Session Information
Contribution
The research-based approach is one of the main themes how teacher education is organised. We have investigated the concept and its relationship to other kinds of approaches of teacher education.We carried out two surveys concerning students' attitudes towards and experiences of the research-based approach. The preliminary results were presented at the ECER 2005 and the ECER 2006. In the first survey, the target was mature students who all had a lot of experience of a teacher's work when they begin their studies (Krokfors et al., 2006). The survey (113 respondents) was carried out in 2005. In the second survey, in 2006 (168 respondents), the students were younger and the majority of them did not have work experience or had very little of it prior to the studies.Both surveys suggested that students appreciate the research-based approach. They also felt that it has been realised quite well in their studies. However, in some courses of the major subject, education, the appreciation was greater than the experiences of realisation. In other words, students' expectations had not completely been fulfilled. This was so, for example, in the bachelor and master thesis seminars. This was worrying and challenged us to further analyse what the research-based teacher education is all about and what kind of theoretical framework it contains. In this presentation we will discuss that framework paying attention to 1) the twofold nature of practice and to 2) the levels of teacher education.The twofold nature of practice: Traditionally, 'practice' refers to practice teaching. We argue, that in the research-based teacher education there is also practice of researching. Students acquire basic knowledge of carrying out research and practice their researching skills. The levels of teacher education: We claim that there are two levels of teacher education. First, there is the stratum of mastering of common teaching methods. We can call this stratum the basic level of teacher education. It usually concentrates on practical skills and fundamental knowledge of the whole instructional process and a variety of content courses. Teacher education makes the development of these skills systematic and safe. It is not, however, certain that teacher education is needed to achieve these basic aims. Working as a teacher inevitably brings about learning in this respect (Kansanen, 2004). Wilson, Floden and Ferrini-Mundy (2001) found out, that basic courses in subject matters significantly improved students' achievement. However, after this basic stage, additional courses did not have the same result. They call this threshold effect beyond which additional effect is minimal.Researching in the basic level refers to adaptation. Students acquire basic knowledge about making of research. The role of a student is that of consumer (cf. Young, 2001). Besides the basic level, a general level of teacher education is needed. It aims at the sustained development of a teacher's work. Although this level is in connection with the basic level, a certain distance is required to a teacher's everyday practical work. This refers to reflection, pedagogical thinking, discussion and to research-related activities (Kansanen, 2004). The general level also concerns a kind of metacognition of one's own work and pedagogical decision making.Researching in the general level refers to students as producers (cf. Young, 2001) conducting their theses and carrying out inquiries.As a synthesis, research-based teacher education includes the aspects of making pedagogical decisions (teaching practice) and inquiring one's own work as a teacher (researching practice). In both of these aspects you can distinguish the basic and the general levels. As a sum, research-based teacher education aims to produce inquiry-oriented teachers.Kansanen, P. (2004) The role of general education in teacher education. Zeitschrift für Erziehungswissenshcaft 7(2), 1-12. Krokfors, L., Jyrhämä, R., Kynäslahti, H., Toom, A., Maaranen, K. andi Kansanen, P. (2006) Working while teaching, learning while working: Students teaching in their own class. Journal of Education for Teaching, 2(1), 21-36. Wilson, S., Floden, R. & Ferrini-Mundy, J. (2001) Teacher preparation research: Current knowledge, gaps, and recommandations. Washington: Center for the Study of Teaching and Policy, University of Washington. Young, L. J. (2001): Border crossing and other journeys: Re-envisioning the doctoral preparation of educational researchers. In: Educational Researcher, Vol. 30(5), pp. 3-5.
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