Norway – Education Academic

Learning, Assessment and Boundary-Crossing in Teacher Education (LAB-Ted): New research project

I recently tweeted about the successful outcome to a research funding application that will bring together a group of researchers to carry out an intervention study in the teacher education setting in Norway (a study we’re calling ‘LAB-Ted’). Here is some more information about the study, its background and the funding.

Background

Reforms of teacher education in Norway from 2010 have emphasized the development of methodological competence for student teachers when working on research and development (R&D) assignments designed to improve their own practice. Subsequently, from autumn 2017, further reforms required all students undertaking upper primary/lower secondary teacher education to follow a Master’s degree programme culminating in a research-based thesis. Crucially, however, the research for this Master’s thesis had to be practice-based and professionally-oriented, developmental in intent and take as its starting point the formulation of a research problem connected to existing practice in the school setting. The overall aim was that teachers improve their teaching by developing deeper and more sophisticated R&D competence; by focusing on student teachers improving their methodological competence for the thesis, the expectation was that, eventually, higher methodological expectations would contribute to improved processes for developing teaching practices in schools on a continuous basis.

The aims of LAB-Ted

The overall aim of the project is two-fold: first, to develop collaboration between universities (teacher educators), schools (teachers and school leaders) and student teachers in order to build capacity for practice-based, professionally-oriented research in teacher education of the kind required by the 2017 reforms; second, to research these processes using an innovative methodology that will uncover obstacles and barriers to change that will be more widely useful across the system in Norway and, potentially, internationally. Overall, therefore, the project itself is conceptualized as R&D in the tradition of formative interventions (specifically, the variety known as Developmental Work Research [DWR] elaborated by the leading Finnish researcher Yrjӧ Engestrӧm, an advisor to the project). The professional context for the intervention will be teachers’ practices in five school subjects: English, social science, natural science, mathematics and physical education.

Additionally, LAB-Ted will seek to understand the distinct challenges in creating assessment criteria for Master’s level academic work that is practice-based and professionally-oriented, challenges often unaddressed even if frequently recognized in the development of Master’s-level teacher education systems globally. In developing such criteria, the project will also explore new potential new models of supervision towards the thesis. Further, LAB-Ted will seek to test and explore the specific methodology it deploys – DWR, informed by cultural-historical activity theory (CHAT). It is often claimed that DWR is uniquely well-equipped to stimulate and study change in practice settings through processes of historicisation and participant conscientisation and so the study will aim to understand the usefulness of a theory (CHAT) in stimulating change in practices in the contexts of educational reform.

Norwegian student teachers just embarking on the new five year Master’s programme

Research team and funding

LAB-Ted is led by Rachel Jakhelln (University of Tromsø) along with Co-Principal Investigators May Britt Postholm (Norwegian University of Science and Technology) and Viv Ellis (King’s College London). LAB-TEd is funded by the Norwegian Research Council (FINNUT) to the value of 12 million NOK (£1.15 million) with additional funding of 5 million NOK from key stakeholders. The project will begin in August 2019 and continue for four years.

Teacher education reform in the North

… by which I mean the ‘real’ North, the far North, the Arctic.

Norway’s current teacher education reforms are highly distinctive internationally. They take a bi-directional approach that is unusual: they extend the main professional preparation for primary and lower secondary teachers to five years leading to a Master’s degree while also taking a ‘practice turn’ and challenging schools and universities to work together more closely, deepening the understanding of professional practice, and trying to ensure that new teachers are ‘practice-ready’. And if you factor into this process, a major restructuring of the Norwegian higher education system – with several new, larger institutions being formed through mergers of smaller colleges – you get an extraordinarily complex setting for some extraordinarily complex policy enactments.

NOKUT, the Norwegian government’s Quality Assurance Agency for Higher Education, is supporting the implementation of the new, Master’s-level teacher education programmes through an international advisory panel (APTE) of which I’m a member. So for the last two days I’ve been working with Auli Toom of Helsinki University facilitating a workshop for HE-based and school-based teacher educators here in Tromsø, northern Norway. Tromsø is the third largest urban area in the Arctic circle; the largest is the Russian city of Murmansk. It’s also a city to which tourists flock to see the Northern Lights and, in recent years, to go whale-watching (the whales have become fond of Tromsø for the herring).

The view from the workshop room at the University of the Artic in Tromsø

For me, the dynamic core of the second day of the workshop has focused on the following two questions, questions we asked the HE-based and school-based teacher educators to address together:

What should be prioritised in student teacher learning at the Master’s level?
How do schools and universities collaborate to build a research-oriented culture and a pedagogy that supports Master’s level teacher education in the long run?

The italicised phrases gave really important emphases to the questions and raised, in response to the first question, the challenge of deciding whether and how to assess high quality teaching through the academic credit system (ECTS) and, in response to the second, how you first initiate and then sustain the kinds of relationships between academic and professional partners that would allow for a research-oriented culture to flourish. And I have to say that it was refreshing to leave behind in England a narrow and polarised discourse around ‘research’ and evidence in teacher preparation. Norway understands research (‘science’) in multi-disciplinary terms and also understands that science has many purposes, audiences and modes of production. There is no cack-handed promotion of ‘progressive eugenics’ by self-regarding ‘reformers’ nor naïve fetishisation of randomised controlled trials. So there’s reassuringly little reformista flatulence up here.

Thinking through progression in student teachers’ learning at the Master’s level

It was also very refreshing to participate in genuinely open discussions about the pedagogies of teacher education and the division of labour between HE- and school-based teacher educators at national and regional levels. Do we expect all HE-based teacher educators to be able to model – or ‘approximate’ – good teaching (I.e. school teaching) opportunities in university classrooms? Is school the place where the practices of teaching can be most effectively ‘decomposed’ and different elements rehearsed by student teachers during collaboration with their mentors in ‘real-time’? Do school-based teacher educators have to support the academic, research-based Master’s thesis or is this activity best left to the HE-based teacher educators? Do Master’s-level teacher dissertations have to involve original data collection or is it just as appropriate (or more so) for the students to analyse existing data sets at a very high level?

Also refreshing was the inclusion of the student teachers’ perspectives in these deliberations. We actively sought their insights into their experiences during the first year of these new Master’s programmes. Again, it left me wondering where the student teachers’ perspective has gone in English, national-level discussions of teacher education.

Some of the fantastic Tromsø students who took part in the workshop (with their ‘thank you’ mittens – Sarah Lund pattern)

We also benefited from the participation of the Sámi Allaskuva, the university and teacher education programme dedicated to the language and culture of the Sámi, the indigenous people of the North now living across Norway, Sweden and Finland. Questions about the place of indigenous culture in transnational settings problematized concepts such as ‘internationalisation’ and ‘race’.

The advisory panel will be continuing its work with Norwegian teacher educators over the next three years. Soon, we will move from ‘listening’ and fact-finding mode to advice and support mode. There will be a national conference for all the institutions involved in making these changes work in Oslo in May next year. It really is a privilege to be involved. It is one of those jobs where you take away as much or more than you give and a reminder too what a serious, non-polarised, non-self-aggrandising discussion about teacher education can offer.

The reforms in the North have made me believe even more strongly that, in England, we need an association of teacher education/teacher educators as is the case in so many parts of the world. I know that in some local partnerships in England and elsewhere in the UK, there are some equally lively and thoughtful discussions of issues that are critical to our field. But nationally, the level of discussion about teacher education is often extremely restricted, dominated by reactions to Tory policy lunacy or by deeply compromised, self-appointed ‘saviours’ of ITE, and by those who continually bait the exhausted and vulnerable on Twitter. Neither UCET nor policy-makers can offer the kind of forum for these discussions that is needed. Indeed, I would say that our current government, especially, would actively not want a teacher educators’ association in England; the present situation is highly beneficial for them.

So perhaps until we can do policy and reform like a country like Norway, teacher educators in England (perhaps with the support of a transformed organisation like TEAN) can do this for themselves? A UK Association of Teacher Educators? Let’s see.

The challenge of transformation in teacher education: New article in Acta Didactica Norge

‘Reforming’ teacher education is the go-to policy area in many countries around the world. You can have a bash at teachers (they’re not good enough) and university lecturers (they’re why teachers are not good enough) and also that ‘out-dated’ model of the welfare state where general taxation provides basic services for the general population in a relationship of democratic accountability and for the public good (‘how old-fashioned!’). You need some private providers who will do some ‘disruptive innovation’ (for which read ‘high risk codswallop that will, in the final analysis, be financially underwritten by the state when it inevitably goes south’). And while what I’ve just written may be mildly sarcastic in tone, it is undeniably the basis on which English governments have operated for at least 17 years.

But ‘reform’ means many different things. Norway is one of those countries also deeply interested in reform, especially with that highly successful Finnish neighbour. Norway has a dose of PISA envy like many countries but how they are choosing to reform teacher education (and under what, for them, is a right-wing government) stands in stark contrast to the unholy clusterfuck that is the recent White Paper in England. Far from trying to dismantle a system of public or community schools, abolish teaching qualifications, reduce university involvement, generally foul things up and fall over into a ditch, the Norwegian reforms – first mooted in 2010 and announced in 2014 to be implemented in 2017 (now that’s a difference too) – entrench and enhance the university contribution, challenge the universities to do better, reorganise and restructure parts of the higher education system and put practitioner research at the heart of professional preparation.

Yet, after over five years of working in the Norwegian system, I think they and us (here in England) suffer from the same problem: we haven’t worked out the relationship between the teaching profession and a bunch of academics in universities (teacher educators) who have an important relationship to that profession but are not it. In large part, I think it is a knowledge problem in that the knowledge that tends to get people from schools work in the university is not, in the end, valued by the higher education system (as useful as it is in the preparation of teachers) and the knowledge that is valued within the university rewards system is often assumed to be capable of being simply transferred or, at best, translated into schools. And when that doesn’t work, it is usually schools and teachers (who, remember, haven’t been prepared well by the universities in the first place, so the argument goes) that get the blame. The university researchers go all hoity-toity and remind us that the effect size was significant and it was just those pesky teachers’ lack of fidelity to the design that was the problem.

A special issue of the Norwegian journal Acta Didactica Norge has just been published on teacher education and teacher education reform with a range of fantastic articles by leading Norwegian researchers. There are analyses of pilots of the 2017 reforms and the development of the new five year Master’s degree for all primary school teachers. There is a great historical analysis of Norwegian teacher education curricula from the late nineteenth to the late twentieth century that shows how control of the curriculum was lost by the profession to a point in 1965 when it was just one university (Oslo) that determined what teachers were taught (and not much about teaching, it seems). There are some very interesting papers on digital tools creating new dialogic spaces for teacher development. And also reports from projects led by ProTed, the Norwegian national centre of excellence in teacher development led by Andreas Lund. I was asked to write an epilogue for the special issue that responded to the articles and drew, briefly, on the international comparison.

In making the argument I do in the article (which you can download for free from the Acta Didactica Norge website and also from the Articles section of this site), I draw on the work of Paul Carlile who works in organisational theory and his ideas about the complex processes that are required when different actors have to work together across complex boundaries. So far, I argue, we have managed to get new teachers to do some pretty difficult translation work quite successfully and the risk of the Norwegian reforms is that this situation will continue, with the struggle to translate now encoded in a Masters’ thesis. But the potential for genuine transformation is a challenge for both Norway and England and requires us to work through that question about the relationship between one of the largest and most important professions in society and a group of academics in the increasingly specialised and competitive environment of universities.

Speaking at the Norwegian ‘Knowledge Parliament’ on 22nd September

I’ll be talking about the integration of higher education- and school-based work in pre-service teacher education at an exciting event at the Literature House in Oslo on 22nd September.

The Knowledge Center for Education in Norway and ProTed, the Centre of Excellence in Education (University of Oslo and University of Tromsø), have asked Norwegian universities to describe their teacher education programmes and how they are organised. Data from these explorations will be summarized, presented and discussed at the event. The event is free and open to all.

I’ve been invited to talk about Transforming Teacher Education – particularly the principles and actions developed at the end of the book – and to respond to the Norwegian data.

Sven-Erik Hansén, a professor at Åbo Akademi in Finland, is the other international guest. Sven-Erik has published many books and articles about teacher education and has a good knowledge of Norwegian teacher training – both as a member of the Norwegian funding council committee that reviewed the sector in 2005, and as a key contributor to ‘Pilot of the North’ at the University of Tromsø. Hansén will contribute experiences from Finland when it comes to the design of integrated professional learning for teachers, pre-service (or initial) and continuing).

The Norwegian Knowledge Parliament is a forum for practitioners, policymakers and researchers in the field of education. The aim of each of their events is to discuss topics of general interest for all stakeholders in the education system. Invitations are open and non-exclusive. Oh, how I wish we had such an organisation in England! And what a refreshing change from government patronage!

The invitation is attached. (In Norwegian – but easily translatable).

Learning from Experience: Elskov og Teknikk

Discovered in Bergen, during the Learning Teaching from Experience seminar: a book from 1965 entitled Elskov og Teknikk, which roughly translates as ‘Lovemaking and Technique’.

When one thinks of the kinds of things we usually or even ‘normally’ learn from experience, lovemaking is probably a good example. Desire coupled within (pardon the pun) active experimentation followed by post-coital reflection is usually how a person learns how to be a sexual being, probably influenced by cultural representations that suggest emotional frames of reference as well as physical possibilities. But here, in Elskov og Teknikk, is the most wonderful combination of Nordic rationalism and socially democratic openness but represented in the most detached, technicist way. Those little artist’s mannequins you thought were useful just to practice line drawings of human subjects instead are put to work and ‘on the job’, showing the positions and the consequent alignment of limbs and torsos of the penetrator and penetrated.

In a valiant attempt at demonstrating a liberal attitude to male homosexuality, there is a small section on effective angles of penetration and also what you should do with your legs while other parts of the body are busy.

Angles of penetration: advised and recommended

The book was found at Bergen University College during a set of office moves. One academic there remembered being given it as a boy and being asked to study it seriously. In the context of academic discussions about learning from experience, the discovery of this book raised some important questions for me about when and when not explicit instruction is either necessary or advised. And when, for want of a better way of putting it, you just do it.