O slideshow foi denunciado.
Seu SlideShare está sendo baixado. ×

Formação de professores: o que o Brasil tem a aprender com a Finlândia? - MINNA MÄKIHONKO

Formação de professores: o que o Brasil tem a aprender com a Finlândia? - MINNA MÄKIHONKO

Baixar para ler offline

A Finlândia aparece no topo dos principais rankings internacionais de qualidade da educação. O investimento na formação das professoras e professores finlandeses explica boa parte desse sucesso. Sem dúvida, o Brasil é muito diferente da Finlândia. Mas os desafios para formar um bom professor lá e cá são semelhantes, o que torna mutuamente útil e produtivo o diálogo entre profissionais dedicados a esse trabalho num e noutro país. É este o objetivo deste seminário, com palestra de Minna Mäkihonko, da Universidade da Finlândia, e comentários de Beatriz Cardoso, fundadora e diretora do Laboratório de Educação.

MINNA MÄKIHONKO
Professora universitária sênior especializada em educação infantil e de pessoas com necessidades especiais, é chefe de educação inclusiva na Tampere University (Finlândia). Tem larga experiência em desenvolvimento profissional e avaliação de competências de professores em diferentes contextos locais e regionais. Doutora em Educação, possui experiência internacional em políticas educacionais e desenvolvimento de sistemas e estratégicas educacionais.

A Finlândia aparece no topo dos principais rankings internacionais de qualidade da educação. O investimento na formação das professoras e professores finlandeses explica boa parte desse sucesso. Sem dúvida, o Brasil é muito diferente da Finlândia. Mas os desafios para formar um bom professor lá e cá são semelhantes, o que torna mutuamente útil e produtivo o diálogo entre profissionais dedicados a esse trabalho num e noutro país. É este o objetivo deste seminário, com palestra de Minna Mäkihonko, da Universidade da Finlândia, e comentários de Beatriz Cardoso, fundadora e diretora do Laboratório de Educação.

MINNA MÄKIHONKO
Professora universitária sênior especializada em educação infantil e de pessoas com necessidades especiais, é chefe de educação inclusiva na Tampere University (Finlândia). Tem larga experiência em desenvolvimento profissional e avaliação de competências de professores em diferentes contextos locais e regionais. Doutora em Educação, possui experiência internacional em políticas educacionais e desenvolvimento de sistemas e estratégicas educacionais.

Mais Conteúdo rRelacionado

Semelhante a Formação de professores: o que o Brasil tem a aprender com a Finlândia? - MINNA MÄKIHONKO

Mais de Fundação Fernando Henrique Cardoso

Audiolivros relacionados

Gratuito durante 30 dias do Scribd

Ver tudo

Formação de professores: o que o Brasil tem a aprender com a Finlândia? - MINNA MÄKIHONKO

  1. 1. 11.3.2019 1 Teacher Education is a Key Element for Successful Educational System Minna Mäkihonko
  2. 2. 11.3.2019 2 BACKGROUND FACTS OF FINLAND AND FINNISH EDUCATION SYSTEM In the first half of the 20th century and still after the World War 2 Finland was one of the poorest countries in Europe
  3. 3. 11.3.2019 3 Big educational reforms in 1970’s • 9-year join comprehensive school for all students • Strong emphasis on educational equity • New university based teacher education • Master degree for all teachers since 1979 Continues development 1980 • Strong emphasis on pedagogical quality, deep learning and self-regulation skills • Research -evidence based development How the reform infulenced the education system?
  4. 4. 11.3.2019 4 1970 2000 2015 OECD average Finland 1980 1990 Dramatic change in the achievement in international comparison studies (IEA, SIMSS, TIMSS, PISA etc.) Gross Domestic Product per Capita of Finland and European Countries Sweden WesternEurope average Finland
  5. 5. 11.3.2019 5 Gross Domestic Product per Capita of Finland and European Countries Finland Comprehensive school and teacher education reform Continuous evidence based development What is the impact of teacher education? Large studies in many countries have shown that just increasing the number of teacher certificates does not necessarily have a big impact on teaching quality and students learning. (For example the 2018 World Bank statistics of Caribbean and Latin America).
  6. 6. 11.3.2019 6 It is the quality of teacher education which matters! High quality teacher education makes a difference Teachers graduated from the new high quality teacher programs became the majority of teaching staff in schools in 1990’s. 1970 2000 2015 OECD average Finland 1980 1990 Start of the new teacher education. Practically all teachers in Finland had a teacher certificate already before 1970’s but there was a need for quality improvement.
  7. 7. 11.3.2019 7 Key principles of the high quality teacher education 1. Focus on adaptive expertise. 2. Focus on pedagogical knowledge and scientific evidence. 3. Focus on content knowledge and pedagogicalcontent knowledge. 4. Focus on deliberate practice. 5. Focus on ethical professionalism expertise. 1. Focus on adaptive expertise Preparing teacher students for the changing world: • From routine practice towards adaptive and flexible skills enabling clever activities in novel situations. • From static profession to continuous self directed and collaborative development of teaching expertise.
  8. 8. 11.3.2019 8 2. Focus on pedagogical knowledge and scientific evidence Deep pedagogical and educational psychology knowledge about students and learning environments is a necessary basis for high quality teaching. Understanding the role of scientific evidence and skills to find and make use of evidence in teacher’s work. This enables continuous professional development. Student centered teaching in a responsible way is demanding - Knowledge base for understanding students’ motives, prior knowledge, and learning processes - Knowledge base needed in organizing learning environments and in guiding students learning processes 3. Focus on content knowledge and pedagogical content knowledge Teachers need deep understanding of the content knowledge. They should be able to support students in approaching the content knowledge from different viewpoints and in building connections between concepts. Content knowledge or general pedagogical knowledge is not enough. Teachers should also have pedagogical content knowledge, which makes it possible to understand: - What prior knowledge students need for construction the new concepts? - What is specific for learning certain concepts and skills? - How prior knowledge and everyday beliefs can hinder learning of new concepts and skills?
  9. 9. 11.3.2019 9 4. Focus on deliberate practice Just practice in a classroom is not enough for high quality teacher education. What is needed for the development of adaptive expertise in teaching is deliberate practice: • Students own engagement in developing continuously better skills to understand students and organize teaching. • High quality guidance and detailed feedback from an experienced teacher or teacher educator = mentored teaching practice. • Systematic focusing on the different aspects of the professional skills and continuous self reflection and evaluation of own progress and weaknesses. 5. Focus on ethical professionalism Teacher profession is not only a collection of skills needed in classroom teaching but teachers have many other responsibilities in supporting the students’ personal development and also the local civil society. Teacher students have to learn what is the role of schools and teachers in society and what are the ethical requirements of teacher profession.
  10. 10. 11.3.2019 10 Composition of Teacher Pedagogical Studies in Teacher Education Curriculum • 1/3 education theory + 1/3 subject specific pedagogy + 1/3 mentored teaching practice • Development of professional identity • Student centered approach • Evidence-based teaching practices • Subject specific pedagogy • Addressing the diversity in classrooms • Supporting students` wellbeing and motivation • Mentored teaching practice: 4 periods: 3 periods at teacher training school and 1 at the partner school Thank you for your attention! Minna Mäkihonko, PhD Senior University Lecturer/Senior Adviser for Teacher Education and Special Needs/Inclusive Education
  11. 11. 11.3.2019 11 Finland University – Qualified for Life. For more information visit www.finlanduniversity.fi 22

×