45
UNIVERSITY OF LATVIA
EVALUATION OF THE PROGRAMME OF
STUDY FOR TEACHERS OF CHEMISTRY
AT THE PRIMARY SCHOOL LEVEL
Programme code 471413 23
Programme Director Ms. Velta Legzdina
Content
1. The aims and the obligation of the programme 3
2. The extent of the programme 3
3. Evaluation of the programme from the stand point of Latvia’s needs 4
4. Prospective programme evaluation 4
5. Comparison of the programmes with the similar programmes in Latvia and abroad 4
6. The research directions of the Faculty members involved in
the professional programme 5
7. Evaluation of student performance 6
8. Development of the programme 6
9. Cooperation with the other Faculties of the University of Latvia 6
10. Matriculation requirements 7
11. Material resources 7
12. Financial resources 7
13. The Faculty 7
Study programme 8
Course descriptions 9-27
Pedagogical practice stipulations for the professional teacher preparation
programme 28
Study plan 30
The Faculty (curriculum vitae) 31-43
Appendix 1. Comparison of the Teacher professional Study programmes at the
University of Latvia and British Agency Standards (University of Leeds) 44
Appendix 2. Study plan of the University of Nürnberg and Universität of Frankfurt 56
Chemistry is one of the sciences with close ties to the environment, the community, nutrition, manufacture, technology and other human endeavours. For this reason, education in chemistry is an essential part of education. Chemistry enables one to evaluate natural and synthetic materials in one’s surroundings.
In Latvia at the primary-school level, the teaching of chemistry is accomplished in two years with a total of 140 lessons devoted to the subject. Many of the chemistry teachers in Latvia do not have a tertiary education in chemistry and education of chemistry teachers is essential.
1. The aims and the obligation of the programme
The aim of the programme is to enable the student to become a qualified teacher of chemistry at the primary school level.
The obligations of the programme:
· encourage personality development of the teacher,
· ensure instruction and teaching practice so that the student becomes a competent chemistry teacher, develop a working knowledge of scientific investigation in teaching, psychology, and chemistry education,
· encourage contact with other teachers, develop abilities to analyse and organise, and evaluate the work of other teachers and pupils in an objective manner,
· present opportunities for students to practice teaching skills in class room settings.
The professional programme of study for teachers of chemistry is based on the following criteria:
· students enter the programme voluntarily,
· independent student activity,
· close ties between theoretical instruction and practice teaching.
The programme is realised within the Faculty of Chemistry of the University of Latvia. Members of the Faculty participate in the instruction process. Experience shows that professional teachers of chemistry must be competent in chemistry and also in the methods of teaching. Competence in psychology and the social sciences is becoming more important and for this reason the programme is closely tied to courses in psychology and education.
The core courses for primary school chemistry teachers are:
· General chemistry,
· Chemistry for primary schools,
· Methods for teaching chemistry.
The programme of study contain compulsory, section A, and elective, section B, courses.
2. The extent of the programme
The programme for primary school teachers is designed to be completed in one year, or two semesters, of part time study. After completion of all the requirements, the student is a qualified ”Teacher of primary school chemistry”.
The extent of the programme is 40 credit points.
Section A courses comprise 65% of the 40 credit points. These courses include general chemistry and teaching methods. Essential parts of section A are practice teaching and the qualifying examination.
The section B courses make up 35% of the 40 credit points. These courses include methods of demonstrating chemical experiments, methods of solving problems in chemistry, as well as courses in food chemistry, environmental science, and chemistry in our daily lives. Section B also offers courses in psychology.
The programme of study is realised through lectures, seminars, laboratories, consultations, presentations, practice -teaching.
A students progress is evaluated through examinations some of which are pass/fail, synopses of prepared lessons, and the qualifying examination.
3. Evaluation of the programme from the stand point of Latvia’s needs
The University of Latvia is a national centre of science and culture. As such, the University offers students the opportunity to gain both an academic and a professional education. There is a sufficient number of highly qualified staff members at the University to ensure high quality professional study programmes. The professional study programme for teachers of chemistry meets all the requirements of the University for professional study programmes and it is an integral part of the professional study programmes of the University. After receiving the professional diploma the student may become a teacher of chemistry in a primary school.
The need for this programme is determined by the need for qualified teachers of chemistry in Latvia.
The professional programme for primary school teachers is based on the fact that at the primary school level there is no real need for full-time chemistry teachers. There are only 140 lessons in chemistry. In most instances this is not sufficient to employ full-time chemistry teachers and therefore the programme for primary school teachers has been developed to attract teachers of other subjects.
4. Prospective programme evaluation
After evaluating the development, contents, and grounds for realisation of the programme, the Programme Council concludes that no essential changes are needed in the programme. There is a need for developing the programme further and for improvement of resource allocation.
Further development of the programme calls for improvements in the quality of instruction with the aim of enlarging the selection of section B courses taking into account developments in society, and thus ensuring would-be-teachers receive in-depth knowledge in this area.
It is envisaged to achieve improvement in technical resources by supplying the programme with suitable office equipment and a personal computer connected to the University’s network.
5. Comparison of the Programmes with similar programmes
in Latvia and abroad
For professional primary school teachers the University of Latvia offers a one year programme of study. The prerequisite is a Bachelor’s degree in any field. This programme emphasises genera chemistry and chemistry teaching methods.
The Pedagogical University of Daugavpils offers a professional programme which does not require a Bachelor’s degree as a prerequisite. The Faculty of Biology within the University of Latvia offers a programme for biology teachers which prepares the student for teaching chemistry at the primary school level.
The requirements of the British Teachers’ Education Agency standards are specified by the higher academic institutions during the teachers’ professional qualification programmes. The duration of the studies at the Leeds University is 3-4 years for the full time students and 6 years for the part time students. The total number of the credit points to be obtained varies from 360 to 480 depending on the specialisation (see appendix 1).
The study programme comprises 2 parts - the academic (field of science according to the study subject) and the professional (elementary or secondary school pedagogics). The modules are divided into the mandatory (approx. 40 per subject and 40 credits per pedagogical cycle subjects, per annum depending on the specialisation) and the electives (min. of 20 credits). The study of each module is concluded with an exam/intermediary report; some modules may include up to 2 modules.
The students are offered a qualification alternative, in case the programme has not been completed entirely: higher education certificate, higher education diploma.
Modules, with each module containing both the general and specific part per separate subject teacher group the pedagogical subjects. For instance, the subject “National Curriculum” contains the teacher knowledge about the planning of the pedagogical process and its subject related application. The pedagogical cycle includes: class management and control; Planning, organising and result evaluation of the pedagogical process; Managing effective learning; Student discrepancies; Education in a multicultural society, etc.
Conclusions:
· There are no discrepancies between the teacher professional qualification programme standards and the professional qualification programme. Discrepancies occur within the names of the pedagogical cycle subjects, whereas their contents are basically identical.
· Study scope, their mandatory and elective, academic and professional parts are similar.
In many countries of Europe there is no special preparation of primary school teachers. The level of Latvia’s primary schools may be, in part, compared to the German school level (Realschule). However, German teachers receive training in the same programmes as high school teachers are in the Master’s degree programme. Therefore any comparison of the University of Latvia programme with those of other European universities will not be strictly correct. Appendix 2 shows the study programmes at the University of Nurenberg and the Goethe University, Frankfurt am Main.
6. The research directions of the faculty members involved in the professional programmes
The integration of science and education is an essential aspect of the professional programme in education. The members of the Faculty of Chemistry who participate in the professional studies programme have their own research programmes. Students are encouraged to participate in this research. In preparing their Study Projects the students participate in research on teaching and in developing methods of teaching chemistry.
Faculty research projects are :
1. Dr. Andris Zicmanis- Catalysis of polymers. Chromatography. Organic syntheses and analysis of organic substances.
2. Dr. Janis Svirksts- Synthesis and characterisation of the borates of the group 1 to 4 elements.
3. Dr. Ida Jekabsone- Food chemistry and the problems of introducing a national programme for food quality.
4. Dr. Anda Priksane- Synthesis of organic substances.
5. Mr. Valdis Drinks- Development of demonstrations in chemistry.
6. Ms. Velta Legzdina- Research and development of teaching methods in chemistry.
7. Evaluation of student performance
The performance of students in the Professional Programme for High School Teachers is evaluated according to the University of Latvia Studies Council and the rules set forth by the university’s Senate:
· quantitative expression - credit point according to the programme of study,
· qualitative expression – according to a ten point scale, or pass/fail according to the programme of study.
Each programme for the courses presented at the Faculty of Chemistry of The University of Latvia has been prepared and is revised on a regular basis. The course programmes describe the subject matter, the requirements for credit, the examination format, laboratory and lecture hours. All this information is part of the course programme.
In order to become a qualified teacher of primary school chemistry, it is necessary to:
· successfully complete all the required examinations,
· receive an evaluation of teaching experience,
· successfully complete the qualifying examination.
A commission will be convened to evaluate the qualifying examination and grant the Certificate of Qualification . The commission will consist of members of the Faculty of Chemistry and the Institute if Pedagogy and Psychology.
8. Development of the programme
The programme of study for teachers of chemistry at the primary school level has been developed taking into account:
· the tradition of the University of Latvia in offering both academic and professional programmes of study, with an emphasis on chemistry,
· the University of Latvia teachers’ education programme,
· the labour market for teachers in Latvia.
The concept of the professional studies programme is based on the fact that students who have received 160 to 200 hours instruction in chemistry at the tertiary level are competent to teach chemistry at the primary school level.
The plan also includes the following :
· encourage student participation in the learning process,
· maintain and develop up to date laboratories and class-rooms,
· ensure timely acquisition of literature pertaining to chemistry and the teaching of chemistry by the library of the Faculty of Chemistry.
Persons wishing to teach chemistry at the primary school level may undertake a course of professional study provided they have a university degree in chemistry or education.
9.Cooperation with other Faculties of the University of Latvia
The professional programme for teachers at the Faculty of Chemistry is realised in close co-operation with the Institute of Pedagogy and Psychology of the University of Latvia. A number of courses are given by Faculty from this Institute.
10. Matriculation requirements
The programme for primary school chemistry teachers is meant for persons with a Bachelor’s degree or an equivalent education, as well as persons with teacher training who already work, or who wish to work, as primary school chemistry teachers. Students are accepted into the programme following an interview.
Matriculation requirements are those set out by the University of Latvia.
11. Material Resources
The main resources of the programmes are the facilities provided by the Faculty of Chemistry and other Faculties of the University of Latvia. These include:
· the lecture halls and laboratories of the Faculty of Chemistry,
· the library facilities of the Faculty of Chemistry,
· the schools of the City of Riga and its environs, and schools in Valmiera and Roja, where students perform practice teaching.
12. Financial resources
The Programme of professional studies for teachers of chemistry is financed by the resources of the Academic Studies Programme in Chemistry. At this time the professional programme does not receive other financing. Part time studies are finance by student fees (160 Ls per year) and the Academic Studies Programme.
13 The Faculty
1. Dr hab. Chem. Andris Zicmanis
2. Dr. chem Janis Svirksts
3. Dr. chem. Ida Jekabsone
4. Dr. chem. Anda Priksane
5. M. chem. Valdis Drinks
6. M. chem. et paed. Velta Legzdina
7. Dr. habil. paed. Ausma Spona
8. Dr.chem. Dagnija Cedere
9. Dr. biol. Inta Kraukle
10. Dr. psych. Inara Krumina
11. Dr. paed. Tatjana Koke
12. Dr. paed. Irina Maslo
13. Dr. oec. Mara Vidnere
14. Rihards Kalvans