Teachers - a major factor for

successful educational systems:

Reflections based on Finnish Teacher

Education

Jari Lavonen, Department of Teacher Education, University of Helsinki, Finland Arja Virta, Department of Teacher Education, University of Turku, Finland

Republic Finland

In northern Europe, area of 340 000 km2 (1 6 of Saudi Arabia) of which 8 % cultivated land

5,3 million people (1 5 of Saudi Arabia) 17 persons per square kilometer (12 in Saudi Arabia)

One of the most successful nation in competitiveness of the economy and supply of qualified labour force

One of the lowest rate in corruption

2

Helsinki, February 2011, 12:00

Finnish educational context

Finnish educational context

Australia

Austria Belgium Czech Republic

Denmark

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Italy

Japan

Korea

Mexico

Netherlands New Zealand

Norway

Poland

Portugal

Slovak Republic Spain

Sweden Switzerland

Turkey

United Kingdom

United States

400

425

450

475

500

525

550

575

0 20000 40000 60000 80000 100000

PISA Science

performance

Cumulative expenditure (US$ converted using PPPs)

OECD Average

Australia

Austria Belgium Czech Republic

Denmark

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Italy

Japan

Korea

Mexico

Netherlands New Zealand

Norway

Poland

Portugal

Slovak Republic Spain

Sweden Switzerland

Turkey

United Kingdom

United States

400

425

450

475

500

525

550

575

0 20000 40000 60000 80000 100000

PISA Science

performance

Cumulative expenditure (US$ converted using PPPs)

Primary School Teacher Salary

6

National core curriculum

Helsinki, February 2010, 12:00

8

The Finnish education system

The Finnish education system consists of

comprehensive school (grade 1 – 9),

upper secondary school or vocational school

(grade 10 – 12),

higher education (3 + 2 years) and

adult education.

According to PISA 2006 School Questionnaire data, there

were in 49.9% of the classes less than 20 students and in

47.4% of the classes there were 21 – 25 students.

In 2006, there were 3393 comprehensive schools and

578 918 students in those schools (Tilastokeskus, 2007).

53.3% of the students continued their studies in upper

secondary school and 41.8% in vocational schools

Education system of Finland

9

School subjects in comprehensive school

(total number of lessons hours, yearly)

13

Mother tongue

and literature

(Finnish/Swedish) 42

Other domestic language 6

(Swedish or Fin)

Foreign

languages 16

Voulntary language

12 Mathematics

32 Science

subjects

31

Civics , religion or

ethics 11

History , social studies 10

Physical education , music ,

visual arts, craft 56

Optional subjects 13

14

General Aims in the Core Curriculum

… learning depends on the learner's previously constructed

knowledge, motivation, and…

… learning is an active and goal-oriented process

… collective problem-solving

… Learning is situational,

…

Characteristics of

Assessment in Finland

7.1.2013

16

Two approaches to assure the quality of learning

17

Outcome based –model ‘Input’ model

Quality control as in industry

(behavioristic) (Mager, 1984)

Enhancement-led approach

= assessment for improvements

National level assessment Assessment at the level of school and

classroom (teacher)

Focus on product

Focus on process and product

(+) Descriptions of learning outcomes

at a national level

- a learner knows what should be

learnt and is active in learning

process

- a basis for designing items

(+) Description of aims, goals

(national – local level)

- co-planning

- a teacher conducts assessment for

enhancing learning process

(-) Possibly neglection of teaching and

learning as a process, competitive

school culture (ranking)

and ”teaching to the test”

(-) Problematic to discuss about

quality of learning outcomes

(comparison, selection)

Shift towards internal, teacher-conducted

procedures like alternative and formative forms

of assessment (aiming to improving learning)

Internal/external perspectives

Formative/summative/diagnostic

Purposes of doing assessment

Using of assessment information for different

purposes

Changes in assessment practice

Shift in educational assessment

(Maier, 2009; Black & Wiliam, 2003; Parr & Timperley, 2008;

Inbar-Lourie & Donitsa-Schmidt, 2009;)

18

Teacher-conducted assessment has a central role in Finnish classrooms

designing and implementing assessment but also making decisions based on assessment information

Assessment data is used in the classroom for

improving teaching and learning

internal assessment including all

assessment forms is carried out mainly by

teachers themselves

7.1.2013

Teacher-conducted assessment

(Black & Wiliam, 2003; Inbar-Lourie & Donitsa-Schmidt, 2009)

How is teacher-conducted

assessment in Finnish

schools?

7.1.2

013

21

22 teachers different backgrounds, from

different schools, different experience with

educational technology

7.1.2013

22

A case study on school assessment

14 subject

teachers (math,

physics, English,

biology)

4 primary

school

teachers

4 preschool

teachers

Teaching

experience

2,5-30 years 8-11 years 2-15 years

Gender 7 females

7 males

4 females 4 females

Five themes emerged from the data

1) Assessment as part of professional development

2) Technical properties of available resources

3) Pedagogical usability of assessment resources

4) Different forms of assessment

5) Special features of teaching and learning physics

(science)

7.1.2013

23

Results of empirical needs analysis

Theme 1: Assessment as part of

professional development

Teachers’ autonomous role as a conductor of assessment:

teachers know best how to organize assessment

Student assessment provides teachers a starting-point for

reflecting on the quality of teaching science

…there has to be knowledge of the students when

implementing national testing, we can’t have outsiders

come in and use the same scales for everybody, we have to

understand the reasons behind the results.

(Teacher 3, 121)

24

Theme 2: Technical properties

(usability) of available resources

teachers value technology which is convenient and easy

to use

learnability

easy to use

added value for assessment practice: diverse,

quality, context, terminology, difficulty scale

Aid for carrying out assessment and documenting as well

as processing the assessment data

The system should be user-friendly, where teachers can

easily find the content that they are currently teaching.

(Teacher 4, 152) 25

Theme 3: Pedagogical usability of

available resources

Possibility to adapt resources to one’s needs flexibly:

the forms and purpose of assessment activities vary

resources should be in accordance with implemented

instruction

types of items

contexts of the items

aligning approaches used in teaching

partly I make them [tests] myself, partly I choose from

ready materials, from these teachers’ materials I see

if there are suitable tasks...It’s a pretty big job to

make each one by myself and sometimes I look at

some other material... (Teacher 5, 30) 26

Theme 4: Different forms of

assessment

Assessment is an element of everyday classroom activities:

different forms are combined flexibly and there is no need to

classify the forms of assessment

teachers conduct assessment

continuous part of teaching

consists of multiple elements and a variety of

approaches (e.g. not just tests)

feedback to both students and a teacher

self-assessment (!)

how s/he works in science class and you can see it from their

classroom activities, for example, if they have understood

something and…so I would argue that it is quite innate that a

teacher assesses all the time…(Teacher 7, 168) 27

Theme 5: Special features of teaching and

learning science

A special attention paid on inquiry as an approach as well

as experiments in science education

paper-and-pencil tests do not cover all aspects of

learning science

Potential in using technology (e.g., simulations)

.. I document quite in detail how well students have managed

to reach the aims... The paper-and-pencil tests are a

starting-point and then I check the notebooks, how well

students have taken part in classroom discussion and how

well they carry out and understand experiments... (Teacher

1, 167)

28

Characteristics of

Finnish Education

30

Characteristics of Finnish Education

Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)

1. Common, consistent and long-term policy

- models for teacher & comprehensive education are 40 years old

2. Educational equality

- need to mitigate socio/economic backgrounds

- education is free (books, meals, health care, …)

- well-organised special education (inclusion) and counselling

(personalisation of education)

3. Devolution of decision power to the local level

- leadership and management at school level (headmaster)

- teachers are responsible for local curriculum and assessment

4. The culture of trust and co-operation are based on

professionalism (academic experts):

national level – district – school – families - no inspectors, no national exams (testing) …

- no private tutoring or evening schools

Partners:

- union of

municipalities

- universities

- industry

Interest

groups

- labour

unions

- families

- ...

31

Levels and interactions in Finnish Education

Learning materials (publishing houses)

Learning

General National Objectives and Education policy Ministry of Culture and Education: law for basic education 1998

National Core Curriculum National Board of Education

Teacher education (pre - service and in - service) Univ.

Teaching

Level 1

national

Level 2

district

school/

university

Level 3

classroom

Leadership & management

Municipalities: Local curriculum

Schools: principals & teachers

Long term policy

Education in Finland since 13th century

first schools in 13th century

The systematic teaching of all

Finnish people started in the

17th century:

importance to

learn to read

Luther’s little catechism

lo

ng-term

p

olicy

The law of elementary school in 1866:

The state took over the school system

34

lo

ng-term

p

olicy

The common comprehensive school

(grades 1 – 9) in the 1960s

Support to the development of broad literacy, including arts,

moral and ethical issues,…

35 lo

ng-term

p

olicy

Equality special education

Special education in Finland is preventing

drop outs

8.5 % of all students are with special education needs.

Special education need students:

55 % are integrated into normal classes :

30 % are attending special education classes, located

in mainstream schools

15 % in special schools

An Individual Education Plan

37

1st level

2nd level

3rd level

equ

ality

Teacher 1 Teacher 2 32 pupils at 3rd

grade science

class

4 special need

pupils are

integrated to the

classroom

An introduction of a

topic through a

whiteboard activity.

The use of the learning environments and

the materials (web-based environments, handbooks, textbooks, workbooks, …)

support learning and engagement

Lets have a look

where we are

now. It is time for

discussion.

- Learning in a small

Collaborative group

- Pupils have different

Competencies and

“background” and support

each others learning

A teacher is supporting

and encouraging a

special need student.

I like this type of

learning. It is really

nice to work

together.

It was like a

LOTTO win to get

my second child to

this type of

heterogeneous classroom. We are

really satisfied.

... It is not

necessary, a pupil

is ready for a

school. Instead a

school should be

ready for a pupil!

High-achieving pupils work

as role models for lo-

achieving pupils

(support to the

development of self

efficacy; important in

working life)

High-achieving pupils learn

skills needed in further

studies and in the working

life, entrepreneurship

Finnish Teachers

Helsinki university main building

Teachers are academic experts who are able to - autonomous decision making,

- plan and implement learning activities

- evaluate their own teaching and student s’ performance

- lifelong learning (professional development)

49

What is common in teacher

education in high performing

PISA countries?

McKinsey

&Company

Auguste, B., Kihn, P., & Miller, M. (2010) Closing the talent gap: Attracting and retaining top third graduates to a

career in teaching: An International and market research-based perspective. McKinsley & Company

50

McKinsey

&Company

Auguste, B., Kihn, P., & Miller, M. (2010) Closing the talent gap: Attracting and retaining top third graduates to a

career in teaching: An International and market research-based perspective. McKinsley & Company

“… most important part of any successful

educational system — the teacher”

SCIENCE, 13th January 2012, Vol 335

Recruit the best and the brightest to be teachers, and train

them well.

Give them the independence from centralized authority, and

time to prepare lessons and ...

.... Finland acknowledges the central role of teachers in

society, as demonstrated by the respect

51

Editor

John E. Burris

52

Teacher Education Development Programme

(2002): The teacher education programmes

should help students to acquire:

high-level subject knowledge and pedagogical content

knowledge, and knowledge about nature of knowledge, …

academic skills, like research skills; skills needed in

developing a curricula, …

social skills, like communication skills; skill to co-operate with

other teachers, …

knowledge about school as an institute and its connections to

the society (school community and partners, local contexts

and stakeholders),

moral knowledge and skills, like social and moral code of the

teaching profession,

skills needed in developing one’s own teaching and the

teaching profession.

EU Commission, 2007:

Improving quality of teacher education

A teacher needs high quality profesionality:

University level education (Masters level & thesis)

Pedagogical training

A profession where Life-long-learning capacity is needed

During the teacher education programme a student

teacher should learn skills needed in developing one’s

own teaching and the teaching profession

The profession is based on partnership:

Collaboration in and between schools (multiprofessional

teams)

School partnership with pre- and in-service teacher

education

School society partnership 53

54

A secondary (subject) teacher

typically teaches at grades 7 to 12 (ages 13 to 19)

teaches typically one major and one minor subjects (e.g.

math and physics)

An elementary (primary) school teacher

(a class teacher)

teaches at grades 1 to 6 (ages 7 to 13)

teaches typically all 13 subjects

55

Teacher education at the University of Helsinki

University of Helsinki (11 faculties, 38 000 students, 7 400 staff members)

Faculty of

Behavioural

Sciences

Faculty

of

Arts

Faculty

of

Science

Faculty

of

Biosciences

Faculty

of

Theology

Faculty

of

Social

Sciences

Dept. of

Teacher

Education

Teacher

Training

Schools

Secondary teacher education: pedagogical studies + subject studies

Primary teacher education

56

Structure of the Master’s degree

of a secondary teacher: 3 + 2 years, 300 cr

0

20

40

60

80

100

120

140

160

180

Major

Subject

Minor

Subject Pedagogical

studies Communication and language

studies

Bachelor’s level (180 cr) Master’s level (120 cr)

Master-

thesis

cr

= 2

6 h

ours

of

work

S

tudy c

redits

Ped. thesis

Teachers

benefit of the

research orientation

while they make

the school curriculum,

plan, implement

and evaluate

teaching and

learning

Teachers

need strong

competency in

the subject (experts’

knowledge) when

they guide

students’ learning

and problem-

solving

BSc thesis

Teaching

practice

Subject

knowledge,

knowledge about

teaching and learning,

and school practise

are integrated into

the students’

own personal

pedagogical

theory

57

The structure of the pedagogical studies in

secondary teacher education programme in

Finland

In Finland huge amount of PCK is taught also at the departments of Physics, Chemistry,…

Pedagogical studies in Finland (60 cp.) General courses on

educatio n, teaching and learning 13 cp

Subject pedagog y (PCK) 17 cp

Educational research 10 cp

Teaching practice 20 cp

- Psychology of development and learning 4 cp - Special needs education 4 cp - Social, historical, and philosophical basis of education 5 cp

- Psychological basis of teaching and learning of a subject 5 cp - Curriculum development and planning of teaching 5 cp - Evaluat ion of teaching and learning, evaluation of a curriculum 7 cp

- Research methodology in education 3 cp - Teacher as a researcher - seminar 3 cp - Minor thesis in pedagogy 4 cp

- Supervised basic teaching practice 7 cp - Supervised applied teaching practice 5 cp - Supervised advanced teaching practice 8 cp - Ref lection supported by portfolio assessment work

Psychology of development and learning, 4 cp

58

Objectives:

A student becomes familiar with development of an

individual and group and identifies the special

characteristics of the different groups.

The student develops readiness to understand different

views on the growth, development and learning of the

human being and from the significance of the interaction

between an individual and a group and takes the

psychologic principles of the learning into consideration in

the teaching.

59

Structure of the master degree

of a primary teacher: 3 + 2 years

0

20

40

60

80

100

120

140

160

180

Major

Subject:

Education

Multi-

disciplinary

studies

Minor

Subject

Communication and language

studies

Bachelor ’ s level (180 Bachelor ’ s level (180 cr) Master ’ s level (120 cr)

Master -

thesis

Master -

thesis

cr

= 2

6 h

ours

of

work

S

tudy c

redits

BSc thesis

Finnish language, PCK

Mathematics, PCK

Physics, PCK

Chemistry, PCK

Biology, PCK

Geography, PCK

History, PCK

Religion/ethics PCK

Sports

Arts

Music

Crafts

Pedagogical

studies

The pedagogical studies helps the students …

to integrate subject knowledge, knowledge about

teaching and learning and school practice into their own

personal pedagogical theory,

to become aware of the different dimensions of the

teacher profession: social, philosophical, psychological,

sociological, and historical basis of education,

to be able to reflect on their own personal pedagogical

“theory” (reflection for, in and on action),

to develop potentials for lifelong professional

development.

60

Education

• Psy. = Psychology of development and learning;

• Spe. = Special needs education;

• Phil. = Social, historical, and philosophical basis of education;

• Sem. = Research methodology in education and

teacher as a researcher-seminar;

Pedagogy

• Cur. = Curriculum development and planning of subject teaching;

• Eval. = Evaluation of subject teaching and learning;

Practice

• B_prac. = Basic Supervised teaching practice;

• Ap._prac. = Applied Supervised teaching practice;

• Ad._prac. = Advanced Supervised teaching practice

Quality Assurance of Finnish Teacher education programmes

Department of Teacher Education

A new era in Quality Assurance (QA) for higher

education

Wolff (2004): The focus in QA is turning more and more to

mastering changes,

allowing ownership for developers

Ehlers (2009) writes:

… “In teacher education we need methods and practices

that get deeper into organizations and closer to the teacher

educators and learners.”

63

Levels of Quality Assurance in Finland

Quality Assurance (QA) has three main levels:

National audits and other national level external evaluations

(based on self-assessment at an instituitional level)

Institutional, university level QA (committees and student

feedback systems, feedback from local stakeholders)

Department and programme level QA processes (students’

evaluations and staff members’ self evaluations,

feedback from local stakeholders).

The interaction between levels through official (meetings of

deans) and unofficial meetings (meetings inside the

university)

64

Quality Culture:

allows freedom for different actors

is based on a certain level of trust

is based on self-assessment and monitoring

partners/levels take their responsibility seriously

continuous interaction between different partners/levels

students’ evaluations and staff members’ self

evaluations is discussed collaboratively

65

66

Feedback Students learning

outcomes and

evaluations

of the programme

Municipality

feedback

Outcomes, Collection

of students’ evaluations

EU and

National

strategies

Curriculum

Research on - subject matter

- teaching and

learning

- needs of learners

- policy, history, ...

→ Content

Research on teacher

education - Structure of teacher

knowledge

- Forms of knowledge:

professional … practical

University pedagogy

Own research on teacher education

Framework for designing a teacher education

programme at the University of Helsinki

Subject teacher education programme

Co-operative planning of the programme: Teachers from the subject departments, Department of teacher education,

school teachers , principals and student teachers

Selection of

student

teachers

69

Student admission for teacher education

programmes 1

All Finnish universities are maintained by the State and

enjoy extensive autonomy. They are free to develop their

own procedures for selection of student teachers.

The number of new students is agreed in the negotiations

between the university and the Ministry of Culture and

Education.

Student admission (2011)

Degree

programme Applications

Entrance

examination

part II Accepted %

Class teacher

education 1780 360 120 7 %

Kindergarten

teacher

education 853 300 100 11%

Early childhood

master's

programme 96 - 28 23 %

Special teacher

education 780 - 15 2,0 %

Total 2016 662 267 13,2 %

1st phase

Subject-related test/tests with one or several books/

pdf-materials to read

- primary school teacher education: test on

educational sciences

- secondary school teacher education: test on the

subject

High school diploma

2nd phase

Interview (next slide)

Group discussion (Primary teacher education)

Special activity in some programmes, like educational

episode in Kindergarten teacher education

Two phases in admission to the teacher education programmes in Finland

Interview as a part of the student admission

Two to three interviewers (one teacher from the teacher

training school)

The questions are asked in order to clarify:

How motivated the applicant is for the teacher

profession (e.g. are there any other choices)

How eager the applicant is for studies (e.g. how well

know the content of the programme)

How suitable the applicant is for a teacher profession

(e.g. interaction skills, experiences of working with

kids or young people)

72

Interview as a part of the student admission

Three interviewers (one teacher from the teacher training

school)

The questions are asked in order to clarify:

How motivated the applicant is for the teacher

profession (e.g. are there any other choices)

How eager the applicant is for studies (e.g. how well

know the content of the programme)

How suitable the applicant is for a teacher profession

(e.g. interaction skills, experiences of working with

kids or young people)

73

75

Content Analysis of the Finnish (and Korean) Teacher Education Programms

76

University of Helsinki (Finland), courses (credit points)

Seoul National University (Korea), courses (credit points)

General courses on education, teaching and learning (GPK)

Psychology of development and learning, 4cp.

Special needs education, 4cp. Societal, historical, and

philosophical foundations of education, 5cp.

Compulsory (4 cp.): Understanding on special

education and special needed students, 2cp.

Understanding on works of teaching profession, 2cp.

Optional: (14cp.) An introduction to education,

2cp. Educational psychology, 2cp. Philosophy and history of

education, 2cp. Educational sociology, 2cp. Curriculum, 2cp. Educational evaluation, 2cp. Educational administration and

educational management, 2cp.

Educational methodology and educational technology, 2cp.

Guidance and counseling, 2cp.

Pedagogy of Chemistry (PCK)

Introduction to chemistry teaching, 10cp.

Evaluation and development of teaching, 7cp.

Chemistry education, 3cp. Textbooks and teaching in

Chemistry education, 3cp. Teaching Practice and its

Analysis of secondary school chemistry education, 3cp.

History of chemistry concepts, 3cp.

Logic and essay in Chemistry, 3cp.

Educational research

Teacher as a researcher-seminar, 10cp. Consists of

-research methodology in education (3cp.) -teacher as a researcher seminar (3cp.) -minor thesis in pedagogy

(4cp.)

Research on Chemistry education

Teaching practice

Basic teaching practice, 7cp. Applied practice, 5cp. Master's level practice, 8cp. Include reflection

Teaching practice, 2cp. Voluntary activity in education,

2cp. Include reflection

Altogether 60 cp. 30 cp.

77

Question for the content analysis of the aims

of the pedagogical studies

What kind of support the pedagogical studies offers to the

construction of teacher knowledge from the point of

view of

- structure of the knowledge

- origin of the knowledge

78

A structural perspective to teacher knowledge

A knowledge base for a professional teacher:

- Subject matter knowledge,

- Pedagogical Content Knowledge (PCK)

- General Pedagogical Knowledge (GPK)

(Shulman, 1987; Carlsen, 1999; Hashweh, 2005)

+ Knowledge about how to produce and/or consume

research based knowledge in education (RES)

Origin of teacher knowledge

Teacher knowledge could be divided into:

practitioner (practical) and

professional (theoretical) knowledge

(Hiebert et al., 2002)

Origin of teacher knowledge

Pre-service teachers can learn

professional knowledge from textbooks, articles,

research reports, etc., while

practitioner knowledge through supervised teaching

experience and reflection (Darling-Hammond and

Bransford, 2005; Levin, 2008).

79

80

Academic General pedagogical knowledge (GPK)

↔ Teachers personal pedagogical knowledge

Research based General pedagogical knowledge (GPK)

consists of

1) classroom management and organisation,

2) instructional models and strategies,

3) classroom communication and discourse.

Teachers personal pedagogical

knowledge is divided into

1) personal beliefs,

2) personal practical experience

e.g.

Gore & Gitlin, 2004

Morine-Dershimer &

Kent, 1999

81

Pedagogical content knowledge (PCK)

PCK is a knowledge domain that is synthesis of all knowledge

needed for teaching and learning a specific content

PCK is

- content specific,

- event- and story-based

pedagogical construction

an experienced teacher has developed

as a result of repeated

- planning and teaching and

- reflection on the teaching

of the most regularly taught topics.

e.g.

Grossman, 1990;

Bromme, 1995

Hashweh, 2005

McCaughtry, 2005

Nilsson, 2008

Main categories Definition Examples of original expressions

common in Finland and South Korea (7)

1. Planning of teaching, teaching and assessing

Student teachers learn to plan a local curriculum and lessons, teach, guide students at school to learn knowledge, skills and attitudes and, moreover, learn to use versatile teaching and assessment methods. In these processes he/she is able to take into consideration the national curriculum and research based knowledge about learning and development.

Fin Student teachers - develop readiness to understand different

views on the learning (Psy) - become familiar with the development of a

group (Psy) - learn interaction skills (Psy) - learn to design chemistry teaching by taking

into consideration the research on teaching and learning (Cur)

- learn to evaluate student learning (Eval)

Kor Student teachers - learn to apply basics of educational

psychology on instruction.(Psy) - can select the appropriate textbooks,

contents, and methods.(Book) - learn to understand the fundamentals on

the theory and the practice of Chemistry education curriculum. (Cur)

- learn the application techniques of quidance and counseling per category. (Guid)

- learn the methods how educational evaluation can be applied at school sites. (Eval)

2. The role of education in the society

Student teachers learn educational knowledge and perspectives, like school as an institute having a curriculum and being a part of a society.

Fin Student teachers learn - to analyze the historical and society base

of the school system (Phil). - to cooperate with the interest groups of the

school and homes (Eval) - participate in the development of local

curriculum (Eval) - to analyze critically co-operation with

network around school (Ad_prac)

Kor Student teachers learn - to understand about characteristics and

roles of various detailed fields of educational knowledge. (Intro)

- to understand an education in relation to a society.( Socio)

- the conceptual understanding on three types of educational perspectives.(Intro)

3. Producing educational research

Student teachers learn to do small scale educational research.

Fin Student teachers - learn in seminars how to use research

methodology for educational reseach (Sem)

- make a minor thesis in education (Sem)

Kor Student teachers learn to write their theses based on sources acquired by experiments and literature studies under the guidance of academic advisors.(Chem_res)

4. Consuming

Student teachers learn to apply

Fin Student teachers learn to apply research based knowledge in school teaching (Sem.)

Main categories Definition Examples of original expressions

common in Finland and South Korea (7)

1. Planning of teaching, teaching and assessing

Student teachers learn to plan a local curriculum and lessons, teach, guide students at school to learn knowledge, skills and attitudes and, moreover, learn to use versatile teaching and assessment methods. In these processes he/she is able to take into consideration the national curriculum and research based knowledge about learning and development.

Fin Student teachers - develop readiness to understand different

views on the learning (Psy) - become familiar with the development of a

group (Psy) - learn interaction skills (Psy) - learn to design chemistry teaching by taking

into consideration the research on teaching and learning (Cur)

- learn to evaluate student learning (Eval)

Kor Student teachers - learn to apply basics of educational

psychology on instruction.(Psy) - can select the appropriate textbooks,

contents, and methods.(Book) - learn to understand the fundamentals on

the theory and the practice of Chemistry education curriculum. (Cur)

- learn the application techniques of quidance and counseling per category. (Guid)

- learn the methods how educational evaluation can be applied at school sites. (Eval)

2. The role of education in the society

Student teachers learn educational knowledge and perspectives, like school as an institute having a curriculum and being a part of a society.

Fin Student teachers learn - to analyze the historical and society base

of the school system (Phil). - to cooperate with the interest groups of the

school and homes (Eval) - participate in the development of local

curriculum (Eval) - to analyze critically co-operation with

network around school (Ad_prac)

Kor Student teachers learn - to understand about characteristics and

roles of various detailed fields of educational knowledge. (Intro)

- to understand an education in relation to a society.( Socio)

- the conceptual understanding on three types of educational perspectives.(Intro)

3. Producing educational research

Student teachers learn to do small scale educational research.

Fin Student teachers - learn in seminars how to use research

methodology for educational reseach (Sem)

- make a minor thesis in education (Sem)

Kor Student teachers learn to write their theses based on sources acquired by experiments and literature studies under the guidance of academic advisors.(Chem_res)

4. Consuming

Student teachers learn to apply

Fin Student teachers learn to apply research based knowledge in school teaching (Sem.)

4. Consuming of educational research

Student teachers learn to apply research based knowledge to the planning of teaching.

Fin Student teachers learn to apply research based knowledge in school teaching (Sem.)

Kor Student teachers learn to select the research thesis related to Chemistry education.(Chem_res)

5. Use of ICT in learning

Student teachers learn to use ICT in teaching and learning.

Fin Student teachers develop a readiness to utilise information and communication

technology in the teaching of chemistry (B_prac)

Kor Student teachers learn to apply methods, techniques and theories of educational technology in schools.(Tech)

6. Reflection

Student teachers learn to reflect. Reflection refers to an activity in which an experience is recalled, considered, and evaluated.

Fin Student teachers learn to analyse development of his/her own teacher profession (Cur)

Kor Student teachers learn to reflect the strengths and limits of each theory by their own perspectives about educational phenomena.(Socio)

7. School practice

Student teachers experience teaching and learn about school as an operational environment where different kinds of professionals are working

Fin Student teachers learn to work in an expert network of the school and take into consideration responsibilities and co-operation (Ad_prac)

Kor Student teachers do educational volunteer work at schooland actively experience the teaching at educational sites.(Vol_prac)

8. Different needs of students

Student teachers learn to take into account different needs of students and learn to identify students’ learning difficulties

Student teachers learn to - identify different kinds of learners (B_prac) - identify pupils' learning difficulties (Spe)

9. Designing instruction based on the nature of the subject (chemistry)

Student teachers learn to design chemistry teaching and take into account the nature of science

Student teachers learn to design subject (chemistry) teaching by taking into consideration the epistemological and ontological assumptions of the subject (Eval)

10. Learning of educational reality

Student teachers learn about educational practices, reality

Student teachers learn to understand about characteristics of education and educational practices from an educational point of view (Intro.)

Finland (2)

8. Different needs of students

Student teachers learn to take into account different needs of students and learn to identify students’ learning difficulties

Student teachers learn to - identify different kinds of learners (B_prac) - identify pupils' learning difficulties (Spe)

9. Designing instruction based on the nature of the subject (chemistry)

Student teachers learn to design chemistry teaching and take into account the nature of science

Student teachers learn to design subject (chemistry) teaching by taking into consideration the epistemological and ontological assumptions of the subject (Eval)

Korea (2)

10. Learning of educational reality

Student teachers learn about educational practices, reality and context of school or classroom and they learn how to solve the problems at school

Student teachers learn to understand about characteristics of education and educational practices from an educational point of view (Intro.)

11. Learning of teacher's attitude

Student teachers learn about teacher's attitude, role and duty of teacher, and teacher's mission and professionalism

Student teachers learn the fundamental attitude of a good teacher.(Prac.)

Number of different aims in the curriculum of

the pedagogical studies

83

0 2 4 6 8 10 12 14 16

Reflection (13)

Consuming educational research (8)

Producing educational research (4)

Use of ICT in learning (3)

School – society link (14)

Different needs of students (8)

Learning of a group (7)

Learning of an individual (13)

0 5 10 15 20 25

Planning, teaching and assessing

Different needs of students

The role of education in the society

Use of ICT in learning

Designing instruction based on the nature of subject

Learning of educational reality

Learning of teacher's attitude

School practice

Consuming educational research

Producing educational research

Reflection

Korea

Finland

Number of aims

Research

orientation

Practice

Pedagogy

From the point of view of the origins of teacher

knowledge:

84

0 10 20 30 40 50

Finland

Korea Practitioner knowledge

Theoretical knowledge

Discussion

In general: What can be learned from Finnish

education?

86

More ... Less ...

collaboration and

professionalism

– competition

equal opportunities for all

learners

– private organizations

taking care of education

personalization, decision

making and assessment

at local level

less standardization and

national testing

trust based responsibility (self-evaluations, listening of

students and municipality

people/ parents voice)

–

test based accountability

professionalism –

bureaucracy

Finnish countryside