • What has teacher education provided to you? • How do you study? (Self-Regulated Learning) • ICT in Teacher Education • Cultural intelligence • Active learning – Collaborative learning • Questions about research component teacher education • Qualitative descriptions of experiences on TE

28. https://www.qualette.com/25352-20101-1002@pilot1&bz7nud

30. Competences for teaching profession assessed by student teachers

31. Active Learning in TE Inquiring knowlege from different data sources Engagement Planning TE courses

32. ICT in TE Using Web-based material Mobile tools and social media Supervision in Net

33. Research studies in TE +Critical thinking +Independent thinking +Inquiring +Scientific literacy +Questioning

34. Here you see different images of experiences in teacher education. Which of them does describe best your own experiences? 10% 59.09% 20.17% 3% 8%

35. We kindly ask you to assess how well the following objectives have been achieved in your national context: ( very weakly1 ………..7 very well) – Web interview to key persons in TE 1 2 3 4 5 6 1 2 3 4 5 6

36. how well the following objectives have been achieved in your national context: ( very weakly1 ………..7 very well) – Web interview to key persons in TE 1 2 3 4 5 1 2 3 4 5

37. Quality of Teacher Education FI SE SLO ? Scot-land CA/US Singapore Comparisons of TE policy and practice: contexts and resources, Entrance criteria Pre-service training Induction In-service training International survey of teachers’ competences National case studies of teachers ’ competences: working with different learners, quality of learning outcomes, support of active and collaborative learning, cultural intelligence, digital literacy 15 15 15 15 15 15 15

38. ? Slovenia Sweden Scotland Finland US/CA Singa-pore Key players at the TE Heads of TE departments • Concept of professional development and expertise • Reflection • Active learning and learning orientation • Collaborative learning • ICT and social media in education and learning • Cultural intelligence and moral sensitiveness QA and quality culture in TE, effect-iveness of methods and practices Teachereducators Studentteachers Teachers and principals in schools Students in schools

39. Thank you!