Nueva Zelandia Formacion de Profesores

8/8/2019 Nueva Zelandia Formacion de Profesores

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Preparing New Teachers forthe 21st Century

A New Zealand Response


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Challenges for Teacher Education

The OECD fundamental challenge

Challenges for research universities

Challenges for governments Challenges for the teaching profession

The measurement of quality


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The OECD fundamental challenge

Teaching is not yet a research-ledprofession and to deliver theeducational results required it shouldbe.

OECD (2005) Teachers Matter: Attracting,Developing and Retaining Effective

Teachers, OECD, Paris, page 14.


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Research on the characteristics of effective

professional development indicates that teachers

need to be active agents in analysing their ownpractice in the light of professional standards, and

their own students progress in the light of

standards for student learning.


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Teaching remains largely unchanged as other forms of

work have been dramatically transformed. Many other

professionals commence their working lives with asense that they are entering a role that has been

shaped by past research and that will be transformed

during their working lives by future research. That is an

excitement that teaching has not yet offered. There aresigns of change in some countries, with teachers

developing a research role alongside their teaching role;

with teachers engaging more actively with new

knowledge; and with professional development focused

on the evidence-base for improved practice.OECD (2005) Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD,Paris, page 14.


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Challenges for research universities

Ensuring that Faculties of Educationhave the same research ethos and levelof activity as other Faculties (e.g.

Science) Ensuring that teacher education is

research-led and taught by those activein research

Ensuring that academic staff are involvedin the practicum, and see it as anopportunity for research


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Challenges for programmes

Meeting professional standards

Meeting immediate needs of schoolswhile ensuring graduates can adapt to

the needs of schools in the future Involving teachers and schools in the

training of teachers while making sure

graduates can innovate and useresearch for ongoing development


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Challenges for governments

Ensuring an adequate supply of qualified

teachers in all subjects and at all levels Demonstrating improvements in student

achievement

Controlling costs and relative costs Managing incentives around teacher

education and teaching as a career

Establishing effective mechanisms forensuring that teachers respond to newcurriculum initiatives


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Challenges for the teaching profession

Moving from a craft-based to aresearch-led profession

Developing systems to recognise and

encourage innovation Becoming evidence-based in their

practice

Maintaining standards and controllingmembership of the profession in a

principled way


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The measurement of quality

Entry standards Graduation standards

Performance in teaching

Assessment of principal or supervisingteachers

Evidence of student achievement

changes caused by new teacher Adjusting for student background

Focus on provision of rich learningopportunities


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Challenges for research universities:Our response

Teacher education staff are expected to be researchactive, to publish in books and in quality assured

journals, and to use their research in their teaching

Teaching methods are similar to those in other

research-led disciplines

All academic staff do some supervision andassessment of the practicum; some is done byexperienced teachers recruited for the purpose

We recruit high quality students, mostly graduates,who have demonstrated an aptitude for self-directedlearning and who can interpret and apply researchfindings to their developing teaching skills


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Challenges for programmes:Our response

Assessment both of coursework and of the practicumis based on Graduating Teacher Standards set by theNew Zealand Teachers Council

Graduates must have demonstrated an ability to

evaluate their teaching performance on the basis ofevidence of student learning, and an ability tounderstand and use relevant research

Our programmes are based around two seven-week

practicum placements in schools, and advisorygroups of teachers help us set performance criteria.Co-operating teachers provide evidence that is usedin assessment of students on the practicum


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Challenges for governments:Our response

Policies to date have not matched graduate numbers

to demand from schools. Funding incentives producetoo many narrowly trained primary teachers, and canlower entry standards

Government scholarships have attracted moresecondary mathematics, science, and technologyteachers

Government is rightly concerned about the spread ofstudent achievement in schools, but lacks thecommitment to making teaching the kind of research-

led profession that could find ways to reduce disparityof achievement

Teacher unions are powerful, and resist any attempts topay teachers on the basis of their effectiveness.


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Challenges for governments:Our response

Pay rates are centrally determined and whileemployment decisions are made by schools, pay andmovements within the pay scale are rigidlyprescribed. This may discourage the recognition ofexcellence among teachers

Our graduates have the motivation and intellectualskill to improve their practice continuously on thebasis of evidence and new research. The New

Zealand Teachers Councils Graduating TeacherStandards do not emphasise this in a way that wouldensure it is the case across all programmes


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Challenges for the teaching professionOur response

Strong adherence to craft-based ideals remain. Many

experienced teachers are still highly sceptical of theplace and benefits of research and evidence-basedpractice

Strong commitment to the idea of recognising

excellence in teaching, but no agreement on how todo this

There is a slow increase in the number of teachersand schools that are strongly evidence-based in theirpractices.

There are robust processes for dealing withincompetence and highly unethical behaviour.Systems for ensuring strong professional standardsare less well developed


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The measurement of quality: Our response

We require a degree with at least a B average to

enter our graduate diploma (one-year) earlychildhood, primary, and secondary programmes.Strong secondary school qualifications are needed toenter an undergraduate degree

Graduation standards are set nationally by the NewZealand Teachers Council. In addition to these we

set higher university standards that require an abilityto operate as an evidence-based teacher

We currently involve co-operating teachers in theassessment of students on the practicum and studentperformance is linked to the quality of the programme


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The measurement of quality: Our response(continued)

We use an independent research company to askteachers and principals how well our graduates areperforming. Several samples of the results follow thisslide

What we are still working on is reliable ways to:

Measure the ability of new graduates to providerich learning opportunities for all students

Measure the quality of graduates by their studentsachievement after adjusting for studentbackground


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50

68

36

239

86

91

14

20 0 20 40 60 80 100

Supervisor

Teacher

Base: All respondents

Strongly AgreeStrongly Disagree Disagree Neutral Agree

To what extent do you agree or disagree with thefollowing statement?

The PRT is capable of managing the classroom

effectively


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79

73

21

1855

100

82

20 0 20 40 60 80 100 120

Supervisor

Teacher



To what extent do you agree that the BTeach programmehas provided the skills to do the following.?

Relate positively to students


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47%

62%

41%

24%

88%

86%8

34

5

4

2

40 20 0 20 40 60 80 100

Supervisor

Teacher

To what extent do you agree that the Graduate Diploma ofTeaching programme has given you/the teacher:An understanding of teaching and learning theory and practice

Strongly Disagree Disagree Neutral Agree Strongly AgreeBase: All respondents


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57

59

36

365

93

95

7

20 0 20 40 60 80 100

Supervisor

Teacher



To what extent do you agree or disagree with thefollowing statement?

The PRT is flexible in their approach to teaching


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To what extent do you agree that the programme hasprovided the skills to do the following.?

35%

57%

47%

25%

10%

17%2

82%

82%

4

40 20 0 20 40 60 80 100

Supervisor

Teacher

Strongly Disagree Disagree Neutral Agree Strongly AgreeBase: All respondents

29%

48%

56%

33%

9%

14%

4

5

85%

81%

1

40 20 0 20 40 60 80 100

Supervisor

Teacher

Relate positively to students

Recognise and value diverse cultures within the

classroom


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Our Programme

Some details of our teacher preparationprogramme for graduates

Requires a B average in the first degree toenter

Three different specialisations: earlychildhood, primary, secondary

Requires two teaching subjects (e.g.mathematics, chemistry) for secondaryspecialisation


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Early Childhood


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Primary


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Secondary


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Graduate Course Pattern

Common course

First three specialistcourses

First sevenweek practicum

First three specialist

courses continue

Final Commoncourse

Second threeSpecialist courses

Second sevenweek practicum

Second three specialistcourses continue

First three specialist

courses continue


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Sample of Graduating Teacher Standards

PROFESSIONAL KNOWLEDGE Standard One: Graduating Teachers know what to

teach

have content knowledge appropriate to the learners

and learning areas of their programme have pedagogical content knowledge appropriate to

the learners and learning areas of their programme

have knowledge of the relevant curriculum

documents of Aotearoa New Zealand have content and pedagogical content knowledge for

supporting English as an Additional Language (EAL)learners to succeed in the curriculum


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Sample of Graduating Teacher Standards

Standard Two: Graduating Teachers know about

learners and how they learn have knowledge of a range of relevant theories and

research about pedagogy, human development andlearning

have knowledge of a range of relevant theories,principles and purposes of assessment andevaluation

know how to develop metacognitive strategies of

diverse learners know how to select curriculum content appropriate to

the learners and the learning context


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Questions

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