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Nasjonalt og internasjonalt perspektiv på veiledning av
nyutdannede lærere / førskolelærere og styrking av
praksisopplæringa i lærerutdanningene
On-the-job Training in Teacher Education
Trondheim, 2005-01-26
On-the-job Training in Teacher Education
• History
• Structures
• Issues
• Perspectives School
TE
(TE = Teacher Education)
On-the-job Training in Teacher Education
Resources• Documentation
(Eurydice, OECD, nat.reports etc.)
• Reports- model projects- evaluation- policy implementation
• Research- scattered- most of it case based- rather inconclusive- a number of common issues
On-the-job Training in Teacher Education1. History
• Introduced by August Herman Francke in Halle around 1700
• Regular part of many TE programs since early 19th century
• Obligatory part of TE in Germany since around 1900
• Introduced in most European countries in the second part of the 20th century (the one and only exception: Greece).
• Extended in most OECD countries within the last decade or so.
On-the-job Training in Teacher Education1. History
Eurydice 2004
On-the-job Training in Teacher Education1. History
Eurydice 2004
On-the-job Training in Teacher Education2. Structure
• Huge variations in length, placement, requirements, mentoring, supervision etc.
• Qualified guess: on average about 10 – 15 % of the initial teacher training and about one year after entering the job.
• Post-graduate training includes in most cases (supervised) lesson planning, teaching, standing in for absent teachers, participation in staff meetings, extracurricular activities.
On-the-job Training in Teacher Education2. Structure
Types of supervision / mentoring
• Only teacher based(with or without examination)
• Only school based(with or without examination)
• School based in combination with either TE institutions or a specialized seminary.
• TE or seminary based with more or less organized involvement in one or more schools.
On-the-job Training in Teacher Education3. Issues
Common issues in research & policy making
• Economy (costs of recruitment vs. costs of support structure).
• Maintenance (trained teachers last longer).
• Recruitment (rising the stakes vs. lack of qualified teachers)
• Distribution (integrated vs. consecutive).
There is no conclusive research evidence on what works best.
On-the-job Training in Teacher Education3. Issues
Common issues in research & policy making
BOLOGNA• - BA teaching / MA academic
- BA academic / MA teaching- BA teaching (+)- BA academic (+)
• - at seminaries, academies, university colleges or universities?- at the same or at different institutions?
• - with or without integrated / postgraduate on-the-job training?
There is no conclusive research evidence on what works best.
On-the-job Training in Teacher Education3. Issues
Common issues in research & policy making
• Transition (how to link TE and school based practice).
• Selection (who should intervene when).
• Certification (double-certified teachers last longer).
• Effectiveness (which model is most effective in what?).
There is no conclusive research evidence on what works best.
On-the-job Training in Teacher Education3. Issues
Common issues in research & policy making
• Most research & policy making is focused on teaching quality, school improvement & other educational issues.
• Most trainees report as main problems:- coping with their new life- coping with local traditions- class room management- teaching methods- stress, stress and ... stress
There is no conclusive research evidence on what works best.
On-the-job Training in Teacher Education4. Perspectives
Common challenges in Norway & abroad
• Sustainable support structures (institutionalization & budgets)
• Sustainable training programs(more focus on coping)
• TE – school interaction(how to bridge the gap without losing the cutting edge)
• Life – long training(how to continue support beyond the initial phase)
