Abstract

Developing the policy of teaching practice in teacher education at national level

Eve Eisenschmidt, Tallinn University, Estonia
Teibi Torm, Achimedes Fondation, Estonia
Erika Löfström, University of Helsinki, Finland
Karmen Paul, Viimsi High Schoo, Estonia

For a long time researchers have identified the weak connection between theory and practice as one of the basic problems in teacher preparation programs (Flores, Day 2006; Korthagen, Loughran, Russell 2006). Nowadays the formation of future teachers’ professional identity is highlighted as an important aspect in initial teacher education. This means that student teachers should have a chance to gain experience connected to teaching, develop their ability to learn from challenging situations, and develop the ability to plan, reflect and create meaning in their role as a teacher.

The need to improve the quality of teaching practice in initial teacher education has been raised in Estonian Teacher Education Strategy 2009-2013. The strategy emphasizes that teaching practice is an important component in achieving professional tenure and development of professional identity. During the teaching practice the theoretical knowledge becomes meaningful in practical situations, and the student teachers are able to improve their abilities. Therefore the initial teacher education provider together with the school should create opportunities for student teachers’ effective learning in the working environment.

The aim of this paper is to develop suggestions for institutional and national policy for enhancing the integration of the theory and practice in teacher preparation programs. For achieving this goal we provide an overview of the practise systems in six Estonian higher education institutions and also to map the main challenges and possible solutions. We analyze the documents which regulate student teachers’ teaching practice at institutional and national level. The main strengths identified are cooperation with practice schools, mentors with appropriate training and practice development supported by research. The problems include the weak connection between practice assignments and theoretical courses and lack of cooperation between faculty members and mentors in schools. The solutions are suggested for institutional and national policy development.