Tímarit um menntarannsóknir - 01.01.2007, Síða 79

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Tímarit um menntarannsóknir, 4. árgangur 2007
the teaching profession should be diminished.
The attitudes expressed by government and
members of parliament baffled educational
professionals who felt under attack and
turned in defence of their profession. The
professionals pointed to their long struggle to
improve and lengthen teacher training with the
view of increasing teachers’ ability to teach
individual subjects, including science subjects.
A further view expressed was that better school
results could only be attained through offering
intensive retraining in individual teaching
subjects as well as in pedagogy. According
to this view pedagogy is an intrinsic part of
comprehensive teacher training, an essential
component of the development of educational
professionals.
In the years 1997–1998 The Icelandic Min-
istry of Education carried out a comprehensive
evaluation of teachers’ education in the
Iceland University of Education, The Social
Sciences Dept. of the University of Iceland
and the Education Dept. of the University of
Akureyri. The importance of cooperation
between the Ministry of Education and the
three universities emerged as a major result
of this evaluation, as the universities and
the Ministry have used the findings of the
evaluation to develop a new and ambitious
strategy for the future of teachers’ education
in Iceland. According to an appraisal carried
out by The Icelandic Centre for Research and
the Ministry of Education (2005) on research
being carried out in the field of education, the
process of strengthening research, policy and
prioritisation is ongoing on a national basis.
The strengthening of competitive research
funding and funding in general are being
prioritised, in order to increase the quality of
education and stimulate research. Government
and universities are working towards the
development of appropriate benchmarks for
funding, and quality management and incentive
systems have been introduced.
Icelandic government policy, as well as
international resolutions, has clear objectives
in declaring the right of all children to enjoy an
education suited to their needs and in striving
towards a harmonious and peaceful society.
An ever changing society places increased
demands on teachers’ competences in human
interaction and their capacity to communicate
and teach interactive skills. When examining
the curricula of the Iceland University of
Education and the Education Department of
the University of Akureyri, it becomes apparent
that there is insufficient scope to train, teach or
systematically develop the interpersonal skills
which international declarations (Delors, 1996)
and the Icelandic National Curriculum (1999)
assume to be necessary skills of aspiring
teachers. Research shows the necessity for
students aspiring to become teachers, to
have access to high quality education which
encourages communication skills, reflective
thought and personal development, both as
professionals and individuals, in order to
strengthen their interpersonal skills (Hafþór
Guðjónsson, 2004; Kristín Aðalsteinsdóttir,
2000 and 2002; María Steingrímsdóttir, 2005;
Ragnhildur Bjarnadóttir, 2005).
The current state of education for teachers in
Iceland is the result of decades of development.
The progress made over the last few years
has been systematic, and cooperation which
did not previously exist, has been attained
between Government and Universities. The
cooperation of stakeholders and the anticipated
reorganisation of education for teachers
should be welcomed. The main objectives
of the proposed reorganisation are to improve
practical training for teaching students and
improve access to further education for young
people in the country. These objectives are in
accordance with the Bologna Agreement which
aim it is to harmonise university education in
Europe and institute a two step university
education, founded on two main stages, a
three year graduate course and a post-graduate
course.
The favoured way in which to improve
practical teacher training is considered to
make it possible for students to finish Masters
Degree level education before embarking on
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