Fulltekst / PDF - Høgskolen i Nesna
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5 Practice quality in teacher education Summary in English A study of students school adoption practice at Nesna university college by Kåre Johnsen - Assistant Professor Studies in Norway and some other western countries show that teachers are less satisfied with their education, particularly in view of claims and challenges they meet in schools after finishing their education. These findings have created a need for alternative thinking about teacher education in general and the part of the education linked to training in schools and the interaction between theoretical studies and practice in particular. School adoption implies that a group of teacher students undertake the total responsibility for planning and implementation of teaching at an elementary/secondary school (6 – 16 years). The school adoption is for a limited period (1 – 3 weeks), and a written agreement is made between the local school authorities, the single schools and the teacher education institution. This is an alternative to the traditional training situation, where the students are under control of an experienced teacher and follow his class and pupils, and it is a training situation which is more close to the real situations students meet when they start working after finishing their education. Our experiences with school adoption practice have opened new perspectives on training in teacher education and have inspired students and other participants within the educational system. The first chapter of this study is a historic review on teacher education training in Norway with focus on central ideas. Chapter 2 has a focus on the theoretical base of the study, where theories of teaching professions and assessment of quality is discussed. In teacher education two different theories of teaching professions must be taken into account in a complementary understanding: The apprenticeship learning theory and the action and reflection theory. Fredrikke nr. 8, 2005 Organ for FoU-publikasjoner - Høgskolen i Nesna
The investigation plan and methods of data presentation is described in chapter 3, where the 6 investigation includes answers from students, teachers, pupils and parents on a questionnaire concerning their experiences with student adoption at the local school. Main focus is however on the experiences of the teacher students. Chapter 4 consists of an analysis of the results, and an assessment of the results is presented in chapter 5. Short summary and evaluation of results Students learning outcome: • Real responsibility: ”We have experienced social responsibility, we have had freedom to plan our own work in a real setting.” • Self development: “This practice taught me much about myself, it taught me to believe in myself, my own possibilities and own decisions.” • Cooperation learning: “The close cooperation with student colleges taught me much, we discussed problems as soon as they appeared, we helped each other the best we could.” • Creative development:” Everything didn’t come out the way we had planned, but we learned to solve such challenges, we learned to improvise.” • Experience the school reality: ” We learned how to handle pupils with different needs and behaviour, traditional student training (following the class and pupils of an experienced teacher) is fragmentary.” • Comment: School adoption practice compared with traditional student training: 67% said that their own learning outcome was better with school adoption. Teachers experiences: • “Our pupils liked to have student teachers, many new things happened that created change and joy, and we have learned a lot from the students ways of teaching.” • “The students have followed up our plans and agreements.” Some few teachers stressed however that progression in subject matter had stopped. Pupils experiences: • Most pupils (96%) said they enjoyed having students as teachers. • Many (83 %) said their learning outcome was corresponding to having their permanent teachers. • Many pupils appreciated new methods an ways of teaching Parents experiences (through observation of their children): Fredrikke nr. 8, 2005 Organ for FoU-publikasjoner - Høgskolen i Nesna
- Page 1 and 2: Praksiskvalitet i allmennlærerutda
- Page 3 and 4: INNHOLDSFORTEGNELSE 2 Summary in En
- Page 5: Cv. Kåre Johnsen Boks 88, 8891 Lei
- Page 9 and 10: 8 Praxisqualität in der Lehrerausb
- Page 11 and 12: 2.Die Meinung der Lehrer 10 ”Unse
- Page 13 and 14: Innledning Undersøkelser om lærer
- Page 15 and 16: 1. Praksis i lærerutdanningen - et
- Page 17 and 18: øvingslærerlag som landsomfattend
- Page 19 and 20: Denne planen var den første etter
- Page 21 and 22: læreren, og de skal utvikle sin pr
- Page 23 and 24: 1. Sagene lærerhøgskoles prosjekt
- Page 25 and 26: erfaringer som er gjort med Adopsjo
- Page 27 and 28: 26 utviklet i samhandling med vikti
- Page 29 and 30: 28 I hele denne prosessen står han
- Page 31 and 32: kollegagruppe. De to modellene utel
- Page 33 and 34: 32 Dette synet på profesjonslærin
- Page 35 and 36: 2.3.2 Kvalitetskriterier 34 Vurderi
- Page 37 and 38: 3 Metoder på tvers 3.1 Undersøkel
- Page 39 and 40: - 4 forskjellige grupper av informa
- Page 41 and 42: 40 Metoden en velger, både for dat
- Page 43 and 44: - Vi slapp frykten for overvåking
- Page 45 and 46: 4.2.4 Svarkategorier 44 I kategoris
- Page 47 and 48: 46 - ”Tradisjonell skolepraksis e
- Page 49 and 50: Tabell 4. Arbeidsplaner og programm
- Page 51 and 52: Tabell 10. Nei Positiv - ikke begru
- Page 53 and 54: 52 - 4 omtaler behov for mer kontak
- Page 55 and 56: 7 lærere svarte på dette spørsm
The investigation plan and methods of data presentation is described in chapter 3, where the<br />
6<br />
investigation includes answers from students, teachers, pupils and parents on a questionnaire<br />
concerning their experiences with student adoption at the local school. Main focus is however<br />
on the experiences of the teacher students. Chapter 4 consists of an analysis of the results, and<br />
an assessment of the results is presented in chapter 5.<br />
Short summary and evaluation of results<br />
Students learning outcome:<br />
• Real responsibility: ”We have experienced social responsibility, we have had freedom<br />
to plan our own work in a real setting.”<br />
• Self development: “This practice taught me much about myself, it taught me to believe<br />
in myself, my own possibilities and own decisions.”<br />
• Cooperation learning: “The close cooperation with student colleges taught me much,<br />
we discussed problems as soon as they appeared, we helped each other the best we<br />
could.”<br />
• Creative development:” Everything didn’t come out the way we had planned, but we<br />
learned to solve such challenges, we learned to improvise.”<br />
• Experience the school reality: ” We learned how to handle pupils with different needs<br />
and behaviour, traditional student training (following the class and pupils of an<br />
experienced teacher) is fragmentary.”<br />
• Comment: School adoption practice compared with traditional student training: 67%<br />
said that their own learning outcome was better with school adoption.<br />
Teachers experiences:<br />
• “Our pupils liked to have student teachers, many new things happened that created<br />
change and joy, and we have learned a lot from the students ways of teaching.”<br />
• “The students have followed up our plans and agreements.” Some few teachers<br />
stressed however that progression in subject matter had stopped.<br />
Pupils experiences:<br />
• Most pupils (96%) said they enjoyed having students as teachers.<br />
• Many (83 %) said their learning outcome was corresponding to having their<br />
permanent teachers.<br />
• Many pupils appreciated new methods an ways of teaching<br />
Parents experiences (through observation of their children):<br />
Fredrikke nr. 8, 2005<br />
Organ for FoU-publikasjoner - <strong>Høgskolen</strong> i <strong>Nesna</strong>
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