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13 Jul 2011 15:15:30
The Government’s strategy on improving teaching quality is not enough and may lead to a worsening of standards, according to the latest research by the University of Bedfordshire.
Dr Andrea Raiker, Academic Director of Postgraduate Education Studies at the University, has just returned from an academic visit to Finland where she investigated teacher training at four universities and their associated training schools.
The resulting report, Finnish Teacher Training School: principles and pedagogy [PDF], concludes that the measures in the Government’s White Paper The Importance of Teaching would not result in the UK replicating the high standards achieved by the Finns.
The research was prompted by Finnish children’s consistently high achievement in Programme for International Student Assessment (PISA) from 2000 to 2009 compared with UK children’s continuing decline. The Government’s strategy advocates that the responsibility for training teachers be transferred from universities to schools deemed ‘excellent’ by Ofsted. The Finnish model, to which the White Paper frequently refers, insists that all teacher training takes place at universities.
Dr Raiker explained: “In Finland there is no equivalent of Ofsted. All standards are defined and achieved by school principals, teachers, parents and other stakeholders working together at various levels.”
Whereas the Finns insist that teachers have Masters’ level qualifications, the Government’s strategy proposes to fund initial teacher training for all bachelor graduates with a 2:2 and above. It advocates that more time is spent by trainees in the classroom. However, Finnish trainees spend less time in the classroom than their English equivalents.
Dr Raiker added: “In Finland, teachers are respected professionals who have autonomy in their classrooms. Finnish teachers are highly regarded and are trusted because their pupils achieve well in international tests.
“This heightens the status of teaching, resulting in more young people wanting to become teachers. Finnish universities are now able to select from the top ten per cent in terms of academic achievement and motivation to study. The Government here is suggesting we select teacher trainees from all but the lowest category of graduates.”
Quality teaching is achieved through close collaboration between university academics and the highly qualified training school staff, added Dr Raiker.
“The driving force behind Finnish children’s achievement is an education system founded on a different approach to teaching, based on cultural values and teachers’ pedagogical and academic excellence. It is not simply directed at raising attainment in tests.
“At this time of change in education, the Government is right to look to the Finnish model. But the question has to be asked - why bother if we are not going to adopt the key elements that define it?”
Latest news» 2011» July» Research concludes that teaching quality may decline
