Developing Primary Teacher Education Research (DePTER)

Exploring innovative practices in teacher education to strengthen the training of reflective practitioners in our schools.

One of the main challenges of teacher education is connecting theory and practice in teacher education. There is a variety of efforts to bridge this gap at universities around the world. In this project, teacher educators at Tallinn University in Estonia, University of Helsinki in Finland, and Uppsala University in Sweden, cooperate to explore innovative practices in teacher education. The purpose of the project is to learn from each other in order to ultimately strengthening the training of reflective practitioners in our schools.

 

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This is a strategic partnership project within the Erasmus + program. The three collaborating partners in this project are Tallinn University in Estonia, University of Helsinki in Finland, and Uppsala University in Sweden. The participating higher education institutions provide primary teacher education on the university level and have an interest in developing the content and quality of these programs.

The collaboration of the partner institutions can provide learning experiences from each other and promote innovation in teacher education. We utilize the strategic partnership of our institutions to strengthen primary teacher education and create innovative approaches for teaching research and pedagogical competencies.

We envision long-term effects around teacher professionalism, curriculum implementation and school development, i.e., primary students trained in the programs will be better prepared to adopt an inquiring professional stance and to implement this stance in their daily work as teachers.

Teachers as reflective practitioners

We are taking the concept of the reflective practitioner as a point of departure, which in our context means an understanding of practice through theoretical lenses on practice as well as in practice. For teacher education, this implicates an effort to bridge the gap between theory and practice, building on a research-based approach.

Research-based approach

The institutions share the view that the development of teacher education should be research-based. A research-based approach means that a) program content and implementation draw on a subject, didactics, and pedagogy-related research about the latest knowledge, and b) it is an essential teacher education pedagogy enabling students to adopt an inquiring and researching approach in their own teacher development.

Subject-integrative/phenomenon-based approach

Subject-integrative/phenomenon-based approaches emphasize the need to break down disciplinary boundaries in school subject teaching. Student-driven action research would offer opportunities for exploring and developing this curricular demand and its implementation. Learning in open settings involves identifying learning environments (both real and virtual) outside the traditional classroom. It can also involve teaching and learning in the classroom but applying new ways of engaging with the learning.

Tallin University

Tallinn University (TU) is the third largest university in Estonia with about 8000 students (including 800 international students) and 800 employees, incl. 400 researchers and lecturers. TU supports the sustainable development of Estonia through high-quality research and study, education of intellectuals, public discussions and promotion of academic partnership. It is acknowledged both locally and internationally for its role as a centre for research and education. The university has committed itself to the strategic goal of becoming an international research university with a strong social conscience and an open-minded, flexible and collegial environment for academic and personal growth.

The School of Educational Sciences is the oldest academic unit in TU that conducts studies on the three levels of higher education, continuing education and research, development and creative activities. A number of study programs are offered on the Bachelor’s, Master’s and Doctoral level including educational innovation and leadership, educational sciences, early childhood education, primary teacher education, andragogy, special education teacher, pedagogy, vocational teacher education, and multiple subjects teacher education. All teacher training programs have a network and collaboration with a significant number of schools.

In the context of this project, primary teacher education is focused on. The study program is one of a kind at TU, consisting of a 5-year integrated study. Additionally, primary teacher education in Estonia has been university-based for more than 60 years. Graduates of primary teacher education receive a Master of Arts in Education degree. Additionally, many graduates teach in secondary education (in a subject they chose to study along primary teacher education) and lead extracurricular activities at their school. Primary teachers are recognized for their systematic work in building a strong, academical foundation for students. The results of their work, for example, are seen in PISA studies where Estonian students have consistently shown better results.

The University of Helsinki

The University of Helsinki (UH) is the oldest and largest institution of academic education in Finland, an international scientific community of 40,000 students and researchers. The University of Helsinki is also one of the best multidisciplinary research universities in the world and it is the only Finnish university to consistently rank in the top 100 of international university rankings. The University of Helsinki seeks solutions for global challenges and creates new ways of thinking for the best of humanity. Through the power of science, the University has contributed to society, education and welfare since 1640.

The Faculty of Educational Sciences is responsible for education for Bachelor’s, Master’s and Doctoral degrees in education, educational psychology, home economics, and subject didactics. The basic education constitutes programs on the BA and MA levels as well as pedagogical studies for subject teachers. The activities are based on a diverse set of scientific, practical and societal competence, and substantial national and international networks and collaboration. The most important collaboration partners are the subject departments at the various faculties of the university, the two university practice schools and partner schools. The competence at the faculty is utilised by a variety of third-sector and private sector actors. There are approximately 300 faculty members among the academic staff. Teachers are educated in Finnish, Swedish and English-language programs.

The Swedish-language programs constitute general and adult education, primary teacher education, kindergarten and early learning teacher education and pedagogical studies for subject teachers. The primary teacher education (a Master’s program) and the kindergarten and early learning teacher education (a Bachelor’s program) are new since 2016. The Swedish programs have an academic staff of approximately 20 members, including three professors and one associate professor. The Swedish-language teacher education programs do not have a university practice school. Instead, they collaborate with partner schools and kindergartens in five municipalities.

Uppsala University

Uppsala University (UU), founded in 1477, has a long history and rich traditions. At Uppsala University there are about 40.000 students, approximately 23.000 full-time students and 6.300 employees. Uppsala University is a broad research university with well-defined missions: to conduct research and education of the highest quality and to collaborate with the surrounding community.

The Department of Education (EDU) is one of the largest departments at UU. The Department of Education has around 200 teachers, researchers, and administrators. The department has around 3.000 students. The subject areas are Curriculum Studies, Educational Sciences and Educational Sociology. The most extensive education commission is within the core courses of the Teacher Education Programs. The Teacher Education Programs consist of Preschools and Preschool Classes, (Preschool Classes, preparatory for children aged 6–7). Primary Schools divided into a Preschool Class and grades 1–3 and grades 4–6. Secondary Schools Grades 7–9 and Upper Secondary Schools.

The Department of Education (EDU) at Uppsala University will be involved in this project. Since 2017, EDU has collaborated closely with several preschools and schools in the city of Uppsala, which are called “partner schools”. A partner school works with teacher educators and researchers at EDU more closely around placements of student teachers, action research projects, and school development projects. Furthermore, this kind of partnership helps teacher educators at EDU to explore student teachers’ learning from different perspectives since all student teachers within the partnership have access to the school continuously throughout the program. In this project, EDU would focus on teacher education for preschool class until grade 6. We would draw on our experiences and results from the partner school projects.

The project emphasizes a phenomenon-based inquiry approach. In practice, this is materialized through two main methods:

  1. Action research will be the main vehicle engaging the student teachers in inquiry-based and developmental work at schools.
  2. Master’s thesis seminars, other courses in which students engage in writing projects, and practice teaching will provide the study contexts for implementing action research in a safe, guided and scaffolded learning environment.

There will be three types of activities carried out within the project.

School projects

School projects help future teachers to implement an inquiring approach in their work. The experiences they get through this strategic partnership will provide a model for how to implement the role of the inquiring teacher in everyday life at school.

Training on methods in teacher education

Training includes the development of innovative international seminars for student teachers and in-service training for teachers at school (cooperating teachers) and university-based teacher educators. These are taking place through face to face meetings and through web-based environments and digital media.

Teaching and learning materials

Within the project, teaching and learning materials for the relevant target groups, i.e. primary student teachers, academic staff, and in-service teachers, will be created.

The project members are teacher educators with different backgrounds and experiences in education. The group consists of classroom teachers and researchers with a wide range of engagements in and outside of higher education. The common interest for all involved is a joint vision for the development of various teaching methods that are adressing and exploring theories and practices in teacher education.

Inge Timoštšuk (National and international project coordinator)

PhD, Educational Sciences, Professor of Primary Education at the School of Educational Sciences, Tallinn University in Estonia

Her competence areas include teachers´ professional identity, teaching and learning science in preschool, basic school and also in informal settings. She is teaching relevant courses and supervising students at all level of higher education at the School of Educational Sciences, Tallinn University.

Anne-Mai Näkk

Visiting lecturer at Tallinn University in Estonia.

Näkk's focus of research is on primary teachers’ work motivation, motivational classroom practices and students’ learning engagement. She has completed primary teacher education at Tallinn University, and has worked as a primary teacher. Currently she supervises pre-service primary teachers’ practicums and Master theses.

Helene Uppin

Doctoral student and junior researcher at Tallinn University.

Uppin's focus of research is learning in out-of-school environments in the context of formal education (i.e. fieldtrips to museums). She has background in environmental sciences and she has experience in teaching science and organizing educational work in the Estonian Maritime Museum. Currently she also lectures about learning across settings and supports pre-service primary teachers who specialize in science teaching.

Tähti Siinmaa

Visiting Lecturer at the School of Educational Science, Tallinn University.
Tähti Siinmaa's focus is on organizing and supervising school practicums for classteacher education. As a lecturer she is teaching topics concerning the education system of Estonia and classroom management in a triangle of pupil-teacher-family.
She works part time as a classteacher and German language teacher at Tallinna Toomkool.

Anne Uusen

PhD in Educational Sciences and Associate Professor at the Institute of Educational Sciences, Tallinn University in Estonia.

Uusen's main interest and focus in research is related to the acquisition, teaching and assessment of the mother tongue, and in the last few years, she has also been involved in the development of e-assessment of mother tongue skills. Uusen's field of research is also activity-based teaching of mother tongue/communication skills. She mainly teaches mother tongue didactics in teacher training programs and the supervision of student thesis at MA level. Uusen also supervises the master's thesis seminar in teacher training curricula and is also the curator of the teacher education curriculum.

Erika Löfström (national project coordinator)

PhD, Educational Sciences, Professor of Education at the Faculty of Educational Sciences, Leader of Swedish-language primary teacher education (grades 1-6), University of Helsinki in Finland.

Löfström specializes in research on teacher education and teacher development, and ethics. She teaches at the master’s and doctoral level, including research methods and research ethics. She supervises master’s theses and doctoral dissertations. She is currently involved in EU-funded projects focused on research integrity, and on early career researchers, and she develops supervision training for supervisors of student teachers’ practicum.

Solveig Cornér

PhD, Educational Sciences. Solveig works as University teacher in the Swedish-language primary teacher education program, Faculty of Educational Sciences, University of Helsinki, Finland.

Cornér area of expertise involves the development of social support practices from a systemic perspective in higher education. Her special interest lies within well-being, research ethics and integrity, research on teacher education and doctoral education. She teaches at both bachelor’s and master´s level. Solveig is involved in an EU-funded project, focused on research integrity, and in research project focused on mentoring for both student teachers’ and in-service teachers.

Laura Kiuru

Laura Kiuru is a music teacher with more than 30 years of teaching experience behind her. She has also been teaching music didactics for primary teacher students and early childhood education students, and in 2020-2021 she is university teacher in the area of aesthetic subjects with responsibility for music teaching.

Lina Lindström

Doctoral student at the Faculty of Educational Sciences, University of Helsinki in Finland.

Her research interests include teaching practice within teacher education and practice supervision from the supervising teachers’ point of view. Her background is within General and adult education (Master of Arts) and she has worked as a Development expert at the University of Helsinki’s Centre for Continuing Education. She has also completed subject teacher qualification.

Ellinor Lindholm

Master student at the Faculty of Educational Sciences, University of Helsinki in Finland.

Lindholm is currently writing her Master’s thesis on the subject well-being and social support among students within the educational sciences. Her background is within general and adult education, beside her studies she works as a research assistant at the university.

Linn Areskoug (national project coordinator)

PhD in Literature, Senior Lecturer at the Department of Education, Uppsala University in Sweden.

Areskoug specializes in research on the pedagogical uses of narratives in teaching, critical literacies, and norm critical pedagogy. She mainly teaches in language and literature methods courses in teacher training programs, the supervision of student thesis at advanced level, and courses on diversity in education. Areskoug is also teaching in various courses on methods in higher education in her work as a pedagogical developer at the Swedish University of Agricultural Sciences.

Carina Skeri

Carina Skeri is working as a teacher educator at The Department of Education, Uppsala University. She is a course leader in classroom management and Practicum. In addition to that, Carina has been working as a teacher in middle school in the Swedish language and Social Sciences. As from fall 2018, she has had an overall responsibility for educating cooperating teachers and developing Practicum in the teacher training programs. What interests her the most is to work with building bridges between theory and practice, and also developing student teachers by modeling good teaching skills.

Pia Eriksson

Master in Didactics and Junior Lecturer at the Department of Education, Uppsala University in Sweden.

Eriksson teaches at the Teacher Education Program, preschool class and primary school, years 1–3 and 4–6 and at the Preschool Teacher Education Program, mainly in mathematics and school placement courses. She supervises students who write independent project and visits students during their teacher training at primary school. Eriksson has been involved in the project “Inclusion through group learning” (Cooperative Learning), and created teaching material in mathematics for grade 1–6.

Peter Bernhardsson

Doctor of Philosophy in Sociology of Education, Senior Lecturer in History of Education at the Department of Education, Uppsala University, Sweden.

Bernhardssons research deals with the history of education, especially the evolution of modern, national educational systems in the 19th and 20th centuries. He mainly teaches historical courses within the teacher training programs and the MA program in Sociology of Education. For the last three years, he has been the coordinator of a project aiming to narrow the gap between academia and schools in teacher training.

Anna Kahlbom

Junior Lecturer at the Department of Education, Uppsala University in Sweden.

Kahlbom mainly teaches in mathematics methods courses, leadership courses and Practicum courses in the teacher training programs. She works part time as a science center pedagogue at Fenomenalen Science Center in Visby.

Helena Påls

Helena Påls is working as a teacher educator at The Department of Education, Uppsala University. She is a course leader in classroom management and Practicum. In addition to that, Helena also working as a teacher in an international middle school in special education in the Swedish language and literature courses. She often visits students in their school placements at primary school. Helena’s primary focus is to work with preparing the student teachers for the complex group processes that is a part of the daily life in school, and to teach them the power of positive relationship building with the students in the classroom.

Kimberly Norrman

Doctoral student at Uppsala University in Sweden.

Norrman’s research focus is on functional writing in early school years through a teacher professional development intervention. Her perspective in this larger research project is from a multilingual perspective and looks at plurilingual students writing and instruction in both the Swedish classroom and mother tongue instruction. She has completed primary teacher education at Brooklyn College in New York (where she is from) and has worked as a primary and high school teacher in New York City as well as a middle school teacher (math, science, art and English) here in Sweden. Currently she works in the primary school and preschool education programs, teaching methodology and language theories and visiting students at their teaching placements in primary school. She also teaches in courses in language and knowledge development for working preschool, primary and high school teachers.

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