Supporting Mathematics Teachers in the United States and Finland Proceedings of a Workshop (2018) / Chapter Skim
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4 Teacher Preparation in Finland
4 Teacher Preparation in Finland
Pages 15-22
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From page 15... ...
Anu Laine of the University of Helsinki followed up with a close look at the role that practice teaching plays in the preparation of mathematics teachers at the University of Helsinki and then used two examples to illustrate how video is used as part of teacher supervision. STRUCTURE OF THE TEACHER PREPARATION SYSTEM Krzywacki noted that, though there are some variations across teacher preparation institutions in Finland, teacher education is fairly consistent across the nation, particularly compared with the approach in the United States.
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Primary teachers have mathematics in their compulsory minor in a multidisciplinary course, but it is elementary mathematics especially focusing on teaching and learning elementary school mathematics. For subject matter teachers (upper secondary level)
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The final, advanced practice experience takes place in a network of field schools associated with the university -- teachers in those schools are required to have taken a course in mentoring student teachers. The role of supervisor is very desirable and comes with a salary supplement, Laine noted, so there are many candidates for those roles.
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Finnish 180 Mathematics 160 Physics 140 Geography Master- Biology 120 thesis History 100 Science Study credits 80 BSc thesis Religion cr = 27 hours of work 60 Sports 40 Arts 20 Music Crafts 0 Major Multi- Elective Communication subject disciplinary minor and language education studies subject studies FIGURE 4-1 Master's degree requirements, University of Helsinki. SOURCE: Anu Laine, University of Helsinki, workshop presentation.
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From page 19... ...
One example of this is a European Union–funded project called ACTTEA (for action-oriented teacher knowledge, or act-tea) , in which the university of Helsinki and other institutions collaborated.1 This program focuses on helping prospective teachers develop the apacity c to learn effectively from their practical experiences.
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- -2015 with it afterwards? Auli Toom - ACTTEA 2012-2015 ACTTEA 2012 FIGURE 4-2 A procedure of guided reflection during teaching practice in teacher education.
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To compensate for this reduction, Laine and her colleagues looked to the ACTTEA example and developed a structure for supervising the prospective teachers using videotapes. The structure begins with orientation for the prospective teachers, who then have clinical meetings during which they make plans for the lessons that will be videotaped, such as deciding how they might use manipulatives.2 After the first set of lessons is recorded, the prospective teachers meet in small groups.
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From page 22... ...
They clarified several points about how the University of Helsinki teacher preparation program uses videotapes, focusing on the kinds of feedback the prospective teachers receive. They receive feedback from the faculty, but do not receive formal evaluations, one person commented.
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