Better teachers result in better students
San Francisco, CA -- (SBWIRE) -- 10/16/2012 -- In a surprise to no one, better teachers create better students on average. Countries across the world have put effort into improving teachers’ capabilities in order to find improvements in performance.
“It is not a miracle but persistent word for education,” Hannele Niemi said of education improvements in Finland. The country has had a strong history as being among the top international student assessment scores.
A professor of education at the Faculty of Behavioral Sciences at the University of Helsinki of Finland, Hennele was among the keynote speakers at the EDUCA 2012. She was amongst other education reformers.
According to Hennele, Finland is well known for its production of quality teachers through intensive work. Curricula how student teachers are taught to be planned and harmonise with each other is a key. It is hard to argue, as Finland’s education system has steadily improved for the last two decades.
Hennele said it took her five years to be a teacher of master’s quality, with three years devoted to a bachelors, and two more toward her advanced degree.
“Ten percent of the highly talented applicants are selected to start their studies (as teachers),” said Hannele.
She stated that as a teacher, one must be able to handle the responsibility of developing their profession, as well as be able to analyze situations like a researcher would, making conclusions to develop their skills toward differing types of learners.
According to Hennele, what made Finnish teachers different from others was that each had a master’s degree, a lack of school achievement testing, probation time and inspections, each teacher belongs to a Teacher’s Union, salaries were at a moderate level, and teachers had a commitment to their profession.
Hennele did admit that a new challenge for Finnish teachers was how to handle multi-cultural schools and students.
A Chinese professor said that china had been reforming its education system for the last decade. It had conducted many differing surveys and studies in order to learn of the problems facing the system.
Trainers provided expert training to schoolteachers and managers alike. They trained both basic and focused ideas regarding subject matters, said Xiangming Chen, Professor of Education and Director of the Center for Basic Education and Teacher Education at Graduate School of Education at Peking University.
Chen stated that money was utilized for use of training and curriculum reform from 2000-2007. From 2010-2012, the government spent a large quantity of revenue on training teachers properly. The training was focused on teachers learning how teaching/learning worked and functioned, rather than attempting to devoting more time to research.
Roy Blatchford, founding chairman of the National Education Trust and Formerly Her Majesty’s Inspector of Schools in, England said: "The newly appointed chief inspector in England has made their particular focus not leadership, not necessarily the state of buildings, not the care with the guidance - but the classrooms."
"According to the inspection system that we have today, no school can be judged outstanding or excellent unless the teaching is excellent," he said.
He noted that inspectors should be clear on what they wish to inspect. According to Blatchford, they ought think carefully about what framework should be utilized, as schools will form their studies towards it. Not only that, teachers share information with one another, and this means policy shifting on what to use as the markers is what will most likely be improved within systems.
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