{"id":230,"date":"2010-02-22T13:54:52","date_gmt":"2010-02-22T13:54:52","guid":{"rendered":"http:\/\/vefir.hi.is\/kennaramenntun\/?page_id=230"},"modified":"2014-03-25T14:49:17","modified_gmt":"2014-03-25T14:49:17","slug":"vali%c3%b0-efni","status":"publish","type":"page","link":"https:\/\/vefir.hi.is\/kennaramenntun\/frettir-umr%c3%a6%c3%b0a\/vali%c3%b0-efni\/","title":{"rendered":"Umtala\u00f0ar sk\u00fdrslur"},"content":{"rendered":"<p><a href=\"http:\/\/vefir.hi.is\/kennaramenntun\/files\/2010\/02\/ECE_A_global_scenario_ENskyrsla-um-leikskolamenntun.pdf\">Sk\u00fdrslu starfsh\u00f3ps Education International um leiksk\u00f3lamenntun\/ECE.hefur veri\u00f0 b\u00e6tt \u00e1 vefinn<\/a>.\u00a0\u00a0\u00cd sk\u00fdrslunni er \u00a0fjalla\u00f0 um st\u00f6\u00f0u\u00a0leiksk\u00f3lamenntunar \u00ed 17 l\u00f6ndum \u00ed 4 heims\u00e1lfum. Byggir \u00e1 sam\u00feykkt heims\u00feings EI \u00ed Berl\u00edn 2007.<\/p>\n<p><a href=\"http:\/\/www.teachingcouncil.ie\/_fileupload\/Publications\/LearningToTeach-ConwayMurphyRathHall-2009_10344263.pdf\" target=\"_blank\">Learning to teach and its implications for the continuum of teacher education: A nine- country cross-national study. <\/a>Sk\u00fdrsla\u00a0\u00a0fr\u00e1 2009 unnin \u00e1 vegum \u00cdra. L\u00f6ndin eru England, Skotland, Nor\u00f0ur \u00cdrland, Finnland, N\u00fdja Sj\u00e1land, Singapor, BNA, P\u00f3lland auk \u00cdrlands.<\/p>\n<p><a href=\"http:\/\/puck.sourceoecd.org\/vl=2029517\/cl=17\/nw=1\/rpsv\/cw\/vhosts\/oecdthemes\/99980029\/v2010n6\/contp1-1.htm\" target=\"_blank\">Talis\u00a0 2008 technical report<\/a>\u00a0 The OECD&#8217;s new Teaching and Learning International Survey (TALIS) has been designed to provide data and analyses on the conditions needed for effective teaching and learning in schools. As the first international survey with this focus, it seeks to fill important information gaps that have been identified at the national and international levels.<\/p>\n<p><!--start suppinfo_nonfree.inc --><!-- suppinfo \/cw\/cgi-data\/suppinfo\/data\/364_6670_2010_6_s2_1.mrk --><!-- false --><!--end suppinfo_nonfree.inc --><\/p>\n<p><a href=\"http:\/\/www.eife-l.org\/publications\/competencies\/eskills\/index_html#policies\" target=\"_blank\">International Alliance of Leading Institutes (IALEI)\u00a0\u00a0\u00a0<\/a>\u00a0\u00a0 is a consortium of nine education institutes that seeks to enhance the quality of education in their own countries and to provide leadership for educational development internationally.<\/p>\n<p>\u00c1rin 2008 g\u00e1fu samt\u00f6kin \u00fat s\u00edna fyrstu sk\u00fdrslu, <a href=\"http:\/\/www.intlalliance.org\/Alliance-Report.pdf\">Transforming Teacher Education. Redefined Professionals for 21st Century Schools<\/a>.<\/p>\n<p>\u00cd <a href=\"http:\/\/www.dpu.dk\/Everest\/Publications\/Arrangementer\/Annual%20meeting%20teacher%20education\/20080827110528\/CurrentVersion\/Executive%20summary.pdf\">kynningu \u00e1 sk\u00fdrslunni<\/a> draga h\u00f6fundar fram fj\u00f6gur megin\u00feemu, sem skipta meginm\u00e1li fyrir alla kennaramenntun,<\/p>\n<p><em>1. There is an urgent need to recognize teachers\u2019 work as complex and demanding.<\/em><\/p>\n<p><em>2. Innovative pathways in recruitment and continual innovation in teacher preparation programmes are required.<\/em><\/p>\n<p><em>3. Teacher education is enhanced by comprehensive teacher induction that fosters lifelong learning.<\/em><\/p>\n<p><em>4. New designs for teacher education will need to rest on strong partnerships with key stakeholders.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.mckinsey.com\/App_Media\/Reports\/SSO\/Worlds_School_Systems_Final.pdf\" target=\"_blank\">Mckinsey sk\u00fdrslan\u00a0\u00a0<\/a>\u00a0OECD gekkst fyrir ranns\u00f3kn \u00e1 \u00fev\u00ed hva\u00f0 ger\u00f0i sk\u00f3lakerfi gott. Ni\u00f0urst\u00f6\u00f0ur voru m.a. \u00fe\u00e6r a\u00f0 g\u00e6\u00f0i fara eftir f\u00e6rni kennaranna og umb\u00e6tur felast \u00ed betri kennslu.<\/p>\n<p>Talis er al\u00fej\u00f3\u00f0leg athugun \u00e1 afst\u00f6\u00f0u kennara til starfs s\u00edns og fjalla m.a. um menntun og endurmenntun kennara. N\u00e1msmatsstofnun hefur fjalla \u00edtarlega um \u00feessa sk\u00fdrslu. Talis verkefni\u00f0 f\u00f3lst \u00ed \u00fev\u00ed a\u00f0 kanna hug grunnsk\u00f3lakennara til fj\u00f6lmargra \u00fe\u00e1tta starfs s\u00edns. \u00cd kafla 8 <a href=\"http:\/\/www.ki.is\/lisalib\/getfile.aspx?itemid=7563\" target=\"_blank\">\u00edslensku sk\u00fdrslunnar <\/a>er birt samantekt um nokkur helstu atri\u00f0i a\u00f0 mati h\u00f6funda hennar (bls. 58-61) og eru sum \u00feeirra birt h\u00e9r.<\/p>\n<p>Nokkrar helstu ni\u00f0urst\u00f6\u00f0ur &#8211; helstu \u00e1herslupunktar.<\/p>\n<p><strong>Kafli 2<\/strong><\/p>\n<ul>\n<li>\u2022 Menntun kennara er minni h\u00e9r \u00e1 landi en v\u00ed\u00f0ast hvar \u00ed \u00fe\u00e1ttt\u00f6kul\u00f6ndum TALIS.<\/li>\n<li>\u2022 F\u00e6rri eru me\u00f0 meistaragr\u00e1\u00f0u e\u00f0a meira og fleiri eru me\u00f0 menntun l\u00e6gri en h\u00e1sk\u00f3lagr\u00e1\u00f0u. \u00de\u00f3 ber a\u00f0 hafa \u00ed huga a\u00f0 st\u00fadentspr\u00f3f er teki\u00f0 h\u00e9r \u00e1 landi a\u00f0 jafna\u00f0i einu til tveimur \u00e1rum s\u00ed\u00f0ar en \u00ed \u00f6\u00f0rum \u00fe\u00e1ttt\u00f6kul\u00f6ndum TALIS.<\/li>\n<li>\u2022 Talsvert brottfall er \u00far kennarast\u00e9tt eftir fyrsta \u00e1r \u00ed kennslu.<\/li>\n<\/ul>\n<p><strong>Kafli 3<\/strong><\/p>\n<ul>\n<li>\u2022 Fimmti hver kennari t\u00f3k ekki \u00fe\u00e1tt \u00ed neinu starfs\u00fer\u00f3unarverkefni undanfarna 18 m\u00e1nu\u00f0i. R\u00famlega 70% kennara taka \u00fe\u00e1tt \u00ed starfs\u00fer\u00f3unarverkefnum \u00ed 10 daga e\u00f0a minna \u00e1 sama t\u00edmabili.<\/li>\n<li>\u2022 T\u00e6pir \u00be hlutar kennara fengu ekki greidda yfirvinnu vegna starfs\u00fer\u00f3unarverkefna sem \u00feeir t\u00f3ku \u00fe\u00e1tt \u00ed utan hef\u00f0bundins vinnut\u00edma.<\/li>\n<li>\u2022 Lestur fr\u00e6\u00f0irita og \u00f3formleg sko\u00f0anaskipti um hvernig megi b\u00e6ta kennsluna eru nokku\u00f0 algengari h\u00e9r \u00e1 landi en \u00ed \u00f6\u00f0rum TALIS l\u00f6ndum.<\/li>\n<li>\u2022 R\u00e9ttindan\u00e1m og ranns\u00f3knaverkefni eru minna stundu\u00f0 h\u00e9r \u00e1 landi en v\u00ed\u00f0a annars sta\u00f0ar \u00ed \u00fe\u00e1ttt\u00f6kul\u00f6ndum.<\/li>\n<li>\u2022 \u00c1hugi \u00e1 frekari starfs\u00fer\u00f3un er miklu minni \u00e1 \u00cdslandi en annars sta\u00f0ar \u00ed TALIS- l\u00f6ndum.<\/li>\n<li>\u2022 Kennara \u00f3ska eftir meiri starfs\u00fer\u00f3un \u00e1 svi\u00f0i kennslu nemenda me\u00f0 s\u00e9rt\u00e6kar n\u00e1ms\u00fearfir, n\u00e1msmats og um aga- og heg\u00f0unarvandam\u00e1l.<\/li>\n<li>\u2022 Kvenkennarar stunda meiri starfs\u00fer\u00f3un en karlar og vilja auk \u00feess f\u00e1 meira af henni. \u00deetta gildir um allar tegundir starfs\u00fer\u00f3unar, nema rekstur og stj\u00f3rnun sk\u00f3la.<\/li>\n<li>\u2022 Kennarar \u00e1 yngsta- og mi\u00f0stigi telja sig hafa frekari \u00fe\u00f6rf fyrir starf\u00fej\u00e1lfun en kennarar \u00e1 unglingastigi.<\/li>\n<\/ul>\n<p><strong>Kafli 4<\/strong><\/p>\n<ul>\n<li>\u2022 Kennarar f\u00e1 a\u00f0 me\u00f0altali mat\/endurgj\u00f6f fr\u00e1 sk\u00f3lastj\u00f3ra um einu sinni \u00e1 \u00e1ri, fr\u00e1 \u00f6\u00f0ru samstarfsf\u00f3lki 1-2 skipti \u00e1 \u00e1ri \u2013 og fr\u00e1 utana\u00f0komandi stofnun sjaldnar en einu sinni \u00e1 tveggja \u00e1ra fresti. Hlutfall kennara \u00e1 unglingastigi sem aldrei hefur veri\u00f0 meti\u00f0 af sk\u00f3lastj\u00f3ra e\u00f0a samkennurum er svipa\u00f0 h\u00e9r og \u00ed \u00f6\u00f0rum TALIS l\u00f6ndum. Hinsvegar er hlutfall kennara sem aldrei f\u00e6r mat fr\u00e1 utana\u00f0komandi a\u00f0ila mun h\u00e6rra h\u00e9r \u00e1 landi en \u00ed flestum \u00f6\u00f0rum l\u00f6ndum TALIS.<\/li>\n<li>\u2022 Einkunnir nemenda skipta litlu m\u00e1li \u00ed mati \u00e1 st\u00f6rfum kennara. Gott samband vi\u00f0 nemendur, foreldra og samstarfsf\u00f3lk \u00ed sk\u00f3lanum skiptir meira m\u00e1li. \u00deekking og skilningur \u00e1 a\u00f0alkennslusvi\u00f0i skiptir einnig minna m\u00e1li \u00ed mati \u00e1 st\u00f6rfum kennara.<\/li>\n<li>\u2022 Mat\/endurgj\u00f6f hefur l\u00edtil \u00e1hrif \u00e1 launakj\u00f6r kennara, en meiri \u00e1hrif \u00e1 t\u00e6kif\u00e6ri til starfs\u00fer\u00f3unar e\u00f0a \u00fe\u00e1ttt\u00f6ku \u00ed sk\u00f3la\u00fer\u00f3unarverkefnum.<\/li>\n<li>\u2022 Mati\u00f0 breytir tilt\u00f6lulega litlu um starfsh\u00e6tti kennarans. Mest eru \u00e1hrifin \u00e1 \u00e1\u00e6tlanir um a\u00f0 b\u00e6ta kennsluna.<\/li>\n<li>\u2022 R\u00famlega 80% kennara finnst mati\u00f0 e\u00f0a endurgj\u00f6fin sanngj\u00f6rn og r\u00fam 70% telja a\u00f0 mati\u00f0 hafi komi\u00f0 a\u00f0 gagni vi\u00f0 starfs\u00fer\u00f3un \u00feeirra sem kennara. \u00cd lj\u00f3si \u00feess a\u00f0 mat\/endurgj\u00f6f eru fremur f\u00e1t\u00ed\u00f0, en jafnframt vel teki\u00f0 af kennurum, m\u00e6tti auka v\u00e6gi \u00feessa \u00fe\u00e1ttar \u00ed sk\u00f3lastarfi.<\/li>\n<li>\u2022 \u00cd lj\u00f3si \u00feess a\u00f0 menntun kennara er styttri h\u00e9r \u00e1 landi en v\u00ed\u00f0ast hvar, m\u00e6tti \u00edhuga a\u00f0 auka menntun og \u00ed lj\u00f3si \u00e1bendinga kennara \u00ed \u00feessari ranns\u00f3kn um hvar \u00feekkingu er \u00e1b\u00f3tavant, \u00fe\u00e1 \u00feyrfti ekki s\u00edst a\u00f0 auka fr\u00e6\u00f0slu \u00e1 svi\u00f0i kennslu barna me\u00f0 s\u00e9rt\u00e6kar n\u00e1ms\u00fearfir, n\u00e1msmats og agam\u00e1la \u00ed kennslustofunni. \u00c1 \u00feeim svi\u00f0um finnst kennurum \u00feeir helst standa h\u00f6llum f\u00e6ti. Einnig er br\u00fdnt a\u00f0 b\u00e6ta s\u00e9 \u00far \u00fev\u00ed, a\u00f0 um 30% kennara segjast n\u00fa kenna greinar, sem voru ekki \u00e1 \u00feeirra kj\u00f6rsvi\u00f0i \u00ed kennaran\u00e1mi.<\/li>\n<\/ul>\n<p><strong>Kafli 5<\/strong><\/p>\n<ul>\n<li>\u2022 Kennarar h\u00e9r \u00e1 landi a\u00f0hyllast hugmyndir Constructivisma\/hugsm\u00ed\u00f0ahyggju um kennslu meira en \u00ed nokkru \u00f6\u00f0ru \u00fe\u00e1ttt\u00f6kulandi. Jafnframt hafna \u00feeir hugmyndum um hef\u00f0bundna beina kennslu (Direct transmission).<\/li>\n<li>\u2022 Kennslua\u00f0fer\u00f0ir karla eru meira \u00ed anda hef\u00f0bundinnar kennslu en a\u00f0fer\u00f0ir kvenna.<\/li>\n<li>\u2022 Kennarar telja a\u00f0 sk\u00f3last\u00f3ri hafi fremur l\u00edtil afskipti af kennslunni, fylgist l\u00edti\u00f0 me\u00f0 henni beint og komi sjaldan me\u00f0 till\u00f6gur a\u00f0 b\u00e6ttum kennsluh\u00e1ttum. Sk\u00f3lastj\u00f3ri setur sk\u00f3la og kennurum markmi\u00f0, en hefur ekki bein afskipti af kennslu \u201c\u00e1 g\u00f3lfinu\u201d.<\/li>\n<li>\u2022 A\u00f0eins um 40% kennara telja a\u00f0 borin s\u00e9 vir\u00f0ing fyrir starfi kennara \u00ed sveitarf\u00e9laginu sem \u00feeir starfa \u00ed.<\/li>\n<li>\u2022 Tiltr\u00fa kennara \u00e1 eigin getu er me\u00f0 besta m\u00f3ti \u00e1 \u00cdslandi \u00ed samanbur\u00f0i vi\u00f0 \u00f6nnur \u00fe\u00e1ttt\u00f6kul\u00f6nd TALIS. Jafnframt er starfs\u00e1n\u00e6gja g\u00f3\u00f0 h\u00e9r \u00e1 landi.<\/li>\n<li>\u2022 Tr\u00fa kennara \u00e1 eigin getu (self-efficacy) \u00ed kennslustofunni m\u00f3tast af g\u00e6\u00f0um samskipta \u00feeirra vi\u00f0 nemendur, tiltr\u00fa \u00feeirra \u00e1 \u00e1kve\u00f0inni kennslufr\u00e6\u00f0i (hvort heldur sem er Direct transmission e\u00f0a Constuctivisma), g\u00f3\u00f0u skipulagi \u00ed kennslustundum (Structuring), \u00e1stundun n\u00fdbreytni \u00ed kennsluh\u00e1ttum og faglegrar samvinnu, \u00e1samt tr\u00fa \u00e1 \u00fev\u00ed a\u00f0 nemendah\u00f3pur \u00feeirra s\u00e9 yfir me\u00f0allagi.<\/li>\n<\/ul>\n<p><strong>Kafli 6<\/strong><\/p>\n<ul>\n<li>\u2022 Um 75% af t\u00edmanum \u00e1 unglingastigi fer \u00ed eiginlega kennslu og n\u00e1m, a\u00f0 mati kennara, en um 17% \u00ed a\u00f0 halda uppi aga og reglu \u00ed kennslustofu. Um 8% fer svo \u00ed skr\u00e1ningu vi\u00f0vistar, dreifingu bla\u00f0a o.s.frv. \u00c1 yngsta- og mi\u00f0stigi fer l\u00edti\u00f0 eitt meiri t\u00edmi \u00ed a\u00f0 halda aga \u00ed bekknum (um 22%) en minni t\u00edmi \u00ed kennslu og n\u00e1m (69%).<\/li>\n<\/ul>\n<p><strong>Kafli 7<\/strong><\/p>\n<ul>\n<li>\u2022 Sk\u00f3lar eru almennt minni h\u00e9r \u00e1 landi en samkv\u00e6mt me\u00f0altali TALIS.<\/li>\n<li>\u2022 Vi\u00f0 innt\u00f6ku nemenda er einkum stu\u00f0st vi\u00f0 b\u00fasetu \u00feeirra, h\u00e9r \u00e1 landi, en einkunnir, me\u00f0m\u00e6li fr\u00e1 fyrri sk\u00f3la o.s.frv. skipta s\u00e1ralitlu m\u00e1li.<\/li>\n<li>\u2022 T\u00edma sk\u00f3lastj\u00f3ra er almennt vari\u00f0 a\u00f0 mestu til innri stj\u00f3rnunar (vi\u00f0 starfsmannam\u00e1l, reglur, sk\u00fdrslur, fj\u00e1rm\u00e1l, stundat\u00f6flu o.s.frv.) e\u00f0a 45%. Vinna vi\u00f0 n\u00e1msskr\u00e1 og verkefni tengd kennslu taka 21% t\u00edmans, a\u00f0 svara fyrirspurnum fr\u00e1 sk\u00f3laskrifstofu, sveitarf\u00e9lagi r\u00edki e\u00f0a emb\u00e6ttism\u00f6nnum menntakerfisins taka um 11% t\u00edmans, auk \u00feess a\u00f0 m\u00e6ta sem fulltr\u00fai sk\u00f3lans \u00e1 fundi annars sta\u00f0ar, en \u00fea\u00f0 tekur \u00f6nnur 11% t\u00edmans. \u00ddmis \u00f6nnur verk taka svo um 11% t\u00edmans l\u00edka.<\/li>\n<li>\u2022 Mat \u00e1 sk\u00f3lastarfi hefur, a\u00f0 mati sk\u00f3lastj\u00f3ra, helst \u00e1hrif \u00e1 vi\u00f0br\u00f6g\u00f0 vi\u00f0 frammist\u00f6\u00f0u sk\u00f3lans, mat \u00e1 frammist\u00f6\u00f0u sk\u00f3lastj\u00f3rnenda og \u00e1 frammist\u00f6\u00f0u einstakra kennara. Mati\u00f0 hefur mj\u00f6g l\u00edtil \u00e1hrif \u00e1 fj\u00e1rhag sk\u00f3lans.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Sk\u00fdrslu starfsh\u00f3ps Education International um leiksk\u00f3lamenntun\/ECE.hefur veri\u00f0 b\u00e6tt \u00e1 vefinn.\u00a0\u00a0\u00cd sk\u00fdrslunni er \u00a0fjalla\u00f0 um st\u00f6\u00f0u\u00a0leiksk\u00f3lamenntunar \u00ed 17 l\u00f6ndum \u00ed 4 heims\u00e1lfum. Byggir \u00e1 sam\u00feykkt heims\u00feings EI \u00ed Berl\u00edn 2007. Learning to teach and its implications for the continuum of teacher &hellip; <a href=\"https:\/\/vefir.hi.is\/kennaramenntun\/frettir-umr%c3%a6%c3%b0a\/vali%c3%b0-efni\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":214,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-230","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/230","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/comments?post=230"}],"version-history":[{"count":1,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/230\/revisions"}],"predecessor-version":[{"id":1580,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/230\/revisions\/1580"}],"up":[{"embeddable":true,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/214"}],"wp:attachment":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/media?parent=230"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}