Teacher Education in Finland: Current Models and

New Developments
PERTTI KANSANEN
1. INTRODUCTION
1.1. Brief Historical Background
Finnish teacher education has two traditional lines of development. The first and older line
concerns the education of teachers for secondary education and the second line refers to the
education of teachers for elementary schools. Closely lin!ed to this second line is the
education and trainin" of !inder"arten teachers. Today teacher education is a many#faceted
field involvin" various "roups of teachers includin" those wor!in" in day#care centers
vocational institutions and adult education.
The landmar! in Finnish teacher education was the esta$lishment in
1%&' of the first professorial chair of education at the University of (elsin!i. The )rofessor
of )eda"o"y was also e*pected to lecture on teachin" methods and to advise students on
teachin" s!ills. The tas! of the professor was to develop teacher education particularly for
secondary school teachers.
+tudents who were aspirin" secondary school teachers ,su$-ect teachers.
studied their su$-ects in su$-ect departments and undertoo! their practice teachin" in teacher
trainin" schools. The )rofessor of /ducation was responsi$le for supervisin" this practical
part of studies in the trainin" school. (is duties included issues of further teacher trainin".
The role of teachers in the development of school systems was also considered important.
The position of the )rofessor of /ducation was e*ceptionally close to teacher education and
to schools in "eneral ,Iisalo 1010 pp. 22#2%.. /ducation was an au*iliary su$-ect and thus
its status was different from that of other su$-ects. Iisalo emphasi3es however that it had an
immediate influence on practical matters concernin" the role of the )rofessor a uni4ue
feature in /urope at that time ,Iisalo 1010 p. 2%.. 5lthou"h this characteristic $ecame less
important later on the stron" position of teacher education has left its mar! and the present
situation can perhaps $e partly interpreted in this li"ht.
/arlier in 1%61#1%'1 a so#called seminarium pedagogicum had $een active at the
University. 5lthou"h short#lived it was desi"ned for the needs of teacher education.
Naturally university lectures were held for prospective teachers $ut they were not systematic
and depended on the interests of the lecturers.
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P. KANSANEN
The first teacher#trainin" colle"e for the education of elementary school teachers was
founded in 8yv9s!yl9 in 1%72. Its curriculum was desi"ned accordin" to +wiss and :erman
models and the influence of Rousseau )estalo33i and Diesterwe" was particularly
noticea$le. 5 close contact $etween the theory and practice of education was a distinctive
feature and practical su$-ects such as handicrafts had their place in the curriculum.
;ased on the model of the 8yv9s!yl9 Colle"e many teacher trainin" colle"es were
founded. Followin" many intermediate sta"es a ma-or reform was $rou"ht a$out $y the 1011
Teacher /ducation 5ct.
In 101< teacher education for comprehensive schools and upper senior hi"h schools was
reassi"ned to the universities. 5t the same time faculties of education were esta$lished in
every university with departments of education and departments of teacher education.
The departments of education are older departments which concentrate on educational
research in "eneral and on the pro$lems of educational administration and plannin". The
departments of teacher education are recent esta$lishments and their responsi$ilities
cover $oth teacher education and research on teachin" and teacher education. =ith the
reform of the entire hi"her education system in 1010 the de"ree earned in teacher education
$ecame no different from all other university su$-ect de"rees. Followin" this reform all
classroom teachers ,"rades 1 to 7. now complete a >aster?s de"ree ma-orin" in education.
+u$-ect teachers ,"rades 1 to 1'. ma-or in their teachin" su$-ect. +tartin" in 100& !inder"arten
teachers are also educated in universities and "raduates are su$-ect to a ;achelor?s De"ree
level e*amination. 5 uni4ue feature of Finnish teacher education is that $oth primary and
secondary school teachers must earn a >aster?s De"ree and that their academic status is
the same.
1.. Basic !eatures of t"e !innis" Education S#stem
The Finnish education system consists of comprehensive schoolin" ,nine years for the
whole a"e cohort startin" at the a"e of 1. secondary education ,three years of "eneral
education in an upper secondary school or two to si* years of vocational education. hi"her
education and adult education. /lective pre#school education is offered to &#to#7#year old
children.
Classroom teachers handle the lower level of comprehensive schools "rades 1 to 7 and
are responsi$le for the whole a"e "roup. They teach all su$-ects "uidin" the whole personal
development of their pupils. +u$-ect teachers teach in the upper levels of comprehensive
schools "rades 1 to 0 or in upper secondary schools and they usually teach one or two
su$-ects. >ore than half of the pupils "o on to upper secondary schoolin" after completin"
comprehensive schoolin" ,three years for pupils a"ed 17 to 1%. which ends with the
matriculation e*amination which is re4uired for pursuin" university studies. +omewhat
fewer than <6 percent of pupils enroll directly into different types and levels of vocational
education some of which also open paths to university studies. Nevertheless a lar"e num$er
of
TEA$HER E%&$ATI'N IN !IN(AN% %1
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matriculated students pursue vocational education followin" upper secondary school
,>inistry of /ducation 1000..
1.). Student Selection for Teac"er Education
The wor! of a teacher has always $een popular amon" youn" women even if less so amon"
youn" men. The competition is severe and only some 1& percent of the applicants are
accepted. The recruitment situation for classroom and su$-ect teacher applicants is
different in the sense that those who want to $ecome classroom teachers study education
as their ma-or su$-ect and $e"in their studies in a teacher education pro"ramme. )rospective
su$-ect teachers apply to $e admitted to studies in the respective su$-ect in another
faculty and choose teacher education later usually after two years.
The selection of classroom teachers ta!es places in two phases. 5 num$er of semi#finalists
e4ualin" some three to four times the num$er of availa$le places is selected from amon" the
applicants on the $asis of their results on the matriculation e*amination and their accumulated
school mar!s. 5dditional points can $e earned $y candidates who are e*perienced in wor!in"
with children. 5s a rule the second phase has three different components $e"innin" with an
e*amination $ased on certain te*t$oo!s. It then continues with a tas! where$y social
interaction and communication s!ills are o$served and then with a personal interview
re"ardin" the reasons why candidates chose to apply to $e teachers.
The selection procedure for su$-ect teachers is in principle the same as for classroom
teachers. 5fter a$out two years of study in the university departments offerin" their main
su$-ects students apply for the teacher education pro"ramme in the department of teacher
education. They then participate in "iven teachin" situations and ta!e part in a personal
interview. The students continue their studies in their own departments and at the same time
underta!e studies in education usually for two additional years ,2& credits in education..
The status of the teachin" profession in Finland has $een 4uite hi"h and teacher education
has $een a popular study pro"ramme in the universities. Durin" the period when teachers
seminaries and colle"es were still in operation the status of teachers was particularly hi"h.
5fter the transfer of teacher education to the universities it retained its popularity amon"
students. Only in the cases of a few su$-ects are there constant pro$lems in enrollin" sufficient
num$ers of students in teacher education pro"rammes. >athematics and physics in particular
are such su$-ects. 5nother pro$lem is the low application rate of men for the teachin"
profession almost at all levels and in all su$-ects as compared to the application level of
women. The low teacher salaries seem to $e the most common e*planation for this
discrepancy.
The hi"h academic level of teacher education also ma!es it possi$le for "raduates to
apply for other forms of employment in society. >any men
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P. KANSANEN
teachers do not last very lon" as school teachers. Durin" a period of mar!et depression when
there are few alternatives teachers will resume teachin". This scenario was characteristic of
the early 1006s. =hen the economic trend is favoura$le schools are in want of teachers. 5t
the $e"innin" of the '666s there seems to $e a sli"ht fli"ht from the schools once a"ain.
5lthou"h a fairly hi"h num$er of students are applyin" for teacher education the pro$lem
seems to $e one of how to !eep teachers in the schools in the future.
'. O@/R@I/= OF T/5C(/R /DUC5TION IN FINA5ND
.1. *eneral $"aracteristics
5ll ei"ht Finnish universities have teacher education pro"rammes mainly for classroom
teachers and for su$-ect teachers and also today for !inder"arten teachers ,Tella 1007..
+pecial education teacher pro"rammes are concentrated in certain lar"er universities as are
also the pro"rammes for teachers of educational "uidance. (ome economics handicrafts
,te*tile and technolo"y. and physical education teachers are also offered pro"rammes in
certain universities whereas music and art teachers have their own institutes. 5ll
comprehensive school teachers must earn a >aster?s de"ree of 176 credits ,four to five
years in duration.. Binder"arten teachers are offered a three#year pro"ramme of 1'6 credits in
universities. There is also a +wedish#lan"ua"e university devoted to the needs of the
+wedish#spea!in" population ,a$out 7 percent. of Finland. It is responsi$le for the education
of +wedish#spea!in" school teachers. These schools and teacher education pro"rammes are
or"ani3ed accordin" to the same principles "overnin" the Finnish#spea!in" community. The
education of teachers occupied in vocational and adult education is or"ani3ed in universities
vocational teachers colle"es and independent institutes.
The "eneral core of Finnish teacher education is represented $y peda"o"ical studies worth
thirty#five credits which are re4uired of all teachers. Binder"arten teachers are the
e*ception to the rule. Thus the same peda"o"ical studies are accepted in all !inds of
teachin" -o$s in the comprehensive and upper secondary schools as well as in vocational
institutions and in adult education. If for e*ample a su$-ect teacher wishes to move into a
classroom teacher?s position he or she would have to complement his or her studies with
su$-ects that were distinct from what he or she had $een teachin" at the lower level ,"rades
1#7. whereas the teacher?s peda"o"ical studies would $e reco"ni3ed and would not need to
$e repeated. +imilarly if a classroom teacher wished to move to the upper level ,classes 1#0.
of a comprehensive school he or she would have to complement his or her studies in
the very su$-ect that he or she intended to teachC whereas his or her peda"o"ical studies
would $e reco"ni3ed for the new -o$. =ith !inder"arten teachers the situation is different
their re4uirement $ein" only a ;achelor?s de"ree ,1'6 credits.. 5 !inder"arten teacher would
also have to complement his or her peda"o"ical studies. In
TEA$HER E%&$ATI'N IN !IN(AN% %0
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addition he or she would have to earn a >aster?s de"ree ,176 credits. if he or she wished
to move to a comprehensive school.
.. +ain Principles
Teacher education is academic and ta!es place in universities.
The content of !nowled"e for peda"o"y must $e sufficiently $road so that teachers will $e
a$le to "uide the development of their pupils as e*tensively as possi$le. The main
su$discipline is didactics $oth "eneral and su$-ect# matter related. /ducational psycholo"y
and educational sociolo"y also play important roles.
The intention is to lin! theory and practice in a sufficiently close relationship that a
teacher may $e a$le to resolve everyday teachin" pro$lems on the $asis of his or her
theoretical !nowled"e.
)eda"o"ical studies and content !nowled"e studies must $e $rou"ht close to"ether.
The role of the teacher in the $roader societal conte*t is emphasi3ed.
5ll teachers are 4ualified for post#"raduate studies.
Comprehensive and upper secondary school teachers receive university education and
trainin" at >aster?s De"ree level comprisin" 176 credits ,four# and#a#half to five#and#a#half
years..
5ll peda"o"ical studies for $oth cate"ories are in every respect or"ani3ed $y the
departments of teacher education within universities and their faculties of education.
The schools in which a ma-or part of student peda"o"ical practice is conducted are lin!ed
or"anically with the departments of education. The remainin" part of student practice is
underta!en in re"ular schools around the country.
5fter "raduation from a university students are licensed as teachers and may apply for
teachin" positions in schools.
Re"ardin" in#service teacher education the idea is to support the individual professional
development of the teachers. )rincipal responsi$ility lies with the municipalities which
or"ani3e courses with state support. 5 de$ate has $een "oin" on a$out possi$ilities and
alternatives for the system of in#service teacher education.
.). T"e Idea of Researc",Based Teac"er Education
The $asic aim of every teacher education pro"ramme is to educate competent teachers
and to develop the necessary professional 4ualities to ensure lifelon" teachin" careers for
teachers. ;ehind this aim is the $elief that initial teacher education is of paramount
importance and that any defects appearin" in the pro"ramme will have conse4uences that will
$e e*tremely difficult to correct later on. The need for in#service teacher education is
inevita$le $ut the $asis for professional competence is imparted durin" the period of
initial teacher education.
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P. KANSANEN
This idea implies that certain principles must $e respected in order to achieve the aims and
"oals inherent in the idea. First of all a teacher education pro"ramme should $e ela$orated
systematically. Thus it should have some $asic $eliefs to "uide it and an or"ani3in"
theme or themes servin" as principles for the selection of the content of the pro"ramme
,:allu3o and )an!rat3 1006.. In addition to an e*plicit pro"ramme implicit thou"hts and
conditional factors should "uide the system and provide space for the pro"ramme within this
conte*t ,Doyle 1006 pp. 2#<..
Finnish teacher education aims at achievin" a $alanced development of the personality of
each teacher a process in which his or her peda"o"ical thin!in" plays an essential role
,Bansanen et al.- '666.. This overall purpose is $ased on the study of education as a main
su$-ect that is composed of three lar"e content areasD the theory of education peda"o"ical
content !nowled"e and su$-ect didactics and practice. These components are in reciprocal
interaction and the main or"ani3in" theme from the $e"innin" of the pro"ramme to the end
is a research#$ased approach. This approach is inte"rated into every separate course within the
pro"ramme. +ystematic courses on the methods of research are introduced at the very
$e"innin" of studies. The research#$ased approach culminates in a >aster?s thesis which
every student must write. Classroom teachers write their theses in the field of education while
su$-ect teachers choose a topic within their respective ma-ors. In any case the academic level
of teacher education is the same for all teachers from elementary to upper secondary school.
Eeichner ,10%2. presented a classification of the possi$le teacher education
pro"rammes dividin" them into four paradi"msD $ehaviourist traditional#craft personalistic
and en4uiry#oriented. The Finnish research# $ased approach is fairly similar to the en4uiry#
oriented paradi"m. 5ll the parts of a teacher education pro"ramme must $e -ustified $y a
systematic totality and must focus on the thin!in" processes that a teacher mi"ht characteri3e
as the criteria used in doin" research. 5s Rudduc! ,10%& p.
'%%. stated FResearch GisH a perspective that "oes across the curriculum of teacher
education courses....I
5lthou"h an all#around understandin" of research methods is desira$le the nature of a
teacher?s wor! is much li!e the activities of a practitioner# researcher. Reflection is a way to
"ain !nowled"e a$out one?s own doin"s and a$out the interactions that occur in the teachin"#
studyin"#learnin" process. ;en"tsson ,100&. adds dialo"ue with collea"ues and research as
other possi$ilities. =hen en"a"in" in reflection a certain distance is needed in order to $e
a$le to ponder one?s own decisions and their role in practice. In this process teachers may
utili3e their !nowled"e a$out research#$ased thin!in" s!ills that also include the a$ility to read
articles in professional -ournals and research reports.
The aim of research#$ased teacher education is to impart the a$ility to ma!e educational
decisions $ased on rational ar"umentation in addition to everyday or intuitional ar"umentation.
The s!ill to thin! alon" the lines of research principles presupposes a "eneral
understandin" of all#around
TEA$HER E%&$ATI'N IN !IN(AN% 01
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research methods as well as a positive attitude towards research. (owever developin" the
teacher into a researcher is a much more demandin" "oal. In the teacher#as#researcher
movement the teacher conducts research either independently or in colla$oration with a senior
researcher. The actual o$-ective is to write and to pu$lish a report.
Research#$ased thin!in" however aims at the use of research competencies in oneJs own
teachin" and in ma!in" oneJs own educational decisions. It is natural that much of the
research descri$ed in this way should resem$le action research and would $e in line with
4ualitative research. (owever $y restrictin" the process to action research overloo!s a "reat
deal of the wor! of a teacher. 5 philosophical approach in conceptual analyses and
re4uirements needed in evaluation are important re4uirements for teachin". The readiness and
the s!ill to read professional -ournals $elon" to the methodical competencies of research#$ased
teachin".
In the development of research#$ased thin!in" for everyday teachin" the principle of the
continuous interaction of research studies and practice is reali3ed as of the very $e"innin" of
the pro"ramme. The final "oal is the writin" of a >aster?s thesis at the end of studies $ut the
writin" of several minor systematic papers is re4uired throu"hout the period of studies. The
idea of a spiral curriculum is applied and courses of $asic importance are vertically inte"rated
into the studies. In every phase of studies courses on research methods are inte"rated with
other studies.
... T"e Role of Pedagogical Practice in Researc",Based Teac"er Education
(ytKnen ,100&. has outlined some inte"rative principles $y which to com$ine the
essential elements of a teacher education pro"ramme. The $asic idea is to inte"rate
theoretical aspects with practice durin" studies. Research#$ased thin!in" is viewed as the
connectin" factor in this process.
The first principle is to $e"in practice teachin" as early as possi$le. 5lthou"h many
students may have had teachin" e*perience "ained $efore they $e"an their teacher education
studies it is important for them to visit practice schools and to $ecome familiar with the
routines and activities of these institutions.
+econdly the interaction $etween practice and studies of educational theory is emphasi3ed
throu"hout the entire period of studies. The totality of educational theory peda"o"ical content
!nowled"e and practice form the ideal "oal in this respect. Thus stated concretely some
practice teachin" ta!es place durin" every study year and durin" every study period as part of
a "iven teacher education pro"ramme.
/very study period has its aims and characteristics. >any practice periods follow
each other and every period is inte"rated into the totality of the teacher education
pro"ramme. )ractice teachin" is or"ani3ed in special practice schools as well as in re"ular
schools. 5t the start the students o$serve pupils of different a"es their roles as "roup
mem$ers and their ways of interactin" in the instruction process in different classes and
"rades.
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P. KANSANEN
:radually the content of practice teachin" is e*tended to different su$-ect matters teachin"
methods and to all aspects of teachin". The ultimate "oal of the teacher education pro"ramme
is to develop an autonomous teacher personality. 5ll the practice periods are planned in order
to reali3e this "oal.
)ractice teachin" proceeds from small units to lar"er com$inations. The special
characteristics of different practice teachin" periods are ta!en into consideration. The
re4uirements of class teachers and su$-ect teachers vary in several important ways. Class
teachers have many different su$-ects to deal with and the total development of each student
is of special importance to them. +u$-ect teachers are stron"er in content !nowled"e
competence $ut their students will need special attention as detrmined $y the a"e "roups to
which they $elon". The lar"er perspectives of a teacher?s wor! in the form of co#operation
with the parents and family of his or her pupils are of importance. 5lso the co#operation of
all teacher educators is essential.
/very teachin" practice period is com$ined with detailed theoretical studies that relate to
its topic. The aim is for student#teachers to o$tain increasin" !nowled"e $y which to support
their teachin" practice. Thus they will read relevant te*ts and discuss the su$-ects with each
other and with their instructors.
)ractice teachin" in university practice schools and in the normal community schools is
or"ani3ed in se4uences. The university practice schools also function as normal
comprehensive schools followin" the same curriculum as in other schools. (owever special
competency re4uirements are e*pected of the teachers who are e*pected to $e e*perienced
supervisors. The field schools represent the everyday practice of schools in "eneral.
The main principle of the pro"ramme is the inte"ration of the various aspects of the
teacher education pro"ramme throu"h research#$ased thin!in" and ar"umentation.
(owever this principle as such is not sufficient. (ow research is defined and what is
meant $y a research#$ased approach are also essential. 5n e*tensive and li$eral interpretation
of research is applied.
2. T(/ /DUC5TION 5ND TR5ININ: OF CA5++ROO> T/5C(/R+ Comprehensive
school teachers for the lower sta"e ,"rades 1 to 7. receive
nearly all of their education and trainin" in university departments of teacher
education. The main su$-ect for classroom teachers is education which alto"ether consists
of a$out seventy#five credits. The rest of the pro"ramme consists of studies in the different
su$-ects to $e tau"ht in primary schools and their respective didactic studies ,thirty#five
credits. speciali3ation in one or two of the primary school su$-ects ,thirty to thirty# five
credits. and finally "eneral studies studies in lan"ua"es and optional studies.
The de"ree structure of the classroom teacher education pro"ramme may $e outlined as
followsD
TEA$HER E%&$ATI'N IN !IN(AN% 02
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Ta$le 1. De"ree structure of the classroom teacher education pro"ramme
/ducational studies ,main su$-ect. 1& credits ,Teacher?s
peda"o"ical studies 2& credits +u$-ect didactic studies
2& credits >inor su$-ect studies 2& credits
Aan"ua"e and communication studies 1' credits Optional studies
2 credits
TOT5A L >aster?s de"ree 176 credits
).1. Educational Studies
The main su$-ect as stated a$ove for aspirin" classroom teachers is education M the
systematic study of education with an emphasis on teachin" research and didactics. The
relationship of theory and practice is essential at all levels. The curriculum is thou"ht of as a
spiral with the constant interaction of theoretical and practical aspects assisted $y the
!nowled"e of research methods and content.
This $asic structure of teacher education in the Finnish universities is the same in all of
them even thou"h local adaptations may lead to some diversity. The credit points presented
$elow are avera"es and the e*amples are ta!en mainly from the University of (elsin!i.
/very department of teacher education has its stron" points and characteristics.
The e*aminations however have the same status. In Finnish academic course
pro"rammes each field of study or discipline consists of three hierarchical levelsD "eneral
studies fifteen credits ,appro/atur. su$-ect# related studies thirty#five credits ,cum laude
appro/atur. and advanced studies fifty#five credits ,laudatur.. :eneral studies in the field
of education deal with an introduction to the development of educational ideas with their
philosophical historical and societal aspects and with an introduction to the methodolo"y
of research $oth throu"h 4uantitative and 4ualitative approaches. The $asis of research#
$ased thin!in" is imparted throu"h "eneral studies of education. 5t this level courses in the
philosophy of education educational psycholo"y the sociolo"y of education and foundations
of the instructional process ,didactics. are central courses. Courses in information and
communication technolo"y are also included.
).. Basic Studies in Education
The main courses consist of lectures small "roup discussions and recommended speciality
literature. 5t the end of each course an e*amination helps to evaluate the results. The overall
aims and contents deal with the historical development of educational and school activities.
Theoretical and conceptual analyses are emphasi3ed and in small "roup discussions some
classic literature in the field is studied in order to "ain a deeper understandin" of the su$-ect
matter. +tudents are also e*pected to learn a$out the history of psycholo"ical thou"ht and to
evaluate the meanin" of different models and schools. The central themes at this level
are action
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P. KANSANEN
social control the formation of a personal outloo! and the meanin" of the teachin"#studyin"#
learnin" process and its controllin" factors. /ducational policy#ma!in" and social factors form
the lar"er societal and curricular $oundaries lin!ed to institutional schoolin".
In the field of peda"o"y students $ecome ac4uainted with the $asic issues of the plannin"
of teachin". Classroom#oriented small#scale research is conducted and certain practical
o$servation e*ercises are underta!en in practice schools. ;asic didactic concepts the
evaluation of didactic research and its application and $asic forms of educational practices are
reproduced. In "roup discussions the formulation of teachin" o$-ectives and their operation as
well as $asic teachin" procedures are central topics. Reflection is concentrated on the totality
of the instructional process includin" all the factors influencin" this totality.
).). Intermediate Studies in Education
5t this level students ac4uire a deeper understandin" of didactics. The central courses
concentrate on the theoretical aspects of teachin" professional development evaluation of
teachin" and the psycholo"ical assessment of pupils. The module that follows consists of
further studies of research methods with a course of advanced statistics as well as of
4ualitative and 4uantitative research methods. These courses are lin!ed to courses in peda"o"y
and particularly with practice and with different styles of student teachin".
Classroom teachers are responsi$le for early childhood education. Therefore the teachin"
of readin" and writin" is an important part of their study pro"rammes. +pecial education and
pupil counselin" courses are also inte"rated into the pro"ramme.
)roseminar wor! in which the theoretical and practical aspects of the pro"ramme are
$rou"ht to"ether forms an inte"rated part of the intermediate studies of education.
The students either individually or in pairs prepare a pro-ect and outline a research plan. The
aim is to develop and practice research s!ills in order to ac4uire personal !nowled"e of the
teachin"#studyin"#learnin" process and to use it in their own practice. +tudents present their
research plans in seminars discuss them to"ether critici3e and evaluate plan relevance. The
plan is achieved and a written report is presented in the seminar. The students also learn
a$out information and communications technolo"y in practical teachin" and in research wor!.
)roseminar wor! is closely lin!ed to student practice and teachin".
+tudents visit the university trainin" school at the very start of their studies and "radually
$ecome ac4uainted with the pupils and teachin" activities at the lower level of the
comprehensive school. Durin" their intermediate studies students ta!e part in what is called
an orientation practice internship. They wor! alone or in pairs in normal schools or in field
schools for a$out two wee!s. They o$serve teachin" as co#teachers and practice teachin"
themselves. They $ecome ac4uainted with the contents of the local
TEA$HER E%&$ATI'N IN !IN(AN% 0&
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curriculum and the assessment methods used in the schools in which they wor!. 5s a
reflective tool they assem$le a portfolio. +tudents are as!ed to formulate aims to $e
followed durin" their practice periods and to record their e*periences in order to analy3e
the results. 5n important part of the portfolio writin" is material on the psycholo"ical
assessment of pupils. Ideas and insi"hts are also presented. 5 written summary of this
orientation phase of the practice period is also re4uired. The material thus "enerated may $e
utili3ed in research pro-ects in the department.
The different parts of intermediate studies are also inte"rated throu"h a $oo! e*amination.
/ach student reads three to four speciality $oo!s and answers 4uestions as!ed $y a supervisor
who assesses the answers. The readin" of certain ma-or speciali3ed $oo!s helps students
o$tain a deeper theoretical insi"ht into what they have previously learned.
)... Ad0anced Studies in Education
5dvanced studies in education consist of three partsD a study pro-ect an e*amination on
advanced specialist literature and practice studies. 5lthou"h the intermediate and advanced
studies are separated so as to appear in clearly different parts of the study pro"ramme 4uite a
few of the two levels of studies may $e parallel and ta!e place durin" the same periods.
The study pro-ect is meant to deepen and to inte"rate the practical and theoretical aspects
of the pro"ramme. +tudents should $ecome thorou"hly ac4uainted with an issue of their own
selection which is central to teachin" activities. The pro-ect wor! is underta!en in two
seminars. Durin" the first seminar the issues of the study are presented the theoretical
$ac!"round identified and the $i$lio"raphic search completed. /ach participant presents
a paper with a research plan outlinin" his or her pro$lems and data collection methods. The
papers are discussed in the seminars. Durin" the second seminar each student is e*pected to
present some of the preliminary findin"s of his or her research. The presentations are a"ain
discussed and the use of computer pro"rammes and the preparation of the paper are important
activities. 5t this sta"e the students have already collected their data. /ach student is a$le to
present a version of his or her final report. The seminar "roups are supervised $y professors of
education or $y )hD#de"ree lecturers. 5s a rule a "roup assistant is also present to help with
practical matters such as the formulation of a 4uestionnaire and of interview 4uestions the
underta!in" of data processin" for computer analysis the writin" of the final paper etc.
The study pro-ect calls for the writin" of an independent scientific report ,a$out %6 to 1'6
pa"es lon". M a >aster?s De"ree thesis. 5 maturity essay on a topic concernin" the thesis
research follows the reports. The appropriate thesis and the essay are "raded accordin" to a
seven#point scale.
The >aster?s thesis is written individuallyC however data collection the literature search
data analyses etc. may $e carried out in pairs or in "roups. +tudents also select their themes
freely accordin" to their respective
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P. KANSANEN
interests. >ost of the topics deal with school pro$lems pupil learnin" teacher?s wor! school#
$ased curriculum plannin" etc. +ome students can -oin research pro-ects $ein" developed $y
their departments. >ost students choose a personal theme and proceed independently in close
contact with their supervisors. If possi$le the theme of oneJs own research is chosen from
personal e*periences in practice teachin". (avin" written an accepta$le >aster?s De"ree
thesis passed an e*amination and accumulated 176 credits a student will have reached
the s!ill level needed for him or her to enroll in doctoral studies in education.
The courses on advanced research methods are closely lin!ed to pro-ect wor!. The
advanced !nowled"e of $oth 4uantitative and 4ualitative methods is studied. /mphasis has
$een increasin"ly placed on the 4ualitative side and most of the students apply various
4ualitative techni4ues in their pro-ect wor!. Nualitative content analysis "rounded theory
phenomeno"raphic techni4ues case studies and action research have $ecome popular with the
constructive turn in the field. Nuantitative methods with factor analysis re"ression analysis
and other multivariates are still employed $y some students. Research for a >aster?s
De"ree thesis includes !nowled"e of information and communications technolo"y e4uipment.
For the advanced literature e*amination students must study four $oo!s of current interest.
These may $e selected from a lon" list most of the $oo!s listed thereon $ein" well#!nown
internationally. )articipation in courses offered $y professors in the department durin" the
semester may $e su$stituted for two of the $oo!s.
).1. Practice Studies
)ractice usually consists of successive internships from the $e"innin" to the advanced study
levels. 5lthou"h the or"ani3ation of practice studies is predominantly the same in different
universities such studies may $e applied and adapted to use accordin" to local conditions.
Followin" introductory practice at the $e"innin" of studies there is first $asic practice
then field school practice and finally teachin" practice. Distant teachin" periods are also an
alternative way to complete certain parts of the practice periods. Its more e*tensive use may
however $ecome common in the near future. The structure of teachin" practice studies may
vary considera$ly from university to university up to fifteen credits on avera"e.
Durin" $asic practice students $ecome ac4uainted with the teachin" of different su$-ects
the $asic forms of teachin" and of the evaluation of teachin" and learnin". +tudents plan
teach and evaluate lessons in different su$-ects. The $asic practice is completed in the
university trainin" school and the supervisin" class teachers are also responsi$le for portfolio
wor!. 5 compiled portfolio may also contain teachin" material that a "iven student may have
produced alon" with his or her account of practice and his or her own wor! evaluation. On the
whole the portfolio concentrates on an analysis of the teachin" of various su$-ects.
+tudents also o$serve the teachin" of
TEA$HER E%&$ATI'N IN !IN(AN% 01
01
their classmates and convey their assessments in their portfolios. The practice period
includes much discussion a$out student teachin" and the student portfolios. 5ll practice
studies are inte"rated with other studies and $asic practice teachin" relates mainly to didactics
and to courses in su$-ect didactics.
The field school practice teachin" and the final practice teachin" are study periods that
may $e com$ined when the students are widenin" their views re"ardin" teachin" as a
profession and different ways of wor!in" as a teacher. The aim is for the students to see!
their own ways of wor!in" as classroom teachers. They wor! to"ether with their supervisin"
teachers and with increasin" responsi$ility in the same class over a relatively lon" period. This
practice internship is often com$ined with field trips to particular educational institutions.
+tudents also $ecome ac4uainted with the issues of special education. Durin" these final
practice periods they are e*pected to employ research#$ased thin!in" s!ills and to identify
possi$le themes for their respective theses if they do not continue their )roseminar wor!. The
whole study pro-ect is lin!ed to these practice studies.
).2. Su/3ect %idactics Studies
+u$-ect didactic studies include multidisciplinary studies in the su$-ects tau"ht at the
comprehensive school level. These studies ma!e up thirty#five credits. The intended "oal is
for the students to ac4uire sufficient s!ills in the "iven su$-ects and the related $asic didactic
s!ills so as to $e a$le to wor! as classroom teachers. +tudies of the mother ton"ue ,Finnish.
and of mathematics are compulsory for all students. +!ills and art su$-ects ,arts crafts
includin" te*tile crafts and technical wor! music and physical education. are "rouped into
compulsory and optional courses. The so#called introductory su$-ects ,history natural
sciences $iolo"y "eo"raphy reli"ion and ethics. are also divided into compulsory and
optional sections. The emphasis in su$-ect didactics studies is placed on learnin" to teach the
su$-ect. In principle classroom teachers must $e a$le to teach all the su$-ects that are included
in the comprehensive school curriculum. This re4uirement still holds in small schools
particularly in the countryside. In lar"er schools the teachers may speciali3e in a few su$-ects
and thus e*ploit their stren"ths. +u$-ect didactic studies are partly or"ani3ed in departments of
teacher education and partly in the su$-ect departments in other faculties.
).4. +inor Su/3ect Studies
There are two ways to study the minor su$-ects. +tudents can either choose two su$-ects or
modules each one of fifteen credits or one thirty#five#credit module. In addition to the
traditional su$-ects some compilations or inte"rated su$-ect modules are availa$le e.g.- early
years education the arts the didactics of physical education music crafts as well as
information and media education etc.
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P. KANSANEN
).5. (anguage and $ommunication Studies
Aan"ua"e and communication studies are $asically divided into courses in the mother
ton"ue and in forei"n lan"ua"es. >other ton"ue courses include ver$al communication
Finnish speech and culture classroom communication and didactics of speech education.
=ritten communication courses concern the ac4uisition of the s!ills needed to produce
academic reports.
The "oal of the forei"n lan"ua"e studies is to impart to students the capacity to read
forei"n literature. >any te*t$oo!s are in /n"lish as are most of the scientific articles in the
international -ournals that are needed for doin" research especially in underta!in" the study
pro-ect. +tudents may also choose to read and study :erman. >ost students today however
prefer /n"lish. The study of French and +panish is also possi$le.
5 special topic is the study of the second national lan"ua"e +wedish. For +wedish#
spea!in" students this lan"ua"e is o$viously Finnish. The second national lan"ua"e is a
compulsory su$-ect in the comprehensive school curriculum. In real life the second national
lan"ua"e is actually a forei"n lan"ua"e for nearly all students despite the fact that it has a
formal status in Finnish society.
).6. 'ptional Studies
The pro"ramme includes some optional studies ,worth a$out five credits.. The student
may choose courses from other departments of the faculty of education or from pro"rammes
in the other faculties. 5lthou"h the de"ree re4uires 176 credits it is 4uite common for students
to accumulate additional ones accordin" to their own interests. These e*tra courses may $e
included on the teacher?s certificate as additional studies.
).17. $oncluding Remarks Regarding t"e Education and Training of $lassroom
Teac"ers
The award of a >aster?s de"ree with 176 credits in the classroom teacher education
pro"ramme certifies the holder as $ein" 4ualified to wor! as a teacher in the Finnish school
system. The common core of a teacher?s peda"o"ical studies is included in the educational
studies that the certificate holders have completed. >oreover the Nordic countries have
esta$lished a mutual convention where$y teacher education e*aminations are valid in all the
Nordic countries with some minor additional re4uired studies that vary accordin" to national
and local circumstances. 5ll classroom teachers may also continue their studies in the doctoral
studies pro"rammes offered $y their faculties.
<. T(/ /DUC5TION 5ND TR5ININ: OF +U;8/CT T/5C(/R+
+u$-ect teachers are responsi$le for "rades 1#0 ,pupils a"ed 1' to 1&. in comprehensive
schools and for "rade 16#1' ,pupils a"ed 17 to 1%. in upper
TEA$HER E%&$ATI'N IN !IN(AN% 00
00
secondary school. The pro"ramme consists of four to five study years in the main su$-ect and
usually the study of one or two other su$-ects. Durin" the second year of university studies
students decide whether or not to pursue a teachin" career. Those who choose to $ecome
teachers $e"in their studies in education usually durin" their third year of university studies.
Those students who decide to $ecome teachers after havin" completed their >aster?s
de"rees pursue a second line of studies. Teacher?s peda"o"ical studies may also $e ta!en as
additional studies in the department of teacher education.
The level of studies in teacher education is thus similar in $oth cate"ories leadin" to a
>aster?s de"ree $ut the main su$-ect varies. For a classroom teacher it is mostly education. It
mi"ht also $e educational psycholo"y. For su$-ect teachers the main su$-ect studied is the
su$-ect to $e tau"ht. For this su$-ect advanced studies ,at least fifty#five credits. are re4uired.
In addition thirty#five credits are re4uired in another school su$-ect. >any students also
prepare a third su$-ect for e*amination. The structure of the e*amination for a su$-ect will
vary dependin" upon the type of teachin" post for which the "iven student is competin".
5 su$-ect teacher?s peda"o"ical studies include thirty#five credits in education that run in
parallel to their su$-ect studies ,e.g.- mathematics and chemistry history etc... :enerally the
department of teacher education or"ani3es courses in peda"o"ical studies in colla$oration with
the departments offerin" instruction in the various su$-ects in other faculties. There are
however some e*ceptions. Teacher education for home economics te*tile and technolo"ical
crafts special education educational "uidance and to some e*tent for music is also
or"ani3ed in the faculties of education. In this way the e*amination after the accumulation of
176 credits is ta!en in the su$-ect faculty. Teacher education for music arts and physical
education usually ta!es place in separate departments or institutes.
The structure of peda"o"ical studies for su$-ect teachers varies amon" different
universities as each one may have its own profile and local ways of doin" thin"s. 5t the
University of (elsin!i the de"ree structure is as followsD
Ta$le '. The de"ree structure for su$-ect teachers at the University of (elsin!i
Introductory studies to teachin" ' credits )hilosophical and
historical $ases of teachin" and learnin" 0 credits Theoretical and practical $asis of
su$-ect didactics 1& credits Research methodolo"y and research on su$-ect
didactics 1 credits +ocial $asis of education
' credits
TOT5A L 5 su$-ect teacher?s peda"o"ical studies 2& credits
..1. Introductor# Studies to Teac"ing
Introductory studies to teachin" are divided into two partsD an introduction to "eneral didactics
and an introduction to su$-ect didactics. ;oth sets of courses consist of lessons "roup
wor! discussions and recommended
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P. KANSANEN
speciality literature. The studies in su$-ect didactics are or"ani3ed accordin" to the su$-ects
that the students are studyin". For studies in su$-ect didactics the departments of teacher
education employ professors of research in su$-ect didactics. (owever not each and every
school su$-ect is represented. Related su$-ects are usually com$ined. The University of
(elsin!i employees a research professor in the didactics of the mother ton"ue mathematics
,mathematics physics chemistry and information technolo"y. forei"n lan"ua"es $iolo"y and
"eo"raphy social studies and reli"ion and ethics. The didactics of home economics and te*tile
crafts are tau"ht $y another research professor in the respective su$-ect didactics. The second
"roup of su$-ects is lin!ed to the nei"h$ourin" department in the same faculty. In addition to
professors several lecturers are responsi$le for su$-ect didactics. /*pertise in su$-ect didactics
may also $e found in the respective su$-ect departments.
... $ourses in t"e P"ilosop"ical and Historical Bases of Teac"ing and
(earning
These courses $elon" to $asic studies in education. They are offered to all students in the
education faculties. The main topics covered are the psycholo"ical and social foundations of
education the $asics of special education the philosophical and historical foundations of
education interaction s!ills and the didactics of adult education. ;ecause of the "reat num$er
of students participatin" in these studies many courses may $e ta!en $y attendin" lectures or
$y readin" the compulsory literature. Courses on interaction s!ills and adult education are
however structured for small "roups and include e*ercises and discussions.
..). T"eoretical and Practical Bases of Su/3ect %idactics
This module consists of studies in su$-ect didactics portfolio wor! and practice. Nuestions of
the curriculum plannin" for a su$-ect the students are "oin" to teach in a school international
trends in the development of the didactics of a special su$-ect and the position of the su$-ect
and its relation to other su$-ects are central topics in these studies. Throu"h portfolio wor!
students learn how to reflect on their own development and pro"ress throu"h the pro"ramme.
+ettin" aims and "oals for studies and evaluatin" achievement are e*pected to help student
teachers in the future plannin" of studies. The lecturers and the teachers in the university
trainin" school supervise the portfolio wor! that is also "raded at the completion of the
course.
)ractice studies ,a$out 1' credits. concentrate on student teachin" and include courses on
the plannin" and the evaluation of teachin". )ractice is divided into $asic practice and
advanced practice. In the $asic practice part students $ecome e4ually ac4uainted with
teachin" in trainin" schools and in field schools. They follow life in these schools and
"radually participate in their activities. In addition to participation in lessons student teachin"
plays
TEA$HER E%&$ATI'N IN !IN(AN% 1611
61
an important role in all professional duties lin!ed to it. +pecial attention is paid to evaluation
s!ills and reflection. Reflection on teachin" is emphasi3ed the idea $ein" that student teachers
$e a$le to lin! the various study periods to their professional practice. The role of supervision
is central and the responsi$ilities in this domain $ecome "radually more e*tensive so as to
include all possi$le aspects of a teacher?s wor!. Durin" the advanced practice sta"e the
student teacher $ecomes increasin"ly independent and the discussions with supervisors are
e*pected to $ecome deep and detailed. ;oth the university trainin" schools and certain
field schools participate in practice teachin" studies.
.... Researc" +et"odolog# and Researc" on Su/3ect %idactics
>ost students will have already $een introduced to research methods in their own su$-ect
studies. There they will have learned and will also have applied to some de"ree several of
the methods used in doin" research in their su$-ects. +tudent teachers in the natural sciences
will have !nowled"e a$out 4uantitative methods. The same will $e true of students in other
su$-ects accordin" to their su$-ect studies. For this reason students will $e a$le to choose
those methods courses that they need in order to o$tain an all# around understandin" of
educational research. The empirical 4ualitative methods in particular are not well !nown
amon" the su$-ect student teachers. In addition such methods as 4ualitative content analyses
with various variations and such research procedures as case studies and action research
trian"ulation and philosophical $ac!"round $uildin" are central in ena$lin" student teachers to
$ecome "ood researchers in respective fields. In practice the students must write their
proseminar theses in a completely different way from that in which they write their
>aster?s theses in their main su$-ects.
Research on su$-ect didactics is conducted in proseminar "roups. These "roups are
or"ani3ed accordin" to the principal su$-ects of students. Over a period of two semesters
students wor! in "roups present their research plans assess the plans of other students
participate in seminar discussions have discussions with their research supervisors and
finally present a paper on a chosen pro$lem. >ost of the proseminar theses are empirical $y
nature and are underta!en with certain 4ualitative research methods. The supervisors are
mostly professors of research on su$-ect didactics.
The "oal of research#$ased teacher education for future su$-ect teachers is to impart
reflective teachin" which will help the new teachers solve pro$lems with which they may $e
faced in practice throu"h autonomous thin!in" and lo"ical ar"umentation. The readin" of
professional -ournals and of research reports of current interest is recommended. The
conductin" of professional research is not within the reach of most teachers $ut the use of
research#$ased ar"umentation in everyday practice is.
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P. KANSANEN
..1. $oncluding Remarks Regarding t"e Education and Training of Su/3ect
Teac"ers
5s a rule a su$-ect teacher?s de"ree corresponds to 1%6 credits "iven that most su$-ect
teachers must speciali3e in two or sometimes a lar"e num$er of su$-ects. The num$er depends
on the types of teachin" positions they envision ta!in" up in schools. 5fter completin" the
su$-ect teacher?s education and trainin" pro"ramme they may further their education $y
enrollin" in advanced studies in education M $y pursuin" a doctoral de"ree in education ,)hD.
in particular.
&. T(/ /DUC5TION 5ND TR5ININ: OF BIND/R:5RT/N T/5C(/R+
5fter the !inder"arten teacher studies pro"ramme was transferred to the universities in 100& it
consisted of an earned ;achelor?s de"ree of 1'6 credits. The study pro"ramme is planned in
close liaison with classroom teacher studies and many $asic courses are the same. The
result in practice is that the intermediate studies in education with an emphasis on early
education ,2& credits. ma!e it possi$le for !inder"arten teachers to continue their studies for a
>aster?s de"ree in education as the main su$-ect. 5 module that is parallel to "eneral
educational studies is that of multi#field early education studies ,2& credits.. Durin" practice
students are also en"a"ed in proseminar wor! particularly the writin" of a thesis. The "eneral
structure of studies for !inder"arten teachers may $e presented as followsD
Ta$le 2. :eneral structure of a !inder"arten teacher studies pro"ramme
/ducational studies emphasis on early education 2& credits >ulti#field early
education studies 2& credits )sycholo"ical societal and practice
studies '1 credits >inor su$-ect studies
1& credits Aan"ua"e and communication studies % credits
TOT5A L ;achelor?s De"ree 1'6 credits
5fter completin" their studies !inder"arten teachers may continue studyin" for a >aster?s
de"ree. 5dvanced studies in education would then $e re4uired with a speciali3ation in early
education. ;y enrollin" in advanced studies in education !inder"arten teachers may continue
in doctoral ,)hD. studies. If they wish to wor! as classroom teachers !inder"arten teachers
must complement their peda"o"ical studies for !inder"arten teachers with peda"o"ical studies
for classroom teachers.
7. +O>/ R/>5RB+ 5;OUT T/5C(/R TR5ININ: FOR @OC5TION5A 5ND
5DUAT /DUC5TION
The education and trainin" of vocational teachers is or"ani3ed in vocational teacher education
colle"es which are lin!ed to polytechnic institutions. +tudy pro"rammes vary $y fieldC
however the common core is the study of
TEA$HER E%&$ATI'N IN !IN(AN% 1621
62
peda"o"y. If vocational teachers want to wor! as classroom teachers or su$-ect teachers in a
comprehensive school they must complete their su$-ect studies. Their peda"o"ical studies are
reco"ni3ed.
The instruction of adult education teachers "enerally ta!es place within various su$-ect
teacher education pro"rammes. The teacher?s peda"o"ical studies are nevertheless at the core
of the competencies to $e "ained. Those who intend to teach in an adult education institute
may ta!e up peda"o"ical studies in their faculty years in a su$-ect teacher pro"ramme. In the
field of education there are many special and local possi$ilities for vocational and adult
education teachers accordin" to prior education and the wor! e*perience of candidates.
1. IN#+/R@IC/ T/5C(/R /DUC5TION
>any !inds of in#service teacher education are offered $y universities and various institutes in
the field. Teachers? trade unions as well as many su$-ect teachers? associations re"ularly
or"ani3e such courses. +ystematic in#service teacher education however does not e*ist.
Teachers in comprehensive and upper secondary schools have some yearly mandatory in#
service trainin" days $ut no lon"#term courses availa$le for all teachers e*ist. Traditionally
teachers have $een ea"er to participate on a volunteer $asis in courses offered $y summer
universities and the Open University. Re"ular in#service teacher education in the Finnish
teacher education system is $adly needed.
The offerin"s for in#service teacher education in continuin" education
institutes is rich and there are many participants in the coursesC the pro$lem
however is that only a small part of the teachin" staff can participate in them. 5 special
e*amination called the )rofessional Development ,)D. /*amination ,<6 credits. has also $een
availa$le for 4uite some time. It is desi"ned for teachers wishin" to hei"hten their professional
competencies. It has not succeeded in $ecomin" officially esta$lished and its status has
remained va"ue.
In#service teacher education has to $e planned in the near future. Findin" the funds for it is
a dilemma. On the other hand some universities have $een offerin" study pro"rammes
desi"ned for school principals and the future of these pro"rammes seems promisin".
Aife lon" learnin" is an everyday practice in any teacher?s wor!. The ma-ority of Finnish
teachers have $een freely studyin" and developin" their professional s!ills $ein" hi"hly
motivated to do so. The selection of courses has ta!en place accordin" to mar!et principles a
reality that does have its ne"ative side. The need for in#service teacher trainin" is a ma-or
pro$lem for the local authorities. 5 solution perhaps at national level is re4uired.
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P. KANSANEN
%. CONCAU+ION+
5.1. $urrent Trends in !innis" Teac"er Education
T(/ N//D FOR INCR/5+/D T/5C(/R >O;IAITO
There is an o$vious interest in increasin" the mo$ility of teachers within the school system.
The idea is that if studies in education are identical at least with respect to the amount of
credits then teachers should $e a$le to move within the system as a function of their insi"hts
into the su$-ect matter tau"ht. )eda"o"ical studies are or"ani3ed accordin" to this principle.
Classroom teachers su$-ect teachers most vocational teachers and adult education teachers
have a common core in their course pro"ramme. The num$er of credits is the same ,thirty#
five.. The content of every pro"ramme may however vary accordin" to the a"e of the pupils
and the su$-ect $ase. +uch a fle*i$le system "uarantees mo$ility from one teacher?s position to
another.
5lthou"h peda"o"ical studies for teachers are common they are not sufficient. /*pertise
in the su$-ect tau"ht is also re4uired. >ovin" from one position to another is on the other
hand much easier than $efore since peda"o"ical studies are always reco"ni3ed.
/PT/ND/D T/5C(/R CO>)/T/NCI/+
Chan"in" positions within a comprehensive school has $een easier than it was in the past.
:enerally spea!in" classroom teachers teach all su$-ects in "rades 1 to 7C su$-ect teachers
teach in "rades 1 to 0. If classroom teachers want to teach hi"her level classes they can
$ecome competent in a su$-ect $y enrollin" in intermediate studies ,cum laude appro/atur.
in the su$-ect ,thirty#five credits.. Classroom teachers may !eep their teachin" positions
$ut also pursue further studies in the very su$-ects in which they have ac4uired e*tended
competencies. 5 classroom teacher may for instance have pursued intermediate studies
in mathematics. It is then possi$le for him or her to hold a classroom teacher?s position
while ta!in" additional courses in hi"her mathematics. The salary earned will $e
correspondin"ly hi"her. In practice this !ind of e*tended competency is easily reali3a$le
$ecause durin" minor studies a student teacher may choose only one su$-ect and thus
ta!e the intermediate studies in it.
Chan"in" positions is also possi$le for su$-ect teachers. +pecific su$-ect studies in the
classroom teacher pro"ramme include peda"o"ical studies ,thirty#five credits.. These
multidisciplinary studies are needed for a position in the lower sta"e. The pro$lem is that
these studies are not financially afforda$le durin" the normal course of studies. They
$ecome afforda$le in the institutes of continuin" education when special fundin" is provided.
(owever their $ein" made availa$le is uncommon the e*penses involved $ein" hi"h. The
situation is also different in practice. If the su$-ect teachers want to chan"e positions they
must move entirely to the lower sta"e and assume a position as a classroom teacher. It is still
possi$le for them to teach
TEA$HER E%&$ATI'N IN !IN(AN% 16&1
6&
certain classes at the upper level if they wish to do so. If su$-ect teachers only want to teach
some su$-ects in the lower sta"e without ta!in" a position as a full#time classroom teacher it
is always possi$le to do so especially in "rades & to 7 if the opportunity arises.
DOCTOR5A +TUDI/+ FOR T/5C(/R+
Finnish teachers who are holders of a >aster?s de"ree have the ri"ht to further their studies
and to ta!e a )hD e*amination. Those who wish to continue their studies in education can do
so in the faculties of education either at the department of teacher education or at the
department of education. Doctoral studies consist of 176 creditsC '6 credits for the main
su$-ect and '6 credits for a minor su$-ect. These additional studies must $e at advanced level.
The remainder of the credits are earned $y writin" a doctoral dissertation.
5 personal study pro"ramme is desi"ned. The pro"ramme will ta!e a$out four to five
years to complete dependin" on the concentration of studies. Fundin" is a pro$lem for
doctoral student positions are few and scholarships may $e difficult to o$tain. There are
nevertheless many applicants every semester. The possi$le educational fields are "eneral
education educational psycholo"y special education and adult education. Recently
speciali3ation in themes on early education or in certain su$-ect didactics have $ecome
possi$le.
For classroom teachers doctoral studies in education are easy to $e"in for the
candidates will already hold a >aster?s De"ree in education and will thus $e continuin" in the
field. 5 pro$lem may arise from a need for fundin". (owever it is possi$le for such teachers
to study while teachin".
In the case of su$-ect teachers the situation is different. If they want to continue their
studies in education they must complete their education studies at the advanced level ,a$out
'6 credits.. 5fter completion they need to chan"e their main su$-ect to an education su$-ect
and thus $e eli"i$le to write their dissertations in education. >inor studies in any case have
already $een completed as part of the >aster?s De"ree pro"rammes. The earlier main su$-ect
$ecomes the minor in doctoral studies.
The num$ers of doctoral students have $een reasona$le and every university has a
doctoral studies pro"ramme of its own a "raduate school at faculty level. 5t national level
"raduate schools e*ist that are funded $y the Finnish 5cademy. The field of education has a
"raduate school of its own. +everal thematic divisions are represented.
D/C/NTR5AIE5TION OF )A5NNIN: M C/NTR5AIE5TION OF /@5AU5TION
The trend in curricular development has $een towards decentrali3ation. The last move in this
respect in Finland was the introduction of school#developed curricula. Thus the National
;oard of /ducation only sets the framewor! of the curriculum leavin" room for
communities and individual schools to ma!e their own choices. Today practically every
school has developed its
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P. KANSANEN
own curriculum with its special alternatives and distinctive features. Upper secondary schools
in particular have ta!en advanta"e of this practice and have tried to $uild appealin"
pro"ramme profiles in order to attract "ood# 4uality pupils. +o far the comprehensive
schools have not followed this trendC however even here some profilin" occurs.
5t first si"ht it mi"ht appear that individual schools would receive even more
opportunities to act on their own as compared to the earlier situation when curricula were
identical at community level. ;ut a ne"ative side has appeared. Decentrali3ation is occurrin"
simultaneously with the centrali3ation of evaluation. 5t the moment national evaluation
systems are $ein" developed for different su$-ects and types of schools. The evaluation of
student results is an effective tool for the controllin" and steerin" of education in
schools one that is pro$a$ly more effective than curriculum plannin". To steer towards "oals
is possi$le $ut to steer with "oals is difficult. Thus it will $e difficult to increase the
opportunities for teachers to act within the school#developed curricula if evaluation is to $e
nationally developed.
Furthermore when school#developed curricula are introduced they will most li!ely limit
the de"ree of freedom of the individual teacher as compared with the situation of the national
curriculum. The school will $ecome the operational unit while earlier this role was that of
the teacher. It is to $e feared that the role of teachers will diminish if the school $ecomes the
unit responsi$le for teachin".
=ritin" the curriculum for their own schools is nevertheless a challen"e for the teachers
concerned. In principle however teachers have always done this !ind of wor!. )lannin" one?s
own teachin" is ostensi$ly one of the $asic s!ills of a teacher. +chool#$ased curriculum
plannin" also re4uires e*ternal co#operation on the part of parents and pupils. 5lon" with
independent and autonomous decision#ma!in" other teachers in the school $ecome close
partners and colla$oration $ecomes an everyday practice. Curriculum plannin" a lon"
process "radually $ecomes continuous. This !ind of wor! may also $e considered a !ind
of in#service teacher education. =hen teachers act as partners the adoption of new
wor!in" principles and methods $ecomes more feasi$le than $efore. )eer reviewQcoachin"
may $e com$ined with curriculum plannin" and the process of curriculum plannin" $ecomes
a process of school development.
5.. International Assessment of !innis" Teac"er Education
In the 1006s the >inistry of /ducation of Finland conducted two lar"e teacher education
evaluation pro-ects with international e*perts ,;uch$er"er et al.- 100<C 8ussila and +aari
'666.. In addition various evaluation pro-ects were conducted in various su$fields of teacher
education. The results were not une*pected and the ensuin" recommendations soon led to
various reforms. +ome of the pro$lems seem to $e lon" lastin" and depend for their solutions
on the solution of more "eneral pro$lems in society as a whole.
TEA$HER E%&$ATI'N IN !IN(AN% 1611
61
In "eneral more co#operation is su""ested. First more contacts are re4uired within the
faculty of education and amon" the departments in the faculty. 5 "reater part of $oth the
classroom teacher education pro"ramme and the su$-ect teacher education pro"ramme may $e
or"ani3ed -ointly. 5 practical pro$lem is the lar"e num$ers of students that can easily lead to
unsatisfactory arran"ements. This !ind of co#operation however is $ecomin"
increasin"ly common. +econd closer co#operation is needed amon" the faculties of
education and the su$-ect departments. This need has fre4uently $een the o$-ect of attention.
Aac! of co#operation has $een caused $y unresolved practical pro$lems competition for
resources and differences of opinion re"ardin" the status of one?s own discipline ,cf. 8ussila
and +aari
'666 p. '2.. Recommendations have $een made to esta$lish and stren"then
co#operative $odies. In the area of research co#operation could $e increased in the field of
pro-ect studies and su$-ect teachers mi"ht also choose su$-ect didactics themes for their
>asters? theses while professors on $oth sides could act as supervisors in such pro-ects. The
selection of students for teacher education studies has also $een the o$-ect of e*perimentation
that has had promisin" results.
/*tensive teacher education is an idea for reform that has made successful pro"ress.
Opportunities to choose amon" various posts in comprehensive schools are already at wor!.
The same mi"ht $e said a$out the relations $etween secondary education and adult
education.
Finnish schools are $ecomin" increasin"ly multicultural. In addition to
the national minorities of +wedish#spea!in" people and the +ami ,Aapp. population there are
increasin" num$ers of immi"rants. Conse4uently multicultural aspects of education should $e
emphasi3ed in theory and practice. Understandin" different cultures is an everyday
re4uirement in Finnish schools.
5.). Information Tec"nolog# and +edia Education
5ll students are e*pected to have ac4uired $asic s!ills in information technolo"y when
startin" their university studies. They are e*pected to $e competent in word processin" and e#
mail pro"rammes. In practice every student is "iven an e#mail address and a "reat deal of
information. Discussions re"ardin" the teacher education pro"ramme ta!e place $y e# mail.
The teachin" of information technolo"y applications in the instructional process is inte"rated
into practically all courses. The courses on research methods in particular concentrate on the
application of various analytical pro"rammes.
In some universities students may also choose the didactics of information technolo"y as
their minor su$-ect ,fifteen credits.. In all courses and at all levels information technolo"y
and its didactics are closely lin!ed to research. Distance education plays an important role in
these activities and $oth ordinary teachin" and teacher education ta!e place with the help
of
16%1
6%
P. KANSANEN
distance education ,>eisalo 1007.. >ost li!ely in the near future the role and importance
of distance education will increase.
RE!EREN$ES
;/N:T++ON 8. F=hat Is ReflectionR On Reflection in the Teachin" )rofession and Teacher
/ducationI Teac"ers and Teac"ing 1 1 ,100&.D '2#2'.
;UC(;/R:/R F. D/ CORT/ /. :ROO>;RID:/ ;. and B/NN/DO >.
Educational Studies and Teac"er Education in !innis" &ni0ersities 166.8 A $ommentar#
/# an International Re0ie9 Team. (elsin!iD >inistry of /ducation Division of
/ducational )olicy 100<.
DOOA/ =. FThemes in Teacher /ducation ResearchI in =. R. (OU+TON >.
(5;/R>5N and 8. +IBUA5 eds. Hand/ook of Researc" on Teac"er
Education. New Oor!D >acmillan 1006 pp. 2#'<.
:5AAUEO :.R. and )5NCR5TE R.+. FFive 5ttri$utes of a Teacher /ducation
)ro"ramme Bnowled"e ;aseI :ournal of Teac"er Education <1 < ,1006.D 1#
1<.
(OTSN/N 8. FThe Role of +chool )ractice in Teacher /ducationI in ).
B5N+5N/N ed. %iscussions on Some Educational Issues. @ol. 7 ,/D20<0&%..
Research Report 1<&. (elsin!iD Department of Teacher /ducation University of
(elsin!i 100& pp. 11#%2.
II+5AO T. T"e Science of Education in !inland8 155,1615. (elsin!iD +ocietas
+cientiarum Fennica 1010.
8U++IA5 8. and +55RI +. eds. Teac"er Education as a !uture,+oulding !actor8
International E0aluation of Teac"er Education in !innis" &ni0ersities. )u$lications of
the Finnish (i"her /ducation /valuation Council 0. (elsin!iD Finnish (i"her /ducation
/valuation Council '666
T httpDQQwww.minedu.fiQmineduQeducationQfinheecQfinheec.htm lU. B5N+5N/N ). TIRRI B.
>/RI >. BROBFOR+ A. (U+U 8. and 8OR(V>V R.
Teac"ers; Pedagogical T"inking8 T"eoretical (andscapes- Practical
$"allenges. New Oor!D )eter Aan" '666.
>/I+5AO @. ed. T"e Integration of Remote $lassrooms8 A %istance Education Pro3ect
&sing <ideo $onferencing. Research Report 176. (elsin!iD Department of Teacher
/ducation University of (elsin!i 1007.
>INI+TRO OF /DUC5TION. Education in !inland. (elsin!iD >inistry of /ducation
1000.
RUDDUCB 8. FTeacher Research and Research#;ased Teacher /ducationI
:ournal of Education for Teac"ing 11 2 ,10%&.D '%1#'%0.
T/AA5 +.ed. FTeacher /ducation in FinlandD )resent and Future Trends and
Challen"esI Studia Pedagogica 11 ,1007..
E/IC(N/R B. >. F5lternative )aradi"ms of Teacher /ducationI :ournal of
Teac"er Education 2< 2 ,10%2.D 2#0.