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The Finnish Strategy in Teacher Education at the 2nd cycle level
Hannele Niemi
Vice-Rector
University of Helsinki
http://www.helsinki.fi/tutkinnonuudistus/english/
17.05.2007
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The Finnish Educational System The 9 years comprehensive school
Free for all
No private school system
High quality in all schools
The highest results in Pisa
The 3 years secondary school – leading to Higher education Upper secondary school
Vocational institutions
Higher Education – access to 65 % for a age cohort – no tuition fees Polytechnics
Universities
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COMPREHENSIVE 1-6
HIGHER EDUCATION
UPPER SECONDARY10-12
COMPREHENSIVE 7-9
PRESCSHOOL (1)
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COMPREHENSIVE 1-6
HIGHER EDUCATION
UPPER SECONDARY10-12
COMPREHENSIVE 7-9
PRESCSHOOL (1)
PrimaryTeachers
SedondaryTeachers
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Typical trends in the Finnish TE
1971 teacher education into universities (primary and
secondary school teachers)
since 1979, 5 years programs, Master degrees (2nd cycle)
for all comprehensive school teachers (primary and secondary
school teachers)
a research-based orientation
10-15 % of the applicants are accepted to start their studies
several national and international evaluations of structure and
quality of teacher education in Finland
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Evaluations
1989 National committee for developing teacher education 1993-94 National and international evaluation of educational
sciences and teacher education 1995-1998 Research project “Effectiveness of Teacher Education"
as part of a large national research programme “Effectiveness of
Education 1998 National evaluation of ICT in teacher education 1998-99 National evaluation of teacher education 1999 Evaluation of the quality of research in the teacher education at
the University of Helsinki The teacher education development programme 2001–2005, follow
up of the implementation 2006
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The main principles of the Finnish teacher education
a profound knowledge of the most recent advances of the research in the subjects they teach
the newest research on how something can be taught and learnt (pedagogy)
the aim is that teachers can internalise a research-orientated attitude towards their work
teacher education in itself should also be an object of study and research
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Evidence-based teacher education
Teacher education has active and intensive relationship with
research work in different disciplines needed in teachers’
work.
Teachers are familiar with the most recent research work in their subject matter and
in pedagogy and
they have a critical scientific literacy
they can integrate academic research-based knowledge with
their own professional behaviour in a reflective way
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Why evidence-based teacher education? - Ideas behind the principle
prepare teachers to respond to the evolving challenges of
the knowledge society
the most recent knowledge for their profession knowledge creation
Interaction and co-operation with people
development of society
make decisions to improve education to different learners
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Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded
approach to their work and are ready to learn new
methods for their professional practise.
The aim is that they can see their profession an
intellectually, socially and morally challenging career.
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The Finnish teacher education as a part of the Higher Education Area
All teachers have MA university degree (min. 5 years)
All teachers have studies research methods and have
written Master Thesis
The common pedagogical qualification adds mobility in
the profession
Teacher education is a part of Higher Education
Since 1.8.2005 a Bologna structure in all degrees
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2003 - 2004 – 2005
The Bologna process was seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change.
Many national networks and projects worked together to develop and implement the new TE degrees programmes in Finland
the National-Level Coordination of Degree Programme Development in Teacher Training and the Sciences of Education http://www.helsinki.fi/vokke/english.htm
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Three cycle model for teacher education
The two-cycled basic degrees will consist of
the Bachelor’s degree
(180 credits / 3 years) and
the Master’s degree
(120 credits / 2 years)
The third cycle will consist of postgraduate
studies (leading to a doctoral degree)
1 year = 1600 working hours = 60 ECTS
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Three cycle model for teacher education
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Alternatives for the structure of university degrees
Examples
BA
Dr
MA
integrated
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Alternatives for the structure
Examples
BA
Dr
MA
integrated
supplementary studies?
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Basic studies 25 Intermediate studies 60 (including BA thesis 6-10) Advance studies 60-90 (including Master thesis 20-40)
25+35= 60
Major Minors Other studies
BA
ThesesMA
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Major Minors Other studies
BA
ThesesMA
Subject areas
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Major Minors Other studies
BA
ThesesMA
25
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Primary school teacher education program in Finland
Bachelor’sDegree180 ECTS
Master’s Degree120 ECTS
TOTAL 300 ECTS
Class teachers’ pedagogical studies (as a part of a major in education)-
25(Inc. teaching
practice)
35(Inc. MIN15
teaching practice)
60
Other studies in a major in education - research methods- scientific writing -
35(including BA Thesis, 6-10)
45(including MA Thesis, 20-40)
80
Subject matter studies for comprehensive school teachers
60 60
S Studies in a different discipline -- - a minor
25 0-35 25-60
•Language&communication & ICT •Practice in working life•Preparation a personal study plan •Optional studies
35
5 – 40
40-75
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Secondary school teacher education programme
Bachelor’sDegree180 ECTS
Master’s Degree120 ECTS
TOTAL
300 ECTS
Subject teachers’ pedagogical studies (minor)
25-30(Inc.
teaching practice)
30-35(Inc. min. 15
teaching practice)
60
Studies in different disciplines- - major
60(including BA Thesis, 6-10)
60-90(including MA Thesis, 20-
40)
120 – 150
Studies in different disciplines- 1-2 minors
25-60 0-30 25-90
•Language & communication & ICT • Practice in working life• Preparation a personal study plan• Optional studies
35 - 40
0-30
35-70
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Supporting students’ learning
Personal study plans
Follow-up of progress in completing of degrees
ICT –licence all available resources to students
e-learning
e-libraries
information literacy
Transparency in quality assurance
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a research orientation to one’s own work
continuous evaluation of their own work
to be open to new approaches to achieve to the best results
need a community in which new ideas can be developed, shared and tested
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Work with knowledge,
technology and information
Common European Principles forTeacher Competences and Qualifications
Work with fellow human
beings
Work with and in society
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Why research-based teacher education? - Ideas behind the principle
prepare teachers to respond to the evolving challenges of
the knowledge society
make decisions to improve education to different learners
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Tools to use research as means to improve teaching and learning opportunities
Subject content knowledge and pedagogical content
knowledge Critical scientific literacy Research methods Authentic projects Evaluation and reflection
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Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded
approach to their work and are ready to learn new
methods for their professional practise.
The aim is that they can see their profession an
intellectually, socially and morally challenging career.
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We need to increase teachers’ status in society and among other professions
an inspiring career which will attract talented candidates
a lack of teachers can never be remedied by lowering
standards.
Teacher education needs a clear connection with
European Higher Education Area and
a research component as its essential part is the
investment for the future.
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Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded
approach to their work and are ready to learn new
methods for their professional practise.
The aim is that they can see their profession an
intellectually, socially and morally challenging career.
![Page 30: The Finnish Strategy in Teacher Education at the 2nd cycle level Hannele Niemi Vice-Rector University of Helsinki](https://reader036.fdocuments.us/reader036/viewer/2022062518/56649e435503460f94b36385/html5/thumbnails/30.jpg)
Future challenges of TE at the cultural level
The promotion of excellence in teacher education and the teaching profession
Cross-disciplinary research on learning and teaching
Values in schools and society
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SOCIETY
CULTURE
INDIVIDUALS
Infrastructure Social cohesionInnovations
- teacher education- research on learning-values