Search results for: Tirri Kirsi
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The present study investigates the nature of Iranian student teachers’ reflections and their professional development in the context of teacher education practicums. The participants were student teachers (N = 41) enrolled in teacher education colleges at Farhangian University in Tehran, Iran. A total of 620 reflective writing excerpts were coded using deductive content analysis across three cohorts in three different practicums during a two-year period. The results show that routine levels of reflection significantly decreased across the three practicums, while technical levels of reflection significantly increased. The higher levels of reflection, namely dialogic and transformative levels, were rarely found in student teachers’ reflective writings across the practicums. This study discusses the need both to develop appropriate methods to guide student teachers in centralized contexts such as Iran and to investigate further aspects that enhance or hinder progress in the quality of reflection in teacher education.
Updated: Jan. 12, 2020
In this article, the authors examined the various purposes that Finnish student teachers of different subjects have in teaching. The findings revealed that four purpose profiles were identified among participants: Purposeful, Dabblers, Dreamers, and Disengaged.The majority of participants can be profiled as dabblers. The authors found that the student teachers of religious education most often demonstrated a purposeful profile, while student teachers of mathematics and science were mostly profiled as disengaged. The authors conclude that the moral nature of teaching calls for purposeful teachers for schools worldwide.
Updated: Nov. 12, 2017
In this article, a short history of Finnish teacher education has been presented and the main developments during the last 40 years discussed. The status of the teaching profession has remained very high in Finland during all these years. Teachers are trusted and respected, and the profession attracts good students year after year. This is a unique advantage to teacher education in Finland by comparison with other countries. The ethical role of a teacher has changed from that of a religious and moral example to a principled professional who needs moral competence in pedagogical encounters.
Updated: May. 25, 2016
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
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Updated: May. 27, 2008