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1.
There are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden.  相似文献   

2.
This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which score highly in international comparisons such as PISA and TIMMS, and on the other hand Denmark, which receives average scores, but it also functions as a comparison between all four countries. The study covers the following subjects: pedagogy and mathematics. The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the top-performing countries. Two main findings are: (1) philosophically based professional knowledge, much of which is normative in character, forms an extensive part of the body of professional knowledge within the Danish teacher education programmes, which is not true of the programmes in the Top-3 countries and (2) the programmes in Canada and Singapore more frequently employ literature combining research-based knowledge with practical guidance and experiences, while the programmes in Denmark and Finland keep these knowledge forms separate.  相似文献   

3.
《师资教育杂志》2012,38(5):600-609
This article sets out to identify and discuss the changes that have taken place in Finnish teacher education during the last 40 years (1974–2014). A brief history of teacher education in Finland is presented, followed by the goals and aims of current research-based teacher education in Finland. Finally, the major changes in Finnish teacher education during the last 40 years are identified and discussed along with challenges for the future. These include the fact that with each passing year teacher education in Finland has become increasingly research-based. The ethical role of the Finnish teacher has changed from being a religious and moral example to being a principled professional who needs moral competence in pedagogical encounters. Teachers also need to master the rapid developments in information and communication technology in order to function in the same learning environments as their students.  相似文献   

4.
In recent years, Finnish research‐based teaching, according to international surveys, has been shown to lead to excellent results. Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The aim of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses. A total of 18 teacher educators were interviewed in five focus groups on different teacher education programmes in Finland. The interview results showed that Finnish teacher educators transmit theoretical and pedagogical aspects by using them in their own teaching, which is research‐based. They also aim to educate reflective and exploring teachers by using a variety of methods in their own pedagogy. The exemplary role the Finnish teacher educators have can be helpful in influencing prospective teachers' behaviour and thinking.  相似文献   

5.
教师研究是教师专业发展的重要途径。研究本位的教师教育模式成为当前世界教育变革的主题。研究本位的教师教育旨在培养实践反思型教师,而不是专业的研究者。本文阐释了研究本位的教师教育的内涵、范式及其改革实践。研究本位的教师教育主要包括目标定位、课程开发、教学方法以及大学与中小学合作伙伴的教师教育研究等四个方面的策略。  相似文献   

6.
Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education.  相似文献   

7.
《Africa Education Review》2013,10(1):174-184
Abstract

This paper describes the experiences of the International Institute for Capacity Building in Africa (IICBA) in running distance education programmes for teachers and education personnel in sub-Saharan Africa. The Institute, established by UNESCO in 1999 and located in Addis Ababa, Ethiopia, is mandated to work with teacher education institutions (TEIs) in sub-Saharan Africa in the areas of curriculum development, teacher education, distance education and educational planning. The subject areas IICBA focuses on are the teaching of Science, Mathematics, languages and ICT (Information and communication technologies) through the use of modern pedagogy. The Institute implements its projects in partnership with distance education offering institutions in Africa and other parts of the world. The paper begins by providing brief remarks on IICBA and its mandate and organisation, and proceeds to explain why it focuses on the areas of teacher education, capacity building and the distance mode of delivery to offer its training programmes. At the end, it describes the kinds of programmes it has been running since its establishment and the partner distance education institutions that offered the training courses.  相似文献   

8.
Against the background of differing admission selectivity, structure, and status of teacher education in Denmark and Finland, we analyze the extent to which beginning teacher education students differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts, and occupational motivations. In both Denmark and Finland, representative groups of first-year teacher education students and final-year upper-secondary students were surveyed. The collected data enabled us to characterize teacher education students in contrast to a baseline reference group of school students and to compare these differences across countries (difference-in-differences estimation). The results of our study indicate that Danish student teachers lag behind their Finnish peers in the valuation of their math skills. In addition, the average motivational profiles of Danish and Finnish teacher education students differ markedly. Implications of our findings are discussed.  相似文献   

9.
The political and social rationale for the establishment of a national system of education in nineteenth-century Ireland has been the focus of considerable attention by scholars. Less attention has, however, been paid to teacher quality and school effectiveness within that system. Various efforts were made over the course of the century to address the issues of teacher quality and school effectiveness. The paid monitor was introduced in the early 1840s to convent and ordinary national schools, with paid pupil–teacher programmes recognised in the larger convent and national schools during the same period. A more strategic effort was made to address the issue of teacher quality with the introduction of an in-service type intervention from the mid-1850s to provide a school-based programme for teachers and managers in effective school organisation. Examining this intervention is the purpose of this paper: what was its rationale and purpose, how was it planned and implemented; what was its impact and what is its historical legacy?  相似文献   

10.
In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges.  相似文献   

11.
In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.  相似文献   

12.
Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.  相似文献   

13.
国内外教育界诸多研究表明,教师的反思能力是实现教师自身发展的关键。师范教育中如何培养学生的教学反思能力已经为越来越多的人所关注。本文提出职前教育应该以培养反思型教师为目标,并在此基础上提出了不同形式的旨在培养学生的反思能力的培训活动。  相似文献   

14.
Despite the growing demands for carrying out intercultural education as part of all teaching and learning, little attention has been given to the ways in which future subject teachers understand the meaning of ‘cultural diversity’ and how teacher education programmes prepare future teachers to consider intercultural aims in education. Therefore, this study investigates how future subject teachers, studying in an international teacher education programme in Finland, conceptualise the educational aims related to cultural diversity in reflective group discussions. For theorising the student teachers’ reflections, this study applies the idea of cultural reproduction depicted in the theory of communicative action by Habermas as an analytical framework for identifying how student teachers reach agreement or disagreement in issues regarding educational aims related to cultural diversity. This study identified three main forms of cultural reproduction from the student teachers’ discussions and showed that the underlying understanding about ‘cultural diversity’ and the educational aims related to it are in a state of disruption. This study highlights the need to clarify the theoretical concepts and aims used to guide intercultural education and to further emphasise issues of cultural diversity during teacher education. The findings are important for developing practices within subject teacher education internationally.  相似文献   

15.
Abstract

This article reports on teacher education in Uganda, with specific reference to the role that distance education has played in upgrading the quality of education in general and in supplying more qualified teachers to meet a growing demand, specifically for teachers involved in primary education. The investigation paves the way for the establishment of the Open University of Uganda and illustrates how the Primary Education Policy of Uganda has increased access to 7 million primary school learners to schools in 2002. The article also explains how the qualifications of 10 000 in-service teachers have been upgraded between 1995 and 2000. The successes of two major in-service teacher education programmes are discussed. The article also explains how the Mubende Integrated Teacher Education Project (MITEP) not only contributed to the training of teachers, but also focused the attention of educators on the possibiliities of distance education for Uganda. Furthermore, it also argues that the Northern Integrated Teacher Education Project (NITEP) has on the other hand achieved successes in the field of inservice teacher education. The programmes assisted in the training of academic support staff who work in distance education. The article concludes by addressing the further needs of distance education in Uganda and highlights the challenges facing distance education programmes in Uganda.  相似文献   

16.
The aim of this article was to shed light on problematic issues related to the practical element in early childhood teacher education. We approach these questions mainly through scrutinizing and interpreting this part of kindergarten teachers’ university education in Finland. We then expand our analysis to include the broader issues of job commitment and the role of mentoring programmes among newly qualified kindergarten teachers. With the ‘kindergarten teacher as researcher’ as the chosen teacher model, our findings indicate that this aim can only be realistically achieved if all stages of the teacher education process are effectively linked. Key elements begin with the entry requirements for students and include productively connecting practicum experiences with on-campus courses, establishing a ‘double supervision model’, and cooperating with a stable network of early childhood centres for field studies. A further finding is that, despite a successfully completed professional education, the induction phase in the workplace can be a vulnerable time for novice teachers, suggesting an urgent need for mentoring programmes.  相似文献   

17.
In the ongoing trend towards inclusive education, initial teacher education programmes must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable pupils in mainstream elementary schools. Using a quantitative approach, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. Our findings indicate that teacher candidates’ feelings of responsibility are unlikely to help when instructing vulnerable pupils. The implications of these findings are discussed and we suggest several ways to improve teacher education programmes to promote inclusive education based on the concept of quality education for all.  相似文献   

18.
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice.  相似文献   

19.
‘Motivation’ is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance. Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students’ academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers’ practice.  相似文献   

20.
The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.  相似文献   

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