Subject Teacher Education and Developing of University Teaching
- 1. Subject Teacher Education and Developing of University Teaching at TUT Tampere workshop 26.6-27.6.2014 Jorma Joutsenlahti Adjunct professor (TUT) Senior Lecturer in didactics of mathematics (UTA)
- 2. Contents 1. Subject teacher education at TUT 2. Developing university mathematics teaching at TUT 9.9.2014 2
- 3. 1. Subject teacher education at TUT • Most Finnish universities have permission for teacher training • TUT is the only technical university in Finland that is allowed to train subject teachers with Diploma engineering degree 9.9.2014 3
- 4. Teacher Education • Subject teachers for secondary, upper secondary and vocational schools • Teachers must have education up to Master's degree (Diploma Engineer) at the university (at TUT) and the 60 ects pedagogical studies (at UTA) 9.9.2014 4
- 5. Structure of Studies at TUT • TUT is allowed to train subject teachers with Diploma engineering degree in • Mathematics • Physics • Chemistry • Information technology • The students will have a teacher’s qualification in their Engineering diploma 9.9.2014 5
- 6. Structure of Studies at TUT 9.9.2014 6 Bachelor’s degree 180 ECTS • Mathematics 62 ECTS • Physics 35 ECTS • Basic Studies in Education 25 ECTS • Other basic studies 50 ECTS (chemistry, IT, economics, language, practise,…) • Bachelor’s thesis 8 ECTS Bachelor’s degree 180 ECTS • Mathematics 62 ECTS • Physics 35 ECTS • Basic Studies in Education 25 ECTS • Other basic studies 50 ECTS (chemistry, IT, economics, language, practise,…) • Bachelor’s thesis 8 ECTS Master’s degree 120 ECTS • Mathematics 30 ECTS • Physics 25 ECTS • Intermediate Studies in Education 35 ECTS • Master’s thesis 30 ECTS Master’s degree 120 ECTS • Mathematics 30 ECTS • Physics 25 ECTS • Intermediate Studies in Education 35 ECTS • Master’s thesis 30 ECTS
- 7. Pedagogical studies at UTA (take 1 year, 25 students per a year) 9.9.2014 7
- 8. Conclusions • Teachers in Finland have Master’s degree • Subject teachers have: Major subject (at least 120 ECTS), Pedagogical studies (60 ECTS) and Minor subject(s) (60 ECTS) • Teacher training at technical university has been a success • Students are interested - one of the best degree programs at TUT 9.9.2014 8
- 9. 2. Developing university mathematics teaching at TUT • Some students’ basic skills are not sufficient • Lack of the basic routines of school algebra • The universities have – made math courses easier – provided bridging courses – founded support centers – done nothing • (European society for engineering education (SEFI)) 9.9.2014 9
- 10. Research project at the Tampere University of Technology • In the Fall 2012 languaging exercises were tested at an engineering math course at the Tampere University of Technology (Jussi Kangas, n=229) and in an analysis course at the University of Turku (Petteri Harjulehto, n=48) • The students were given one languaging exercise per week • The exercises were handed to the teachers • At the end of the course a series of questions (16 Likert scaled and 2 open) were handed to the students to find out their thoughts and attitudes toward languaging exercises 9.9.2014 10
- 11. Example : Coding meanings and expressing arguments by natural language 9.9.2014 Esimerkki 3, ratkaisu A 11 Natural language Symbolic mathematical language
- 12. Benefits to use languaging in mathematics 1 • It will grow student’s own understanding, because when student is speaking aloud (or writing) his/her thoughts (s)he has to first make the process clear to himself (herself) and after that (s)he can explain it to companions. A spoken language is a thought language 9.9.2014 12
- 13. Benefits to use languaging in mathematics 2 • The listening companions can reflect their own thinking to the student’s and perhaps they change their opinion and at the same time their mathematical thinking develops. 9.9.2014 13
- 14. Benefits to use languaging in mathematics 3 • From the pedagogical point of view when the student is expressing his/her mathematical thinking by own words it is easy for a teacher to evaluate how the pupil has attached new concepts into his/her knowledge structure. After hearing the pupil, the teacher guides them by new arrangements of teaching if necessary 9.9.2014 14
- 15. Thank you for the interest!