How To Teach At Work

Learning to be a teacher at the worksite

- vertical and horizontal dimensions of learning as

premises for professional development?

Supporting New Teachers in Europa. International Conference on Research for Induction of New Teachers

09.-11.05.12 Tallinn in Estonia

[email protected] [email protected]

Reflections on my first year as a NQT

• Even if I was well taken care of when I started, it was not very systematic. Luckily many of my collegaues were very helpful and forthcoming, and that was a great help to me. I’m very grateful to many of my collegaues for their support and help when I first started here. Even so, many times I didn’t want to bother them too much, so there were many questions I didn’t ask.

I think it is important that all schools have routines, well established routines in order to support NQTs. It doesn’t necessarily work on it’s own.

Some raised questions….

• How can I influence the actual school-code?

• How can I award misbehaving students in order to motivate them to behave nicely?

• How to evaluate students’ learning in English, Physical education?

• I was hoping we could continue our discussion on class management. What can I demand(expect) of students behaviour, working effort, student – teacher relation?

• We are supposed to adapt education to each individual student. I find it almost impossible, when the students are so different and have so many different needs.

What can I do in order to reduce the gap between academic strong and weak students and the average student?

• How to support the very slow readers?

3 Brit Hanssen og Nina Helgevold

Presentation

• To discuss why it is important to facilitate learning processes for NQT at the worksite

• To argue for horizontal and vertical dimensions of learning as premises for professional development • To present two possible ways of working at the work

site (Lesson Study and Internal Teaching) related to (our theoretical discussion on) horizontal and vertical dimensions of learning

The transfer from an educational context

to a vocational context

• The transfer has often been referred

to as a “shock”

• The transfer as a ”continuum”

• The transfer as bordercrossing

5 Brit Hanssen og Nina Helgevold

National guidelines for Teacher

Education in Norway (Department of

Education, 2010)

• General teacher education is basic education. Learning outcomes in the different years in teacher education must be evaluated in this perspective. Progression in relation to expected learning outcomes has to be

adapted accordingly from the very beginning. Through

mentoring of NQT’s, practical work,

collabaration between colleagues and further education, teacher competence will be developed within the main topics that students meet through

their practicum in teacher education.

6 Brit Hanssen og Nina Helgevold

Learning in terms of metaphors

(Sfard, 1988)

• Learning as acquisition

• Learning as participation

Professional development and learning

 Lahn & Jensen (2008) conceptualize professional

development and learning as “a dynamic acquisition

of epistemic tools”

 make a distinction between horizontal and vertical

dimensions of professional learning

 Horizontal Vertical

-

- oral, local, - context independent - context – dependent - recontextualization

Lesson study

a) planning b) carrying through c) assessment-and reflection

……… I……… I……….

collaboration NQT carrying through assessment for between teaching with support reciprocal

experienced learning

teacher

and NQT

Internal teaching

– a way of organizing “formal” education at

the work-site.

– a planned and organized activity at an

appointed time

– Subject related theoretical knowledge is

the core content in internal teaching

– essential in order to understand, analyze,

explain and evaluate different cases and

situations that arise

– ”highlights theoretical knowledge as a way

of gaining new insight” (Lahn & Jensen,

2008)

Summary………

• Learning at the work-site must be made visible at different levels in the organization

• Qualification of NQT’s need to be connected to other formalized qualification- and learning processes that take place within the school

– Responsibility - reciprocal bordercrossing – access

(Hanssen og Helgevold, 2010)

• Both horizontal and vertical dimensions must be seen as important and valuable premises of professional learning at the work-site

Referanser

• Caspersen, J. & Raaen, F.D. 2010. Nyutdannede læreres første tid i yrket – en sjokkartet opplevelse? I: Haug; P. (red.) Kvalifisering til læraryrket. Oslo: Abstrakt forlag AS.

• Conway, P. F., Murphy, R., Rath, A., Hall, K. 2009. Learning to teach and its implications

for the continuum of teacher education: A nine-country cross-national stud. Cork:

University College Cork

• Dahl, O. E. (2008): Lesson study. Ein japansk kompetanseutviklingsmodell for

matematikklærarar. Masteroppgave. NTNU

• Hanssen, B og Helgevold, N. (2010): ”Å trå over dørstokken. Fra å lære å bli lærer til å lære å være lærer”. I: Hoel, T.L, Engvik, G. og Hanssen, B. (red.) Ny som lærer – sjansespill og samspill. Trondheim: Tapir akademiske forlag

• Jensen, K., Lahn, Leif Christian Nerland, Monika; Smeby, Jens-Christian; Klette, Kirsti; Fugeli, Pål; Christiansen, Bjørg (2008). Profesjonslæring i endring Sluttrapport til NFRs KUL program.

• Kunnskapsdepartementet. 2010. Nasjonale retningslinjer for grunnskolelærerutdanningene Nedlastet 12.03.10:

http://www.regjeringen.no/nn/dep/kd/tema/hoyere_utdanning/larerutdanningsreformen/

Nasjonale-retningslinjer-for-grunnskolelarerutdanningene-ferdigstilt.html?id=592290.

• Lahn, L. C., & Jensen, K. (2008). Profesjon og læring. In A. Molander & L. I. Terum (Eds.),

Profesjonsstudier (pp. 295-305). Oslo: Universitetsforl.

• Sfard, A. (1998). On Two Metaphors for Learning and the Danger of Choosing Just One.

Educational Researcher, 27(2), 4-13.

• Smeby, J.C. 2008. Profesjon og utdanning. I:Molander, A og Terum, L.I. Profesjonsstudier. Oslo: Universitetsforlaget

• Stiegler, J og Hiebert, J. 1999. The teaching gap. New York: The Free Press

12 Brit Hanssen og Nina Helgevold