Recruitment for teacher training — see Denmark
Debate ● sigmund sunnanå
In Denmark, the freedom trial has created interest in the municipalities. In Norway, a trust reform is on the agenda. Maybe the governing powers can get inspiration and ideas from the neighbors in the sea? Sigmund Sunnanå thinks so.
This text is a debate post. The content of the text expresses the author’s own opinion.
It is a shortage on teachers, especially in districts. At the same time, recruitment for teacher education is failing. Samordna admissions reports on available study places at many teacher training courses for primary school. Teacher training is no longer a popular course of study. In the 1960s, 1970s and 1980s, it was about 6,000 sea years to approx. 2000 seats. During approx. 50 years have happened in teacher training and primary school, which has had consequences for recruitment.
From being a broad education that included theoretical subjects, pedagogy, practice and practical aesthetic subjects, we have reached a small education with the main emphasis on theoretical subjects.
Sigurd Sunnanå
From being for a relatively short education that qualifies for a position with a reasonable salary, the training period in teacher training for primary school is increased – first to three, then four and finally to five years with a mandatory master’s degree. From being a coordinated education that is qualified for the entire primary school, education in 2010 was divided into an education for grades 1-7 and one for grades 5 to 10. Recruitment for grades 1-7 is especially difficult. Admission requirements were tightened in 2005 with grade requirements in Norwegian and mathematics. From being a broad education that included theoretical subjects, pedagogy, practice and practical aesthetic subjects, we have reached a small education with the main emphasis on theoretical subjects. Fifty years ago, teacher training was knowledge of being environmentally-creating through an active social and cultural life which contributed to and made the study attractive. It seems that little of this is reaching teacher education.
Teacher training
Spent 84 million to recruit for teacher training. It has had no visible effect.
In 1997, the the 10-year-old primary school by delaying the start of school from seven to six years. The intention was that the six-year-olds should have a smooth transition from nursery school to school, with anna learning gjennom leik. With the Knowledge Lift in 2006, the requirement for training in class-centred theoretical subjects came first. The Pisa “shock”, subject plans with demanding competence targets, knowledge control and reporting led to a comprehensive system of tests, tests and the publication of results. There was little room for practical aesthetic subjects and elective subjects. For some students – especially gutarbei – school is not meaningful, heavy on theory and boring. This led, among other things, to mobbing, harassment, school refusal and violence against both fellow students and teachers. The teachers have lost authority, they have not been able to keep up with salary developments and have had a difficult working situation with high demands from pupils, parents and governing authorities. For many young people, teaching has not become a profession they want to invest in.
Debate ● Arne Krumsvik
Time to scrap both high schools and the free principle
Some suggestions. In teacher training, among other things, these measures may be relevant:
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- Master’s degree will be a voluntary offer for students and further training for teachers.
- The two-part education will be replaced by a broad 4-year continuous education where the students during the course of the study can choose studies related to teaching at the children’s stage or the youth stage.
- Practical teaching work is strengthened.
- Social and cultural activities become part of the study.
In primary school can Among other things, these measures are current:
- The target and results management system will be reduced.
- The competence targets in the subject plans are replaced by other target formulations.
- Samples, tests, assessments and reporting are reduced or removed.
- The practical aesthetic subjects and elective subjects are strengthened.
- More emphasis on practice-oriented subject content and teaching.
- The school gets more resources, and teachers get better pay and working conditions.
- The teachers are given greater freedom to plan and carry out teaching that arouses interest and to adapt the pupils to their presuppositions and local conditions.
In seven municipalities in Denmark they are working on the “Freedom Trial”. The aim is, among other things, to reduce bureaucracy and detailed management, and to find out what everyday life at school will be like if the teachers are allowed to decide most things about their school within what they like and curricula such as debt. The experiment has given Danish teachers a “feeling of freedom” and created great commitment. Our government has a trust reform on its agenda. Maybe it can be inspiration and ideas to get from Denmark?