DOCUMENT RESUME
ED 423 994
PS 026 947
AUTHOR
, Lea, Martha
TITLE
The Professional Qualification of Pre-School Teachers in
Decentralised Teacher Education.
PUB DATE
1998-09-00
NOTE
19p.; Paper presented at the Annual EECERA Conference (8th,
Santiago de Compostela, Spain, September 2-5, 1998).
PUB TYPE
Reports - Evaluative (142)
Speeches/Meeting Papers (150)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Distance Education; Foreign Countries; Higher Education;
Preschool Education; *Preschool Teachers; Student
Evaluation; *Teacher Education; *Teacher Qualifications
IDENTIFIERS
Norway
ABSTRACT
This paper examines the content and teaching methods in a
4-year decentralized preschool teacher education program using a combination
of direct and distance learning at Stavanger College in Norway. The content
of preschool education and the knowledge skills, communication skills, and
the general professional competencies required for professional qualification
are delineated. Open interviews conducted with teachers with experience in
distance teacher education from 4 colleges and with 24 students are then
analyzed to evaluate the distance teaching methods used. Findings noted
suggest that distance education is suitable for some areas of preschool
teacher education, planning is extremely important in distance education to
ensure a match between content and teaching method, making the structure of
the course explicit is important for students, and teachers note the
difficulty in knowing when to challenge students and when to support them
during distance learning. Strengths and difficulties in using each of the
following methods are discussed: computer communication, study-letters or
booklets for each learning module, video and audiotapes, telephone
conferences, individual phone calls, and direct teaching. Finally, the paper
discusses the special challenges of student assessment in distance learning.
(KB)
********************************************************************************
*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
********************************************************************************
lae?1,9
/a:
THE PROFESSIONAL
QUALIFICATION OF PRE-SCHOOL
TEACHERS IN DECENTRALISED
TEACHER EDUCATION
Pre-school teacher education has
to secure professional qualifications
for teachers in
day care institutions. In Norway
pre-school teacher education qualifies
one to work
with children from 0
- 7 years. There is a great need for pre-school teachers
throughout the country. Like in other
countries, the ones who want the
education do
not always have the opportunity to
move to a college city. Therefore the Department
of Teacher Education at Stavanger
College has developed a decentralised
model of
pre-school teacher education, using
different distance means of teaching.
Pre-school
teacher education is ordinarily
a three year course, whilst the decOtralised
model
takes four years. This gives
students the chance to do
some parallel work as
assistants in kindergartens.
To be certain that this
decentralised education has the
same quality as the education
on campus, I am conducting
an evaluation of the use of different teaching
approaches in different subjects,
and the issue of addressing
professional
development.
THE CONTENT OF PRE-SCHOOL
TEACHER EDUCATION
The subjects of pre-school
teacher education in Norway
are educational theory and
practice, aesthetic subjects like
drama, music and art and crafts,
physical education,
mathematics, science, religion and
ethics, Norwegian language and
social sciences.
There are at least 20 weeks of
practice in different day
care institutions or schools,
(6-7 weeks per year for three
years).
The professional qualification
consists of competence in different
areas:
Knowledge skills
We expect the students
to develop:
knowledge of the subjects which form
the content of teaching
an understanding of the:theoretical parts and
capacity to perform the practical parts of
the subjects
didactic knowledge, i.e. knowledge of
how to use the subject in the daily
-programme in
U.S. DEPARTMENT OF EDUCATION
kindergarten/school.
Office of Educational Research and Improvement
a commitment to utilise and develop different
parts of the subjects
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
fieThis document
has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Communication skills
Communication skills
are needed in different areas:
when meeting children and
parents with social and cultural differences
Points of view or opinions stated in this
when using appropriate teaching
strategies among a group of children
document do not necessarily represent
official OERI position or policy.
when working together with
colleagues and in contact with other relevant
professions and
community members.
General professional competenCes
The more general
competences consist of:
capability to use the knowledge and
the communication skills in
school/kindergarten.
capability and commitment to evaluating
and
capability and commitment to evaluating
and
/kindergarten as an organisation.
responsibility in all aspect of work.
BEST COPY AVAILAbLL
the daily work of the
improving the teaching programme.
partaking in the improvement of the school
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
2
MG:et \\ck.
LQ-
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
2
ORGANISING THE STUDENTS IN DECENTRALISED TEACHER PRE-SCHOOL
EDUCATION OVER 4 YEARS
One way of organising a course is to divide the students into different groups for
different purposes.
The whole broup:
48 - 60 students (not more). 3-4 teaching blocks at campus per year
Divided in 4 regional groups of 12 - 15 students, 7-8 regional teleph.conferences with teachers per
year
Each regional group divided into 4-5 study groups of 3-4 students. Weekly meetings.
Practice in school/kindergarten, 1-2 students per school 4 - 6 weeks per year (total 20 weeks).
The regional groups and the study groups use a local study room where necessary
equipment is available.
TEACHING METHODS IN DECENTRALISED PRE-SCHOOL TEACHER
EDUCATION.
A certain part of the study can be organised in blocks on campus. In the course in
Stavanger 60% of the teaching was organised as direct teaching in 3-5 blocks each
year. Then ordinary methods are used in different subjects, lectures, study groups.
Practice in school/kindergarten can be organised and counselled like practice in an
ordinary course.
In the ODL (open and distance learning) part of the study the following
communication and teaching means can be used:
Videotapes, both pre-produced and self-produced as a mean of communication between
the teacher and the student.
Audio tapes, produced and self-produced.
Telephone for individual contact and group conferences.
Letters between students and teachers by
E-mail
Internet
«S-mail»
Fax
These «letters» can be study letters produced by the teacher, reports from the
students, exchange of study questions and guidance from the teacher.
Multimedia-productions for the computer like CD rom (occasional use)
Computer conferences (using some Internet programmes like First Class)
Satellite lectures ( expensive and seldom used)
Satellite conferences (the same)
The communication and teaching means can be used in different ways by different
teachers and in different subjects.
Some of these methods are also used in teaching on campus.
3
EVALUATING DISTANCE TEACHING METHODS IN TEACHER EDUCATION
The main sources for answering the questions are, in this context,
open interviews of
teachers of experience with distance teacher education, and two groups
of students (12 persons each). The teachers represent different subjects and
come
from these colleges, which all provide pre-school teacher education:
Northern College, Dundee/Aberdeen, Scotland
FOsturskOli Islands, Reykjavik, Iceland
Bergen College, Bergen, Norway
Stavanger College, Stavanger, Norway
In the three Nordic colleges, distance education is used as a part of the pre-service
course. In Northern College it is primarily used in in-service courses. The similarities
between experiences are greater than the differences.
Some of the teachers' experiences
We can put forth several questions about this way of organising teacher education,
how the teaching means are used and how to achieve the professional qualification,
the teachers' role and the impact on campus education. In this connection, I will try to
summarise some experiences from two points of view, the use of different teaching
approaches and the achievement of professional qualification.
1)
V:0"CaffilMVrisi gMfiCanttffelgrgjAW-WWtg
di emn
rOV-kef
These questions will be summarised and discussed separately.
WHAT IS THE CHALLENGE USING DIFFERENT FLEXIBLE TEACHING MEANS
IN DIFFERENT SUBJECTS?
Pre-school teacher education consists of different subjects, as mentioned earlier.
Some of these subjects have mainly a written, theoretical tradition. In others,
personal skills arémore important. The common aim for all subjects is to develop the
student's knowledge, skills and attitudes in preparation for the professional
qualification. The different available teaching means in distance education will
perhaps be more or less suitable, or can be used in different ways.
MOMENTS IN THE PLANNING PERIOD
Coherence between goals, content and teaching methods
In accordance with the Norwegian Framework Plan,
one of the principles of Pre-
school teacher education and of each of the subjects in the study is the holistic
principle. This means attaining coherence between the goals of the study and the
subjects, the content, the practice, the evaluation and the organisation of the study.
BEST COPY AVAILAOLL
4
The teachers are rather conscious that this connection must be secured in the
planning period. It is more difficult in distance education than in campus education.
You have to plan the course as a whole, you have to evaluate which different parts
of the subject can be presented directly, which can be presented through study
letters or computer communication, which parts can be the students' responsibility to
read and discuss, and how to communicate with the students. To be able to do this,
it is important to know what different means can offer.
One of the teachers remarked
.
«To choose the themes that you will present directly is very important. I saw the
connection between the presentation in the study letters and the lectures. Some
topics I presented for them to discuss in their own study groups, but I also gave them
a possibility to respond to the lectures.»
The balance between the teaching of theory and developing the students'
practical understanding and skills.
Practice in the kindergarten is the same as in campus education. Therefore the
experiences from that part of the education are not discussed in this connection.
The developing of the students' practical understanding refers to the skill that is a
part of the knowledge, especially in the subjects of drama, music, art and crafts,
physical education and science. When part of the education is theory and part is
counselling and training skills, the question is when to do what. Most of the teachers
consider a balance between theory and training as very important, and want to
counsel during the training face-to-face, if they don't have two-way picture/sound
connections. Therefore the sessions at college are used to working «on the floorD.
The students can read and discuss theory by themselves and in study groups, but
the fundamentals of theoretical knowledge are important for developing skills,
teachers say.
It was possible to place some experimental material in the local study rooms in
science, art and crafts and music. So some of the practical sides of the study could
be decentralised. One of the art and crafts teachers was satisfied with this distance
organising, not only because of the training possibility it gave the students, but also
because of the social effect on the students of working together in a practical way.
One response from a science teacher shows what he has to take into account:
«It is very difficult through a letter making them see things.You are not there when
they observe the star-sky, so in their minds they can create the most odd pictures of
stars.»
To give the students an overview of the different parts of the study
When the students get a greater part of the responsibility for their own study, it is
important that they also can see the whole structure of the study with blocks of direct
teaching, written communication through letters or computer, oral communication
through telephone, video tapes or audio tapes, individual work or group discussions.
5
5
The experience is that the clearer the structure is for both teachers and
students, the
more the students can concentrate on the main issues.
The distance
The distance means that the teachers don't see the students every day
or every
week. This poses a challenge. One teacher has expressed the situation like this:
«The most difficult thing was to know the students' context sufficiently, and to know
them enough to know when I have to challenge them and when to support. It is
important to be able to see their need for learning at any time. The more contact
we
had, the easier it was, your answer could be more adequate.»
Teachers try to overcome this challenge by, for example, using different
means of
communication.
THE USE OF DIFFERENT TEACHING MEANS
Computer communication
The most self-evident condition for using computer communication is that both
students and teachers have the right equipment available, that it works and that they
have the competence to use it. If not, the medium will be
a source of frustration
instead of help.
There are different possibilities in conferencing systems. You
can, for example, use
home pages, news groups or a communication system called FirstClass. While the
college in Iceland has used news groups, Northern College in Scotland used
FirstClass. The main thing is that the system allows groups to present work, discuss
subjects and ask questions. When you choose a system, it must give the opportunity
to define who shall be able to join different
groups, so that the participants know
whom they are speaking to. The system helps to keep order and maintain
coherence in discussion themes.
When students present their assignments, they share their knowledge with
others,
and give co-students the chance to offer comments.
The teacher or the student can set up a topic for discussion. Even if the
system is
well-known and the topic is interesting, some students
are reluctant to participate.
One teacher suggests that no more than three people should share
a discussion
group. Then the students feel secure. Another has found that discussion groups
should not be on-line for a long time. Short-lived groups strengthen the discussion.
In
open discussion groups there are more readers than participants.
Written discussion makes it possible to reflect before presenting one's opinion.
Insecure students like to think over what they
are writing, both because one can't
wipe out the written word in discussion groups, and because of the
openness to
others. Discussion groups develop reflective knowledge. Naturally
one can also get
superficial responses.
6
E-mail is used for rapid change of information
or answers to questions. To make it
work, there must be common agreement
about what «rapid» means. One teacher
says that she promises an answer within three
days. Both E-mail and computer
conferencing are means of counselling,
but can also be used to inspire the
student
and keep the momentum going in their
work wherever they sit.
One difficulty that teachers mention
is how to evaluate students'
participation in
discussion groups when it is optional
to join in. What about passive students?
The use of study letters
In the in-service courses in Scotland,
there are pre-produced stu4-letters
or
booklets for every module, including
a guide and assessment. These series of
letters are, in fact, the
course and are used by everyone teaching
on the course.
It saves time for the different teachers
in preparing their teaching.
The function of a study letter in distance
pre-seMce education, is not defined
whether in Norway or Iceland. It is
up to the teachers, and written by them.
The important thing is that
every teacher has to define the use of the study letter
together With other means, in accordance
with the holistic principle. Most of them
say
that the letters consist of information,
themes from theory and questions for
discussions, or ask for some kind of
documentation from the students.
For example one teacher comments:
«I think the content tends to provide information,
guidance, and clarification, giving
instructions and seeking clarification from
the students.»
Writings about theory usually involve
«clarification», inspiring and helping students
to
structure their reading, summarise themes,
pointing to main issues, giving advice
about literature or drawing attention
to the didactic consequences of
a particular
theory. It can also widen the theoretical
aspects if teachers give a kind of written
lecture.
Assignments, smaller tasks or questions
to discuss can either be a formal part
of the
study that requires documentation from
the students, or they can be
an aide to more
reflection and deeper understanding of
the profession.
Some teachers are conscious that
every assignment or response needs immediate
feed-back:
«If you don't give feed-back
on it, then they are going to lack the motivation to
go
into it.»
If you are going to clarify parts of
theories, to help the students structure
their work,
it is necessary to be precise and to
have an overview so that
you can point to
connections between subjects
or between theory and practice, making theory
relevant in relation to concrete kindergarten
situations. This also
means that some of
the preparation for the teacher is
to show the connection between
lectures, literature
and later discussion themes during
telephone or video-conferences. Good
lay-out of
written documents also helps to clarify,
inspire and make things
concrete.
7
The students are very pleased to receive study letters.
An interesting question about the use of pre-produced study letters
can be raised. In
Bergen, one of the teachers has some experience with the difference between using
pre-produced study-letters and self-produced ones. She says:
«The pre-produced letters that we get are really beautiful, thoroughly prepared, but
they are dead compared to the function of our letters which give the actuality and
development of the study. Students say, «we would prefer letters not so perfectly
edited, but more adequate to our situatiormh
The difference between these pre-produced study letters and the study letters at
Northern College is that you don't know the teacher or teachers who have produced
them, and you can use them all over the country. In Northern College the study
letters are written by a teacher at the institution and are used there.
This raises a question which might be relevant in connections with other
pre-
produced teaching material. Which effect has pre-produced material
on the.teacher's
role? Is it possible to describe the balance between using pre-produced and self-
produced material in order to keep actuality and «life» in the teaching?
The use of video and audio tapes.
The audio tape has been around from at least the fifties. It is strange that music and
language dominate its use as a communication medium. In the interview, however,
several teachers think that it might be convenient to tape lectures for the students to
listen in the car going to and from work, for instance, but it is not tried. In music, it is
used to train or guide in singing or playing, to listen to different sorts of music,
or like
its use in language, in documentation of children's language either musical
or verbal.
All subjects in pre-school teacher education use video tapes in
some ways.
If teachers are going to use pre-produced material, they need to know what is
available, to have a look at it to see what is relevant, and to be confident that
it fits
into the study programme they have planned. The same process is important when
they choose literature, but it seems more time-consuming for the teachers to
evaluate videos.
In the college where there are technicians who
can assist in the production of a video
bit, some of the teachers have sent out examples of kindergarten situations
to
discuss, for instance.
It is, however, more usual to ask the students to present videotaped situations that
can be discussed either in the students' groups or in sessions at college. This might
include documentation of their work, exhibitions they have created, for instance,
or
role play. It has been used for formal documentation in art and crafts and in music.
The possibility is there for other subjects as well.
Video is very useful to show teaching situations where the teacher's/student's
didactic and pedagogical work can be discussed and evaluated. In this
way, videos
8
8
have been used in most subjects of the kindergarten's
teaching programme. Even if
the students have another focus than that of
the teacher, this can raise interesting
discussions.
The video as an observation medium is excellent
to show, for example, children's
different play, to gather rhymes and to register
children's physical development or
activity. One of the teachers remarks:
«We think using video is an excellent medium of
research.»
The important thing is to have permission from
parents or from the day-care
institution.
Students say that it is rather challenging to act in
a video. They feel it is a one-way
communication. «You do something, and feel
a little stupid afterwards because you miss
the immediate response,» is how one of them put it.
Nevertheless most of them are positive towards the
use of videos. Another student
says:
((We have fought us through it and found that
we have become strengthened, so I
think it has been very good for our self-development»
If the teachers get individual videos to comment, they
find it rather time-consuming,
One teacher asks the students to present their
group work or tasks. He then thinks
the medium is efficient, and is able to give adequate
comments.
Teachers see that two-way picture-sound connections
or video-conferencing give
other possibilities. Then there is no time delay between
performance and response
or questions and answers. The counselling becomes more immediate and
to the
point.
Put in few words, teachers seldom produce videos
to be used in teaching, only when
technical assistance is available. It is easier to let
students present different tasks or
situations by using video records. Some teachers find
videos time-consuming as
individual communication means. Students find it
stressing being «actors», but useful
in self-evaluation. Two-way sound picture
means seem more efficient in counselling.
The use of telephone conferences.
There are different models of telephone conferencing.
1) Teacher and students sitting in their different
homes.They have to learn to know
each other from the voices, but they miss the dynamism of the
group. There is
sometimes a halt in the discussion, and at other times everybody
speaks at the
same time. If study groups are not a part of the course, this model is used.
2) One teacher at the college and
a group of students around a conference
telephone. If the conference is planned
as a part of the programme, it can give an
openness both for the teacher and the students to decide which questions
are
9
9
relevant. It seems that this way of communication is most
appreciated both by the
students and the teachers because it offers the chance to deepen
understanding.
3) A group of teachers at the college around
a conference telephone talking with a
group of students in the same way as model 2. Our experience with this model is
that teachers get to know more about each others' teaching. It
forges teamwork,
and they share experiences in the teaching situation afterwards,
having the
opportunity to discuss common topics. The discussions with the
students,
however, are more centred around practical questions, like, «When
do we have to
answer the questions in the study letter?» and «What timetable do
we have in the
next college session?». The students find the conference gives little time
to ask
questions that need longer explanations or discussions from
one teacher when
there are four teachers sitting at the other end.
Model 2 and 3 take the same time for each of the teachers if they
have four groups
for 30 minutes. In model 3, the different study
groups get less time ( 30 minutes
instead of 2 hours).
Some teachers and students feel a little awkward
on the telephone. Shy students do
not ask questions in a group, fearing they might show themselves
up. Some teachers
are also somewhat insecure about having to answer unexpected questions, to
explain problems for which they are not prepared. Certain teachers
prefer face to
face encounters.
In overall terms, both groups express satisfaction with the
possibility of telephone
conferencing. One teacher even says that telephone counselling
and discussion is
better than face to face conversations, because
one has to be more clear and
concise without the body language, so as not to be misunderstood.
The telephone conference is a forum for discussion where
both teachers and
students are responsible for the content,
or the decision can be that it is just for the
students to ask questions. The main issues in using telephone
conferences is that
the responsibility for the content has to be decided
in advance, and the aims and the
expectations of the communication have to be clarified. A
common sharing of the
responsibility in planning the telephone conference (model
2) seems to give most
satisfaction, both among teachers and students.
Individual calls to the teachers.
Most teachers are generous with students. They
let students call any time, and they
like this way of tutoring. They know that the
student who calls really is interested, and
it offers quick feed-back. They learn to know
the individual student. Sometimes they
fix an appointment. Students appreciate the
possibility of calling, but are sometimes
worried about «bothering» teachers. They do not
want to misuse the openness.
1. 0
10
The direct teaching sessions
Even if questions about direct teaching situations
are well known, there are some
special moments mentioned by the respondents, which have to be taken into
account.
Room situation
One of the most challenging situations reported, is the room situation. When the
sessions (3-4 days to 2 weeks) are not planned as a part of the time-table and
room
plan before the start of the term, there are problems later
on. This comment come
from the three colleges with the pre-service courses. In Northern College, the
sessions take place in the summer. It looks like special projects do not have the
same rights to adequate auditories and rooms for teaching as so-called ordinary
studies.
Resources
These differ from place to place, and how many students
a distance course counts.
This is not a part of the research, but is mentioned
so often by the teachersthat it
has to be considered. The group size means greater rooms in sessions, it influences
ways of teaching, more time to counselling is needed, more equipment to the study
rooms. All these factors are not always compensated for with resources.
Content
The content of the sessions is more or less decided in the planning period,
and is
commented on earlier (pp 3-4).
Organisation of the session period
The periods with direct teaching are more intense than teaching in
campus courses,
with around 8 lessons per day. In one college
every teacher has the responsibility for
the whole day. It is quite exhausting for the teacher, they
say. The day period can be
divided between teachers.
The reason why the direct teaching periods feels
so intense might also be because
the teachers want to put all the issues of the subject into the direct teaching.
The students do not complain. Because of their total situation with work and
family
besides the study, they need the time.
Ways of teaching
Apart from the room situation and the group size, the teachers have
a dilemma when
they plan how they want to teach. The balance between developing skills
and
presenting theories in aesthetic subjects is already mentioned. The students want
as
much lecturing as possible. The teachers' dilemma is then to find the balance
between the students' wishes and their own knowledge about how to teach in
exemplary ways, varying the teaching.
Summary
In the planning period, it is important to plan both practical and
teaching aspects of
the course. In the same way that it is necessary with available
technical means to
use them, it is necessary to have adequate rooms for teaching on
campus. The
holistic principle of education makes it necessary to plan the whole
course at once. It
i
11
is necessary to create coherence between goals,
content, teaching methods and
evaluation. To do this, it is important to be conscious about
the whole subject and its
place in the education, and to know the possibilities of the different
teaching means.
In that connection it is necessary for aesthetic and practical subjects
to find the
balance between the teaching of theory and developing the students'
practical
understanding and skills.
In the preparation and starting period, it is
necessary to give students an overview of
different parts of the study, the use of the different
means and the claims and
expectations to their part of responsibility for the study.
The computer can be used to every form of written communication.
It is a rapid
communication means. The new possibility that the computer
represents, besides
giving information and sending letters, is to
open conferences for defined groups to
discuss assignments, theoretical questions
or themes . «Defined groups» can also
mean teacher/student communication. The function of and rules around the different
conferences have to be defined, claims which
are put forth to the students'
participation.
A study letter can be sent by computer, but it is
a teacher's document compared to a
computer conference. It can be defined as
a document that gives information,
guidance, clarification of theories, instruction and seeking clarification
from the
students etc. There is a difference between
a pre-produced study letter used by
different teachers and a study letter self-produced by the teacher. One
can be
discuss the difference in teaching when using these two kinds of
letter.
The video-tape represents another «language». It is found
to be excellent in
documentation of students' work, demonstration of teaching situations
to discuss in
different groups with or without the teacher, and
as a research medium in
observation of children. As some teachers think it is time
consuming to look at
demonstrations and give comments, the question is to what
extent is it useful in the
distance study, use of time taken into account.
In telephone conferences the participants
are available at the same time. You hear
the voices of the participants. Responses
come immediately and the duration is
limited to minutes or hours. These moments
represent differences compared with a
computer conference. The resemblance is that the responsibility for
the content has
to be decided, the frames of the conferences have
to be defined, and the aims and
the expectations of the communication have
to be clarified both to students and
teachers.
Two-way sound/picture communication gives further
possibilities of counselling
students' practical performances.
One of the dilemmas in the sessions at college is
how to give exemplary teaching in
the different subjects when the students first
and foremost want one-way lecturing.
It is important to organise a long day of
teaching with variations, because of keeping
both students and teachers fresh and because of
the need for skills training in
different subjects
.
1 2t
12
IS THE PROFESSIONAL ASPECT OF THE PRE-SCHOOL TEACHER
EDUCATION SECURED IN DECENTRALISED CONTEXTS?
In a decentralised pre-school teacher education context where different distance
teaching methods are used, the question of how the professional matters
are taken
care of in the different subjects and through the design of the study is crucial. So too
is the balance between traditional and more flexible
ways of teaching.
In the Norwegian Framework Plan for the Pre-school Teacher Education, it is made
clear that the student teacher's fitness for the profession has to be evaluated. It is
an
holistic evaluation, said to include pedagogical and personal capabilities,
as well as
knowledge, skills and attitudes (pp.21-22). In another part of the plan (p. 14) the
personal abilities important for the profession are described in this.way:
«The pre-school teacher study is the door to a profession with an impact
on self-
dependence, collective responsibility, co-operation and ability to engage in critical
reflection» (p.14)
Generally speaking, the aim of the whole course is to develop professionalism.
Professionalism includes knowledge in the different subjects broadly defined,
communication and co-operation competence, responsibility to others and to the
work, and reflective and practical competences revealed in daily activities.
Practice with children is part of the evaluation, but is not included here because it is
taken care of in the same way as in ordinarily organised pre-school teacher
education.
The questions to the teachers started with knowledge like this:
«Do you think you can take care of the aim of your subject and develop the students'
knowledge, skills and attitudes in distance learning?»
To get deeper into the question of professionalism, the following three
aspects were
introduced into the interviews: developing responsibility, problem-solving/reflection
skills and communication abilities. The questions
were like this:
«Does the study model provide possibilities to develop students' responsibilities?»
«Does the study give room for reflection and problem-solving?»
«Is it possible to strengthen students' communication skills?»
With a Yes to these questions, I would expect
a Yes also to the last question:
«Are you able to evaluate the students' professionalism and their fitness for the
profession in the same way that you do with campus students?»
Knowledge
As to the knowledge question, it was easy to
answer. Students have to present
different documentation in different ways during the four
years. The same can be
said about the skills, but I have already indicated how carefully teachers have
to plan
their teaching, using the different means to develop students' skills,
especially in
subjects like drama, music, arts and crafts, physical education and science.
As to the attitude aspect, the answers varied
a bit more, but the discussions in the
conferences, the collective work in the study groups and the students' situation
with
13
13
parallel work in the kindergartens
were moments that contributed to
the development
of professional attitudes. One reply
was:
g---So the distance learning because
they are operating in their
own practice in the
same time, I think has a bigger impact
on the whole attitude to continuing
professional development and the
development skills,---»
With some nuances, the answers to the
question were positive. After the teachers'
experiences, they could take care of the aim
of the subject and develop the
students'
knowledge, skills and attitudes in distance
learning.
Responsibility
Distance education places demands
on students to be responsible for their
own
study, whether the distance part is
a big or a small part of the study. The situation
the
students have in the decentralised
pre-school teacher education
or in in-service
courses is usually the same. They have family
responsibilities, work responsibilities
and study responsibilities. To
manage this situation they need precise planning
and
good follow-up.
Distance students are motivated. They
get the chance of an education they
would
not be able to follow elsewhere, because
of geographical and family situations.
Such
circumstances can strengthen motivation,
but open education can also foster
motivation. We don't know what is
most important.
In studies where the students have
to follow local study
groups, they don't only have
individual responsibility, but also
a responsibility to the group.
These are the moments that teachers
reflect upon when they say that the
distance
students show more responsibility in
this study than students in
campus courses.
The distance students
are, on the other hand, quite conscious that
they are
responsible for their learning. The
students say that in study
groups they give both
personal support and study help if
someone falls behind.
Problem-solving and reflectioning
It is a simplification to
use problem-solving and reflection
as almost synonymous
concepts. Reflection can describe the
analytical process both before
a solution of a
problem is chosen, and in the analysis
of the result. Both concepts belong
to the
same process. The opposite is to give
a standard answer to different challenges,
which means no reflection.
Three aspects
seem to be important in the connection of
developing reflection:
that the students have practical
experience from kindergarten work,
either before
the study starts, during the study
or both.
that the tasks the students get
are based on reflection.
that the students have a study
group to discuss the problem-formulation with.
BEST COPY AVAIIABLE
1 4
14
Theory/practice aspect
Most of the students have practice from kindergarten beforehand. With three of the
colleges, it is expected that they work in kindergarten during the study, and in the
fourth quite many have. Both teachers and students say that it is easier to reflect on
different questions relevant to their future work when students have this experience.
A teacher says:
al think there is no problem with reflection, and I think reflection is stronger in some
ways in the distance learning, because they are in their own place, and almost all
assessment tasks demand a level of reflection in practice, so that our model of
distance learning is much more geared towards reflection than probably the full time
course.»
The use of different assignments
The tasks given to the students are different. One teacher says that every lecture
ends with a reflection assignment to send the students in the study letter. Different
assignments might be observations with reasoning around interpretations, questions
from theory or evaluations of their own work.
«They must have an analytical attitude to their own work with children,» one of them
says.
A characteristic response to the question if the problem-solving and reflection have a
place in the distance education, is as follows:
eYes, to a great extent. The form of the study with study letters between the intensive
sessions, the inspiration to work with questions they meet in their reading and put
forth to us, the reflection. This subject without reflection would be a non-subject.
Reflection is one of the fundamentals.»
The use of study groups
In two of the institutions, it is expected that students in the distance study
communicate in study groups as well as with teachers. In the other two institutions, it
is voluntary to work in study groups.
Both in this question about reflection and problem-solving and in the question about
developing communication skills, the use of study groups is mentioned by the
teachers. They say that the group discussions are crucial and strengthen the ability
to reflect. This answer is an example:
«Moreover, what made reflection possible and made it function, are the study groups.
I think it is aenial, and the students said so afterwards , if they hadn't had the groups,
the study would not have worked so well.»
More than in ordinary study, distance students get involved in a great variety of
tasks. They have to find answers both in theoretical problems and in practical
situations, individually and in groups, and they do it without the teacher near by.
The tasks can be open for the students to find their own answers. The assignments
can also claim a discussion from a certain angle or expect the students to give
theoretical reasons for practical plans or performances.
15
15
Communication ability
One of the goals of language teaching
and of the aesthetic activities and
also in
pedagogy, is to communicate. This it
is generally catered for in
the study
programme.
Some teachers are not convinced that
distance students learn to communicate
better
than campus students. They
say they don't know what is going
on in the study
groups. Some also say that group work
could be used more, to help students
to
handle conflicts in
a professional way. This view is shared by
some of the students.
Others say that they haven't used
several communication means.'
Students with experience from using
study groups say:
«When we work in groups
we see how different we are.»
«We do not work alone in kindergarten
or schoo/ either. There is a theme and
we
have a group there as well.»
«Collaboration has been socially and
professionally useful.»
The main impression in the
teacher group is positive. The distance
students have to
communicate more and through
more different means than students at
campus. The
variation in expressing themselves
and getting responses might
prepare for a
profession in which all
ways of communication are.relevant. The written
form needs
more precision than the oral because body
language is excluded:Teachers
say:
«They get trained in ways of
communicating that are used in the kindergarten,
or
rather similar, to receive
messages and initiate them, give messages and
take
responsibility. There are different types
of communication used in this study.
It is not
so varied in the ordinary study.»
«It is easier for students to
express themselves. It is easier for the teacher
to
organise the study in a way that all
students have to express themselves
in distance
education.»
The students learn to
communicate better about both
professional and more
personal issues than students
at college, they
say.
There is one reservation in
the interviews against saying that
students' capabilities of
communication are due to the study
model. Perhaps the students' maturity
is the
reason I will return to this issue in the
next part.
Distance students' maturity
and motivation
In the questions about
the distance students' responsibility,
reflection and problem-
solving skill and communication
ability, teachers say that they
seem to reflect more
than campus students,
are more-responsible in the study situation and
that they
communicate better. The explanation
might be, they say, that the students
are more
mature and more motivated than
campus students. They have their practice
and
study qualifications, but because
of geography and family situation,
they have not
been able to follow
an ordinary study programme.
.
1;
16
One teacher says:
«they are unbelievably mature and prepared for the study. They have really been
responsible in discussions. When we meet them at campus, we register that they
have been in groups and have discussed. They have reflections about professional
and theoretical questions.»
Another teacher says that there is a problem with this research work I am doing. The
student group represent another population than students at campus.
This reservation is relevant if the main aim is to compare the two groups' study work.
Then the populations have to be comparable.
Most of the questions in this research were formulated so as to show.the possibility
to develop responsibility, reflection and communication skill in the study model, not to
compare the students' study performances. It is, however, natural for the teachers to
compare the student groups.
Even if there are certain comparisons, the answers show that distance students have
a study form that gives them responsibility, varying assignments that make them
reflect before they give answers, and different communication means which they
have to understand and use. These are the possibilities that may develop aspects of
the students' professional qualifications. Perhaps the beforehand motivation makes
them do things better. It is, however, also difficult to say which way motivation goes,
from the student to the study or the other way round. Obviously, the study has not
dampered motivation.
Professionalism as a whole
Distance students' practice is the same as in campus courses, and the evaluation of
practice, done by the practice teacher is important. In Norway, the law says,
however, that the institution must evaluate students' professionalism in particular.
Therefore it is an obligation for all teachers who meet the students.
The answers are, with some small variations, positive in relation to the questions
about how different sides of the students' qualifications to the profession are catered
for in the distance study. In some cases, both the possibilities and the results in
these questions are reported to be even better than in campus study.
One would then expect a clear yes to the last question to the teachers:
« Are you able to evaluate the students' professionalism and their fitness for the
profession in the same way that you do with campus students?»
Some teachers say yes without hesitation, for example:
«I don't think it's more difficult)), « I haven't felt that as a problem. I think things go
quite well.»
Or
« Yes I can, but I don't have as many lectures as in the campus course.»
Some have far more reservations. They say, for example:
«Perhaps not in the same way». «I think it is more difficult; it is easier when you have
students here at college daily», or «/ see them only in a situation when I lecture».
1 '7
17
Some teachers express their insecurity directly. Some place the responsibility on the
practice teacher. That means diminishing their own responsibility.
I interpret the responses to the last question as revealing more insecurity about
evaluating professionalism than developing the same professionalism as a special
qualification, even if it is a responsibility for every teacher.
This is an interesting result. If I should try to give an explanation, I could use my own
long experience in education and say that some of the causes may be that the
evaluation of professionalism both in campus and distance studies contain
evaluations of some personal qualifications. The nearer you get to students' private
spheres, the more difficult and touchy it seems. The other explanation may be that
the differences between the practice teachers' evaluation and the «campus»
teachers' evaluation are not defined, and the components in the evaluation are not
described clearly in the framework plan.
Summary
To be able to say if it is possible to evaluate the students' professionalism even if
there is some insecurity among the teachers, we can have a look at the work from
December 1997 elaborated by a departmental group. The work came after the
interviews. This work is the group's counsel to the Norwegian Ministry of Education
in their obligations to bring forth an evaluation of professionalism. The Ministry still
hesitates to send out its decisions.
The issues for evaluation proposed by the group are:
1. The student shows interest, ability and the will to learn the necessary knowledge and
secure practical skills in subjects of theoretical, aesthetic and of a practical kind.
2. The student shows ability and the will to plan, manage and evaluate educational work for
children, young people or adults in accordance with rules for the education.
3. The student shows ability and the will to develop a conscious and reflective attitude both
regarding the responsibility of the teacher's role, and her or his own and other's practice,
being loyal to common values which society wants to develop further on, through laws
and framework plans.
4. The student shows ability and the will to recognise what is happening in a group, and
creates appropriate situations for care and learning for children, young people and adults.
5. The student shows ability and the will to communicate and co-operate with children and
young people, teachers, co-students, parents and responsible persons and other grown-
ups in the school society/day care institution in a way that shows respect and care for
others.
6. The student shows ability and the will to evaluate her or his work, and receive and act
upon the consequences of counselling in an open and reflective way.
Apart from the issues which directly refer to the practice situation, for example issue
2 and 4, we see that the earlier discussed areas of knowledge, skills, attitudes and
responsibility, reflection and communication are all mentioned. When the study
model gives the opportunity to develop and take care of these qualifications, and the
teachers in reality have evaluated the students' follow-up in these areas, then the
BEST COPY AVAI
!
LE
18
model, in my opinion, also secures professional development and the chance to
evaluate the students' fitness for teaching.
General comments
Perhaps I have to repeat that the model consists of both direct and distance
teaching. It is necessary for the teacher in distance education to plan thoroughly. It is
necessary to evaluate which part of the discipline or subject he or she has to present
in which way, to know which function computer conferences are meant to have,
as
well as study letters or telephone conferences. The use of fantasy and some
experimentation is important. Students also have to see the programme as a whole,
and their responsibility in it.
It is an achievable goal to secure the development of professionalism in distance
study. It is not evident to which extent good results are due to students' motivation,
maturity and experience from kindergarten work, or to the organisation of the study.
Perhaps things go both ways. Many teachers said that they were sceptical towards
the model beforehand, but, during the course, they had learnt a lot about their own
teaching, and they were convinced that a distance course had perhaps more things
going for it than a campus one.
Martha Lea
19
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (VLE)
Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE
(Specific Document)
I. DOCUMENT IDENTIFICATION:
0
ERIC
Title:
Tr-te PROA-65510Al4L ci"(-/9. 4 / F C
7-/ c7A/
Pive cd:/ac)e-,
/Ai 9 J)e-C6-7Wroe4-z.
se-i) re-AiC...416-/e ry clev
Author(s):
/-61# rise4
Corporate Source:
Publication Date:
II. REPRODUCTION RELEASE:
In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the
monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,
and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if
reproduction release is granted, one of the following notices is affixed to the document.
If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom
of the page.
The sample sticker shown below will be
affixed to all Level 1 documents
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Level 1
bit)
Check here for Level 1 release, permitting reproduction
and dissemination in microfiche or other ERIC archival
media (e.g.. electronic) and paper copy.
CD(
Sign
here,-->
I please
The sample sticker shown below will be
The sample sticker shown below will be
affixed to all Level 2A documents
affixed to all Level 28 documents
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
MICROFICHE, AND IN ELECTRONIC MEDIA
FOR ERIC COLLECTION SUBSCRIBERS ONLY,
HAS BEEN GRANTED BY
2A
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Level 2A
Check here tor Level 2A release, permitting reproduction
and dissemination in microfiche and in electronic media
for ERIC archival collection subscribers only
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
MICROFICHE ONLY HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
2B
Level 2B
7
Check here for Level 2B release, permitting
reproduction and dissemination in microfiche only
Documents will be processed as indicated provided reproduction quality permits.
If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.
I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document
as indicated above. Reproductidn from the ERIC microfiche or electronic media by persons other than ERIC employees and its system
contractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agencies
to satisfy information needs of educators in response to discrete inquiries.
Signature:
Printed Name/PositionrTitle:
Kfferi-112,4-74-
Pee:zit-or Dieel-1;rei,C.,
Organization/Address:
1106-siax-e-A)
I Gr4v4/vah-De
Be.,1.65 , VI.Z./31v0,4,9(i6.;
4e (9 y
ri9vA2AIG
GL.:7
Telephone:
5'1 I/ 3 3
e.
.17
el
FAX
Vir 37 8' 33 j "..ro
E-Mail Address:
niaeuw.0.4_a_c9
his. no
Date:
8th Annual EECERA Conference (Santiago de Compostela,
Spain, Sept. 2-5, 1998).
(over)
UNIVERSITY OF ILLINOIS
AT URBANA-CHAMPAIGN
ERIC Clearinghouse on Elementary and Early Childhood Education
and the National Parent Information Network
13 Children's Research Center
51 Gerty Drive
Champaign, IL 61820-7469
USA
August 30, 1998
Dear Colleague:
It has come to our attention that you will be giving a presentation at the 8th Annual
European Early Childhood Education Research Association (EECERA) Conference
"EARLY YEARS EDUCATION: NEW CHALLENGES, NEW TEACHERS" to held in
Santiago de Compostela, Spain, from September 2-5, 1998. We would like you to
consider submitting your presentation, or any other recently written education-related
papers or reports, for possible inclusion in the ERIC database. As you may know, ERIC
(the Educational Resources Information Center) is a federally-sponsored information
system for the field of education. Its main product is the ERIC database, the world's
largest source of education information. The Clearinghouse on Elementary and Early
Childhood Education is one of sixteen subject-specialized clearinghouses making up the
ERIC system. We collect and disseminate information relating to all aspects of children's
development, care, and education.
Ideally, your paper should be at least eight pages long and not have been published
elsewhere at the time of submission. Announcement in ERIC does not prevent you from
publishing your paper elsewhere because you still retain complete copyright. Your paper
will be reviewed and we will let you know within six weeks if it has been accepted.
Please complete the reproduction release on the back of this letter, and return it with an
abstract and two copies of your presentation to ERIC/EECE. If you have any questions,
please contact me by fax at (217) 333-3767 or by email at ([email protected]).
I look
forward to receiving your paper after the conference.
Best wi hes,
en E. Smith
Acquisitions Coordinator
Phone: 217-333-1386
800-583-4135 Voice/TTY
Fax: 217-333-3767
e
ERIC
E-Mail: [email protected]
http: / /ericeece.org
http: / /npni.org
