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International teacher training in BRICS countries - successful case examples from HAMK

FinlandDr. Seija Mahlamäki-Kultanen, Dean

Häme University of Applied Sciences (HAMK)School of Professional Teacher Education

FINLAND

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Global challenges for the universities • Increasing demands for universities call for teacher development • International cooperation• Modern pedagogical approaches • Digitalisation• Innovation and entrepreneurship• Relationships with the world of work• Sustainable development

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Why Finland? • International benchmark in Pisa and PIAAC• High prestige of vocational and professional education• Competence-based curricula• Teachers´ autonomy and appreciation • Relevance for the world of work in university education • Responsiveness for the globalization of labour markets • Consensus over the importance of education • Evidence and research-based education, transparency and institutional QA

The Finnish Education System

The Finnish Education System explained: https://youtu.be/FrAJJRmawhM

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• International benchmark in Pisa and PIAAC• High prestige of vocational and professional education• Competence-based curricula• Teachers´ autonomy and appreciation • Relevance for the world of work in university education • Responsiveness for the globalization of labour markets • Consensus over the importance of education • Evidence and research-based education, transparency and institutional QA

•VET Teachers for the Future (Professores para o Futuro) professional development certificate, Brazil •Short study visits; China, South Africa

Strategic aims of the VET Teachers for the Future programme• Based on national strategic areas of innovation and technology (In

case Brazil they were agriculture, food processing, automotive industry, biotechnology, building, creative economy, renewable energy, education technology, information and communication technologies, technologies for sustainability.• Support from the highest possible level (even Presidential visit

20.10.2015)• Institutional targets • Participant targets

President Dilma Rousseff and President Sauli Niinistö 20.10.2015 in Helsinki

From national to student level impact

Case: Pilot 1 and 2

• Altogether 60 VET Teachers for the Future participants from Brazil • Autumn 2014, Spring 2015 cohorts, both in two groups, Hämeenlinna

and Tampere• Design-based research and programme development • Intensive quality work• Emphasis on impact in the target country, relevance testing and

transfer of innovations and best practices from a country to another

Innovative training models for University -Business collaboration

• Teacher training needs to reflect the widening understanding of learning and learning environments • International networks provide a fruitful ground for innovations and

learning• There is the need for alternative theories and models for international

teacher training which take into account all forms of learning (formal, non-formal, informal)

Programme 30 ECTS

Theme:Orientation

Theme:Learning and teachingprocesses

Theme:E-learning in the 21st Century

Theme:Competence-based curriculum andCo-operation with businesses

Theme:Project-basedlearning

PedagogicalCompetence

Knowing

Doing

Being

VET Teachers for the Future Brazil partnersProgramme is administered and coordinated by Häme University of Applied Sciences (HAMK) and implemented also in Tampere University of Applied Sciences (TAMK) Institutos Federal

• Ministry of Education, Brazil MEC/SETEC• CNPq• Embassy of Finland and Brazil

TESTING CLIPBOARD ACCESS

Participants of VET Teachers for the Future and their Federal Institutes

Implementation

Quality, Impact and Transparency • Quality management plan based on Finnish Higher Education Evaluation Council guidelines

for higher education• Participatory approach to service design – stakeholders working together with

administrators: ministry, IF, teachers from Brazil, teacher trainers from Finland• Individual learning paths – a trademark of Finnish education system• Impact is ensured by the above approaches as well as relevant pedagogical strategies:

learning assignments are designed so that they support own institution development and build bridges - transfer to own context, knowledge transfer and exchange, relevance testing of ideas - from the very beginning

• Learning process is transparent and open: Facebook, blogs, discussions and dialogue, guidance and support, applied research and publications, conferences

• Final seminars and alumni networks in the target country establish a forum to disseminate experiences and knowledge

QA Findings

• https://www.theseus.fi/bitstream/handle/10024/97697/HAMK_VETteachers_cohort1_2015_ebook.pdf?sequence=1• Feedback collected by surveys and interviews • The programme objectives proven relevant, participant satisfaction

high: in a scale of 1-4 on the level 3,7-3,9 depending on the group • Critical points

• More personal councelling and guidance in home country • Teachers as learners - a change in the mindset • The importance of reality testing of innovative pedagogical methods before participants

return their home countries and institutions

Theory development

• A learning group (Compare with Poikela & Poikela (2012,12) • A group of foreign, adult teacher-participants in a new country, in a new

culture, in new kinds of schools and learning environments• The teacher-participants have to change perspectives from teachers to

learners • The group explores actions, listens, participates, does and learns together

Theory development

• Everyday life (Compare with Poikela & Poikela (2012,12) • Acting as well in schools as well as outside schools, in public and private life• How and when do local people do things and perform acts in schools• How does the society and community deal with education? • What do the people do in practice? • How do they interact?

Theory development

• History and perspectives for the future (Compare with Poikela & Poikela (2012,12) • Refers to people´s action and context• How and by whom was the educational system constructed? • What did the infrastructure look like before?• What legends about education and learning do the people share?• Are Finnish teacher autonomy, safety, school success, equality, welfare,

functionality true in Finland • How did they become into existence? • Are they there also in the future?

Theory development

• Constructing a common narrative (Compare with Poikela & Poikela (2012,12) • Communicative actions of the teacher training participants in all forms• The narrative is constantly constructed, made visible and accessible by

expressions in digital and other formats, “ digital postcards” to home and to peers• Sharing and interpreting experiences together, enhanced by guides, teacher

trainers

Theory development

• Constructing individual narratives ( Compare with Poikela & Poikela (2012,12) • Own professional identity formation• Support from the peer group in Finland• Initial testing of ideas into the own context by digital tools, making

comparisons with the peers and planning the final implementation of newly learned teaching methods in home country of origin and home institution

New competence needs for teacher trainers (compare with Poikela & Poikela 2012)

• Connected to entrepreneurship• Organizing several services• Entrepreneurial skills • Leadership• Innovativeness • Cultural and social competences

• Connected to learning • Ability to exploit existing

knowledge in the community• Ability to recognize tacit

knowledge• Teaching and learning on-the-job• Self-development

Evidence and research-based Teachers for the Future programme has great potential

Dr. Seija Mahlamäki-Kultanen, Dean

Häme University of Applied Sciences (HAMK)

School of Professional Teacher Education

Email: seija.mahlamaki-kultanen@@hamk.fi

Study visits from China and South Africa • There is a growing interest in China for developing more competence-

based curricula and strategies in universities and construct a system of Universities of Applied Sciences• Efficient models for teacher and manager development -> Targeted

study visits, 1-2 weeks • References: • Jianxi (China) • Services SETA, MERSETA (South Africa)

Study visits from China and South Africa • There is a growing interest in China for developing more competence-

based curricula and strategies in universities and construct a system of Universities of Applied Sciences• Efficient models for teacher and manager development -> Targeted

study visits, 1-2 weeks • References: • Jianxi (China) • Services SETA, MERSETA (South Africa)