Search results for: Finland
Page 7/7 69 items
In this paper, the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning.
Updated: Jun. 29, 2010
Why Is Finnish Teacher Education Successful? Some Goals Finnish Teacher Educators Have for their Teaching
Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The purpose of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses.
Updated: Jan. 31, 2010
Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching - A Student Teacher Perspective
This article investigates the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural aspects are dealt with in their training, and how these perceptions may be affected by the length of time they have spent abroad. The empirical evidence suggests that both the language studies and the pedagogical studies tend to address cultural aspects to a small or very small extent. The main emphasis is placed on traditional aspects of culture.
Updated: Jan. 31, 2010
The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
Updated: Jan. 31, 2010
This paper presents a brief analysis of teacher education in five European countries: Italy, Germany, England, Sweden and Finland. The responses given by each country are different. However, two tendencies emerge: on the one hand, the English model, which seeks to make a teacher a faithful executor with regard to centrally decided learning objectives; on the other, the Nordic model that conceives the teacher as a 'fully-fledged' professional. From the point of view of the sustainability and of the safeguard of the educative mission of the school, the Nordic model presents some advantages when compared to the English model.
Updated: Oct. 19, 2009
The purpose of the present study was to identify and explore critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Based on their study, the authors suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.
Updated: Jun. 01, 2009
Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Data collected from four teachers’ interviews in Finnish comprehensive schools.
Updated: Apr. 23, 2009
The appreciation and realisation of research-based teacher education: Finnish students' experiences of teacher education
The subjects of the Finnish research project that sought to describe student teacher's perspectives on research-based approach were part of a special group of students, worked as teachers without being officially qualified to do so before they entered teacher education. The research was carried out as a web-based survey (n = 113). The questionnaire was based on the structure of the curriculum of the teacher education programme, including items from each part of the curriculum. The subjects were asked about both attitudes and experiences. the students appreciate the research-based approach as the main organising theme of teacher education.
Updated: Sep. 11, 2008
This article report on the impact of pedagogical training and self-efficacy beliefs on teachers. 200 teachers were divided into groups depending on the amount pedagogical training they had. The results indicated that pedagogical training had an effect on scales measuring conceptual change/student-focused approach and self-efficacy beliefs.
Updated: Jul. 23, 2008