PART 2: INTERNATIONAL MODELS OF TEACHER EDUCATION
Week 6 – March 4
Research-based Teacher Education in Finland
The class will be given an introduction to a research-based teacher education system in Finland. Several aspects of teachers and the teaching profession in Finland will be discussed in order to better understand the structure and function of initial teacher education in Finland.
Focus Questions
1) What is research-based teacher education?
2) How much does teacher education and professional development explain Finland’s educational performance?
Film: Finnish First (2012)
FNBE (2012). Teachers in Finland – trusted professionals. Helsinki: Finnish National Board of Education. http://www.oph.fi/download/148960_Teachers_in_Finland.pdf
Sahlberg, P. (2015). Finnish Lessons 2.0: What can the world learn from educational change in Finland. New York: Teachers College Press. (Chapter 3, pp. 98-138)
Westbury, I., Hansén, E., Kansanen, P., & Björkvist, O. (2005). Teacher Education for Research-based Practice in Expanded Roles: Finland’s experience. Scandinavian Journal of Educational Research, 49(5), 475-485, DOI: 10.1080/00313830500267937
Week 7 – March 11
Teacher Professionalism in Singapore
The class will be introduced to the structure and the key principles of the teacher education system in Singapore. We will also explore the basic ideas of Singapore’s school system, why it has been successful in recent international comparisons, and how much the teaching profession might have an impact on that success.
Focus Questions
1) What is behind Singapore’s educational success?
2) How teachers and school principals are educated in Singapore?
Film: OECD (2011). Strong Performers and Successful reformers – Singapore. http://www.pearsonfoundation.org/oecd/singapore.html
Goodwin, A.L. (2012). Quality teachers, Singapore style. In: Darling-Hammond, L. & Lieberman, A. (eds.) Teacher Education around the World: Changing policies and practices. New York: Routledge. (Chapter 2, pp. 22 – 43) (RT)
National Institute of Education (2009). TE21. A teacher education model for the 21st century. Singapore: NIE. http://www.nie.edu.sg/files/TE21%20online%20version%20-%20updated.pdf
Week 8 – March 25
Expanding Teacher Professionalism and Leadership in Australia and Canada
In this class we will learn about teacher education policies and practices in Australia and Canada. We will compare teacher policies and teacher education systems in some parts of these two countries. Particular attention will be paid to potential lessons from these teacher education systems for others as they continue to play a role in the international field of teacher education.
Guest: Professor Linda Darling-Hammond, Stanford University
Focus Questions
1) How are teachers educated in Australia and Canada?
2) Are there differences in teacher education requirements and methods across the provinces and regions in these two countries?
Film: OECD (2011). Strong Performers and Successful Reformers – Ontario. http://www.pearsonfoundation.org/oecd/canada.html
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47.
Mayer, D., Pecheone, R., & Merino, N. (2012). Rethinking Teacher Education in Australia. In: Darling-Hammond, L. & Lieberman, A. (eds.) Teacher Education around the World: Changing policies and Practices. New York: Routledge. (Chapter 7, pp. 110 – 129) (RT)
Thomas, L. (2013) (Ed.) What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century. Toronto: Canadian Association for Teacher Educators /Association. (Chapter 1, pp. 10 – 36) https://docs.google.com/file/d/0BwVGDOGBDzJdOVdJYmNFRl9KYm8/edit?pli=1.
Week 9 – April 1
Many Faces of Teachers and Teacher Education in the United States
The class will be given an introduction to teacher education in the United States. Given the diverse nature of teacher education in the U.S. we will think of possible ways forward here to enhance teacher quality and teacher education in the U.S. by looking at best practices around the world.
Guest: Rocky Killion, Superintendent of Schools, The West Lafayette Community School Corporation, killionr@wl.k12.in.us; Barnett Berry, Center for Teaching Quality
Focus Questions
1) What are the determinants of the teaching profession in the U.S.?
2) What are the pros and cons of teacher education in the U.S. in international perspective?
Darling-Hammond, L. (2012). Teacher Preparation and Development in the United States: A changing policy landscape. In: Darling-Hammond, L. & Lieberman, A. (eds.) Teacher Education around the World: Changing policies and practices. New York: Routledge. (Chapter 8, pp. 130 – 150) (RT)
Vasquez Heiling, J. & Jez, S.J. (2014). Teach for America. A return to the evidence. Boulder, CO: National Education Policy Center. http://nepc.colorado.edu/files/tfa-return_0.pdf
Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven Trends: The Transformation of the Teaching Force, updated April 2014. CPRE Report (#RR-80). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania. http://www.cpre.org/sites/default/files/workingpapers/1506_7trendsapril2014.pdf
Watch: Rise above the Mark (in class)
Week 10 – April 8
A Mindful Teacher
In the quest to improve educational performance many countries are now looking for new ways to educate their teachers. A common wish is to have ‘a world-class’ teacher education system that would be inspired by those countries with more successful overall educational outcomes. In this class we will construct a teacher education system for a selected state/jurisdiction based on proven good practices around the world.
Focus Questions
1) What mindful teaching?
2) How do teachers experience their work in different education systems?
Guest: Professor Dennis Shirley, Boston College
McKinsey (2010). Closing the Talent Gap: Attracting and retaining top third graduates to a career in teaching. London: McKinsey. (pp. 16-21) http://mckinseyonsociety.com/downloads/reports/Education/Closing_the_talent_gap.pdf.
MacDonald, E. & Shirley, D. (2009). The mindful teacher. New York: Teachers College Press. (Chapter 2)
Sarason, S. (1999). Teaching as a Performing Art. New York: Teachers College Press. (Chapter 12)
Week 11 – April 15
Teacher Education in Europe
In this class we will look at how teachers work and how they are educated in Europe. Basic European education and teacher policies will be discussed and the issues and challenges to teacher education will be explored.
Focus Questions
1) What is the role of the European Union in education across Europe?
2) How are teachers prepared in different parts of Europe?
Guest: Daisy Christodoulou, UK; daisychristo@hotmail.com; @daisychristo
British Educational Research Association (2014). Research and the Teaching Profession. Building the capacity for a self-improving education system. London: BERA/RSA. http://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf
Christodoulou, D. (2014). Seven Myths about Education. London: Routledge. (Myth 7)
Snoek, S., Spil, S., van den Berg, E., & Suasso de Lima de Prado, E. (2012). In search of teacher excellence: honours programmes and the recognition of teacher excellence in the Netherlands. Reflecting Education, 8(2), 72-87.
OECD (2014). Equity, Excellence and Inclusiveness in Education. Policy lessons from around the world. Paris: OECD. (Chapter 5)
Week 12 – April 22
The Future of the Teaching Profession
In the quest to improve educational performance many countries are now looking for new ways to educate their teachers. A common wish is to have ‘a world-class’ teacher education system that would be inspired by those countries with more successful overall educational outcomes. In this class we will construct a teacher education system for a selected state/jurisdiction based on proven good practices around the world.
Focus Questions
1) What are the elements of a world-class teacher education system?
2) Can we ever get the best and the brightest to become life-long career teachers?
Guest: Susan Moore Johnson, Professor Emerita, HGSE
Hargreaves, A. & Fullan, M. (2012). Professional Capital. Transforming teaching in every school. New York: Teachers College Press. (Chapter 7)
Sarason, S. (1999). Teaching as a Performing Art. New York: Teachers College Press. (Chapter 6)
Moore Johnson, S. (2012). Having It Both Ways: Building the Capacity of Individual Teachers and Their Schools. Harvard Educational Review, 82(1), 107-122.
Week 13 – April 29
The End
In this last class we will discuss different scenarios of the future of education and the role of teachers. During this class we will also summarize the key points and lessons. Joint evaluation of the course will also be done. This class will also provide an opportunity to rehearse reflection on personal understanding of teachers and teaching profession.
Achinstein, B. & Ogawa, R. (2006). (In)Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30-63.
Istance, D. & Mackay, A. (2014). The future of the teaching profession: A new scenario set. Occasional Paper 138. Melbourne: Centre for Strategic Education.
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Additional readings
Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D.J., & Demers, K. (Eds.) (2006). Handbook of Research on Teacher Education. Enduring questions in changing context. (3rd edition). New York: Routledge.
Jensen, B., Hunter, J., Sonnemann, J. & Cooper, S. (2014). Making time for great teaching. Melbourne: Grattan Institute. http://grattan.edu.au/wp-content/uploads/2014/03/808-making-time-for-great-teaching.pdf
Lortie, D. (1975). Schoolteacher. A sociological study. Chicago: Chicago University Press.
MacBeath, J. (2012). Future of Teaching Profession. Cambridge, UK: Cambridge University/Education International. (http://download.ei-ie.org/Docs/WebDepot/EI%20Study%20on%20the%20Future%20of%20Teaching%20Profession.pdf)
OECD (2006). Teachers Matter. Attracting, developing and retaining effective teachers. Paris: OECD. (Overview: http://www.oecd.org/education/school/34990905.pdf)
OECD (2011). Building a High Quality Teaching Profession: Lesson from around the world. Paris: OECD. Read here: http://www.keepeek.com/Digital-Asset-Management/oecd/education/building-a-high-quality-teaching-profession_9789264113046-en#page1
OECD (2012). Preparing Teachers and Developing School Leaders for the 21st Century. Lessons from around the world. Paris: OECD. http://www.oecd.org/site/eduistp2012/49850576.pdf
OECD (2013). Teachers for the 21st Century. Using evaluation to improve teaching. Paris: OECD. http://www.oecd.org/site/eduistp13/TS2013%20Background%20Report.pdf
OECD (2015). Education Policy Outlook 2015. Making reforms happen. Paris: OECD. http://www.oecd.org/publications/education-policy-outlook-2015-9789264225442-en.htm
Ravitch, D. (2013). Reign of Error. The hoax of the privatization movement and the danger to America’s public schools. New York: Alfred A. Knopf.
Sahlberg, P. (2015). Finnish Lessons 2.0: What can the world learn from educational change in Finland. New York: Teachers College Press.
World Bank (2014). Great Teachers. How to raise student learning in Latin America and the Caribbean. Washington, DC: World Bank. http://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf