I’m the head of teacher education at the higher education institutions engaged in teacher training, across a wide range and high volume. I have the experience of the teacher education programmes at Swedish universities and abroad since the mid-1990s, and has been in the current ansvarigposition for more than a decade, some years back, referred to as the dean of the faculty of education. Basically, I am a senior lecturer in the geography.
in Addition to the Pisarapporten will be in the days of the Early assessment of the current situation and a debate on the school and the teachers are rarely totally cool. This is, perhaps, a controversial contribution to the debate as it is suggested by an ”inside”, but is entirely feasible and necessary.
the Goal is to improve the quality of training and to encourage more people to choose the teaching profession. There are a number of laudable directive, which is to be worked out, but it is my belief that the investigation might not turn on the size of the stones, and the like may be proposed, are unable to afford to make the necessary changes.
the Model allows those who want to make a quick career to do it, and anyone who does not want to do it or not.
In the directives, there are many ideas on to reduce the so-called complementary pedagogical education (geography, social science to junior high and high school, as you have already studied the topics), however, it is possible to argue that these are the thoughts that shorten the length and improve the efficiency of the training should be more general. It should, however it may seem, could lead to a better quality of education and training.
the Expression ”to swear in the church,” states a different one. To make on the american quality of teacher education in the major scale of the problem is not that universities or companies are longing for. What have been some of the neighbouring countries are a success story when it comes to teacher training, is to a substantial extent, be attributed to that they are allowed to be left alone, and that the policies are not mixed in the result of the execution or the content. The situation is such that we need to look at more professionsanpassade of the models, and there are a number of arguments, in order to shorten the length (or split) of the Swedish teacher education programmes across the board. Four of these, the argument is as follows.
1, We have a situation in the Swedish schools, which means that a nation with a certain speed, needing to get out of the trained skills in our schools.
2, Even if the systematic research evidence is lacking, there are, in any case, the story of the actual rate of study in our teacher training institutions can be quite varied. Please read: this should be in here, and was going to speed things up.
3, We have the ever-increasing demands for continuing education and life-long learning. They are not trained for once and for all. To burn off all the life and academic education at a glance appear to be a part of that context which is irrational.
4 One may assume that, for a short utbildningslängd to be able to attract more people to seek education. Especially the ones who are faced with the choice of a yrkesväxling a little later in life.
in Addition to the ones that can be considered as a pure continuing education programmes are of the shortest: middle school with a focus on the activities of the youth centre for three years, respectively, förskollärarutbildningen with a three-and-a-half years of age. The length of the longest is in Swedish, with the focus of the upper secondary school, five -, or five-and-a-half years of age. The other two grundlärarutbildningsinriktningarna of four years.
the Proposal, presented here, is to divide the training into two parts: a basic part and you could be the employee who is qualified in a school or a nursery (but that is no different than that of fully certified teachers), as well as a sloped (which provides the same level of education as those who came to today’s training). Let’s say they are two of the day’s three or three-and-a-half-year should be shortened to two years, and all of the rest of the three years.
After receiving the student of a higher education degree (in tvåårsutbildningarna), and a bachelor of science degree (in treårsutbildningarna). It is the content that is selected to be responsive to the profession’s claims, and in fact allowing to save any of the contents that are required in order to meet the academy’s requirements, on a higher theoretical level. It’s just a matter of recognizing that if you are going to try to create one of the teachers, it is certainly not a sufficient period of ten years.
”But!”, the cries of my colleagues in the choir. ”It wouldn’t mean that many people simply choose to stop at the end of the brief training, and have never read the assembly? We would never have to see them in the higher education institutions all over again.”
Somewhere, the need to prioritize, and their length is not, by nature, are given. After the two-to three-years of teacher education at an institution of higher education, the student may be appointed by the principal, and after two years of service in the school or pre-school would be in order to be eligible for the påbyggnadsutbildningen. In a sense, with that which is practical experience requirements is to ensure that the linking of a more theoretical content in a practical internship. The student experience is likely to have a better chance of being receptive to such a point of view, and it would also set requirements for teacher education programs to actually professionsanknyta to such subject matter. Extension corresponds to a one-year, full-time, and should be organized so that the students can continue to work with the renal service, and some of the state studielön will be deleted.
”But!”, the cries of my colleagues in the choir. ”It wouldn’t mean that many people simply choose to stop at the end of the brief training, and have never read the assembly? We would never have to see them in the higher education institutions all over again.”
And it would be very helpful. Because they’re going to be able to be offered to the tillsvidaretjänst there is a lack of this incentive. Job mobility is, of course, vary according to the gone with the short training in relation to it, which also passed the assembly. This should be incentive enough for most to at any time to join in the further studies.
”But!”, cry lärarfacken. ”We are in danger of creating A ‘ and ‘ B ‘ teams, and to degrade the profession, education and training, and most of the time.” No, not really. What is different today is that it is being done step by step. The model allows those who want to make a quick career to do it, and don’t want to, it may choose to do it or not.
in Addition to that, the model is framfusigt a reduction in förskollärarutbildningen of six months and a complete streamlining of the gymnasielärarutbildningen the course duration, including the extension of equal length, as in the day. It is, above all, is different, is that we do not require the full utbildningslängden of all of you. The funds thus freed up are used, in order to fund more teacher time, more fast-paced, and the quality of the teaching and studielöner of påbyggnadsåret.
There is reason to believe that we are in as this will increase the quality of the teaching, using the students ‘ time more efficiently, allowing them to return to higher education, as an appropriate phase in the life-long learning, linking theory and practice, and improve the sökbilden, to the adaptation of institutions to the different academic structures, both nationally and internationally, and to top it off, we get the qualified teachers quickly into the school.
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