Search results for: Finland
Page 4/7 69 items
This paper presents a study on the development of the Finnish National Core Curricula for Basic Education (NCC), published in 1985, 1994 and 2004. This study aimed to extend the understanding of the role of the core curriculum in promoting literacy education. The analysis reflected on the basis of Finnish literacy education resting on curricula over 25 years old. The six changes in approach detected in curricula content over 30 years reveal that the educational orientations to literacy curricula have developed alongside the contemporary policy strategies and pedagogical trends of responding to increasingly complex diversity within schools. The author concludes that teacher education needs to focus on preparing teachers for future-oriented, proactive curriculum design.
Updated: Nov. 24, 2015
The study aims to gain a better understanding of the interrelation between teachers’ proactive strategies (self- and co-regulation) and perceived teacher-working environment fit that would be mediated by a socio-contextual burnout experience. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Furthermore, teacher’s co-regulation and ability to seek and receive social support from colleagues correlated positively with experienced teacher-working environment fit. Finally, the interrelation between teachers’ proactive strategies, both self- and co-regulation, and perceived teacher-working environment fit, is mediated by the socio-contextual burnout experience.
Updated: Sep. 06, 2015
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Updated: Jul. 07, 2015
Towards Post-intercultural Teacher Education: Analysing ‘Extreme’ Intercultural Dialogue to Reconstruct Interculturality
The author explores the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. The author hypothesises that the documentary, which is often conflictual, would help him to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice.
Updated: Jun. 07, 2015
Research Studies and Active Learning Promoting Professional Competences in Finnish Teacher Education
The goal of this study is to investigate how student teachers benefit from authentic researcher experiences as part of their pre-service education. Student teachers regard research studies as an important part of their education.Research studies also affected students' ability to deal with learners' differences and collaborate with different partners in educational questions, and even helped them in their everyday classroom teaching. Furthermore, active learning experiences in teacher education reinforce the research studies' positive effect on professional competences. Student teachers' professional competences were much higher when both research studies and active learning experiences supported them.
Updated: Mar. 31, 2015
Ethical Issues in the Teaching and Learning of Health Topics in Schools: The Conceptions of Teacher Trainees
The purpose of this paper was to examine the aspects that health education teacher trainees saw as ethically-related within the teaching and learning of health education. The findings showed that ethics was related to three themes: subject matter, ethical teacher and learning spaces. The authors conclude that the study gives some insights into how teacher trainees reflect on and express ethical aspects related to their future work. Furthermore, teacher trainees should become aware of how their perspectives may influence their teaching practices, since the teacher’s ways of seeing something may very well have an association with the way she or he will organize classroom practices.
Updated: Mar. 16, 2015
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015
Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE( and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Updated: Dec. 22, 2014
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014
This study explored how Finnish university-based subject teacher educators perceive their professional identity as a small group within a larger social context and with a mixed background. The results show that the identities of the subject teacher educators studied here are reconstructed over time, from a subject teacher identity to the identity of a subject teacher educator as an educationalist. However, the subject teacher educators were perceived as educationalists or subject representatives depending on the institutional context. Although the present results indicate that the Finnish subject teacher educators experienced teaching as a central part of their duties, they saw the benefit of engaging in research.
Updated: Nov. 12, 2014