CRITERIOS Y PROCEDIMIENTOS DE EVALUACIÓN

In addition to delivering high quality education to its pupils, Viikkii teacher training school is also responsible for providing initial teacher training for 150 primary teachers and 200 secondary teachers each year. This is done through:

Guidance:

seminars (12 x 75 min) own lessons (8-9 x 75 min) mentoring/ guiding (14 x 60 min)

Students’ observation of lessons (min. 22 x 75 min): getting to know the classes beforehand

analysing teaching of one’s own subject analysing teaching of other subjects School as a workplace seminar:

getting to know the workplace (9 x 75 min) LESSON OBSERVATIONS

The NUT delegation observed two classes in which trainees were teaching whilst being observed by their mentor teachers and, in one case, fellow trainees.

The first lesson observation was of an advanced (double) maths lesson taught by a young maths teacher who was approaching the end of his training year. He was

teaching an Upper Secondary class of 22 students. Despite the addition of eight British educationalists, the school’s Vice Principal, a PR professional and a photographer, the student appeared unfazed, confident and highly capable. His students were engaged and clearly working to a high level of ability. Feedback was provided by his mentor at the end of the lesson following a process in which the student teacher was asked to reflect on his own practice and the students’ involvement and learning.

The second observation was in a class of 16 pupils aged 15-16 being taught Spanish as an additional (optional) language by a young woman trainee teacher. Around eight or nine fellow student teachers also sat in on the lesson and took detailed notes. They too

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would be expected to feedback their observations along with the qualified teacher mentor at the end of the lesson.

The class was working in small groups to answer questions posed by the teacher. They had to first research on their mobile phones and then write their answer in Spanish on a group whiteboard. It was noticeble to all the NUT delegation that one student was refusing to take part in the group activity but the trainee teacher did not seem to appear to try and engage him. In discussion later the delegation picked up this point and reflected on the fact that had this been an observed lesson in a British school, the teacher would most likely have been pulled up for failing to engage the student.

However, our Finnish hosts were suprised by this. They argued that, among students of this age group, responsibility to engage lay with the student. The teacher was

responsible for planning and teaching high quality lessons, they said, but students were expected to take responsibility for their own engagement and learning.

This emphasis on students being independent learners with a high degree of responsibility for their own education was one we come across time and again. It is clear that, from a relatively young age, self efficacy and self discipline on the part of students is both encouraged and expected.

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9. EARLY CHILDHOOD EDUCATION AND CARE

“Early Childhood Education and Care (ECEC) is committed to respecting each child’s uniqueness. A positive attitude towards children makes it possible for them to learn to think positively of themselves and to look at themselves with appreciation. ECEC creates

conditions that promote considerate behaviour and acceptance of differences. The educator gives the child opportunities and an adequate sense of security to develop

autonomy.”

Early Childhood Education and Care, Information for Parents of Young Children

The NUT delegation had the opportunity to meet Maiju Paananen, a Researcher in Pre- School and Elementary Education at the University of Helsinki’s Department of Teacher Education and to visit the Eira Day Care Centre (Päiväkoti Eira) in Helsinki.

Of the many aspects of Finnish education that the delegation witnessed, its system of Early Childhood Education and Care (ECEC) was without doubt one of the highlights. Finland has an affordable high quality system designed around the needs of both young children and their families. It is delivered in local neighbourhood day care and early education centres which are open at times to meet the needs of working parents (typically 6am/7am to 5pm/6pm), including shift workers (with a few centres open 24 hours). It is provided by highly educated, fully-qualified early education teachers and day centre staff; it is focused around learning through play and meeting the needs, interests and aspirations of young children as individuals to be nurtured and supported in their early childhood development. It values all children regardless of race, ethnic background or family circumstance and it is fully inclusive to meet the needs of children with special educational needs. It is a system that gives children such a good start in life that they enter compulsory schooling aged seven as rounded, self- confident and highly capable young people, fully ready to begin their formal education. It is a system from which Britain could readily learn if only there were the political will and courage to do so. HOW ECE WORKS IN FINLAND

Early childhood education and care (ECE) comprises care, education and teaching. Since 2013, responsibility for its provision has lain with the Ministry of Education and Culture. ECE in Finland has two main goals:

 To fulfill the child care needs of parents and their children under school age; and

 To provide early childhood education. MATERNITY/PATERNITY LEAVE

Maternity provision and parental leave in Finland is more generous than in the UK. A mother is entitled to a maternity allowance and maternity leave. Childcare is seen as the responsibility of both parents and the right to participate in the labour market is regarded

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as an equalities issue. A high proportion of women return to work after having children, with up to a year’s maternity leave being typical.