Experiences of a Research-based Approach to Teacher Education: suggestions for future policies     

AULI TOOM  HEIKKI KYNÄSLAHTI  LEENA KROKFORS  RIITTA JYRHÄMÄ  REIJO BYMAN  KATARIINA STENBERG  KATRIINA MAARANEN  PERTTI KANSANEN 《European Journal of Education》2010,45(2):331-344

There is an ongoing discussion about teacher education today: its organisation, its academic status and the competence that results from different programmes. There is no one best way to organise teacher education. Rather, the appropriateness of organisation is related to the desired aims. In this article, we discuss one way to organise and implement academic education for class teachers, namely, a research-based approach, which has been used in Finland for the last 30 years. We elaborate on a theoretical framework for research-based teacher education and present empirical evidence for ways of implementing teacher education programmes, experiences and evaluations. Based on this evidence, we consider the present state of teacher education and suggest guidelines for the future. Research-based teacher education in Finland has been underway long enough to examine its results and its effectiveness in educating class teachers today. Together with our own research findings, the high-level performance of Finnish pupils in international examinations suggests that teacher education in Finland has been on the right course. We recommend that departments of teacher education should be established within universities and that teachers should obtain Master's degrees. Such steps will ensure that a higher conceptual level is adopted and that research is part of teacher education. Although our context is teacher education in Finland, the viewpoints expressed may be valuable for teachers, teacher educators and researchers on teacher education in a broader European context.  相似文献   

Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research     

RAUNO HUTTUNEN  LEENA KAKKORI 《Journal of Philosophy of Education》2020,54(3):600-616

When reliability and validity were introduced as validation criteria for empirical research in the human sciences, quantitative research methods prevailed, and theory of science relied on neopositivism (Vienna Circle) or postpositivism (scientific realism). Within this worldview, notions of reliability and validity as criteria of scientific goodness were introduced. Reliability and validity were associated with the correspondence theory of truth, which is mostly ill-suited to the needs of qualitative research. For that reason, qualitative research must look for other kinds of validation criteria. The article elaborates the problems arising when the correspondence theory of truth is used as an ultimate criterion in evaluating qualitative research and proposes Heidegger's hermeneutical or alethetical idea of truth as a more suitable approach.  相似文献