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A Collaborative Design for a Finnish Teacher Education Development Programme

Year 2020, Volume 9, Issue 2, 241 - 262, 31.08.2020

Abstract

This paper describes a collaborative design for the Finnish Teacher Education Development Programme in a decentralised education system where teachers, schools, municipalities and universities have high autonomy. The development programme was designed by 70 experts from the universities and stakeholders. The research outcomes related to teacher education were described, and brainstorming related to the renewal of teacher education was organised at the national level. Brainstorming was aiming to capture opinions of teacher educators and teachers. Moreover, several meetings were organised all over the country. The development programme set out three strategic competence goals for teachers’ pre- and in-service education and continuous life-long professional learning: a broad and solid knowledge base; competences for generating novel ideas and educational innovations; and competences for developing teachers’ own expertise as well as and their schools. Furthermore, the development programme included six concrete strategic guidelines, which helped determine the direction for the development of teacher education.

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Year 2020, Volume 9, Issue 2, 241 - 262, 31.08.2020

Abstract

References

  • Akiba, M., & LeTendre, G. (2018). The Routledge International Handbook of Teacher Quality and Policy. New York, NY: Routledge.
  • APST. (2014). Australian Professional Standards for Teachers. Melbourne: Australian Institute for Teaching and School Leadership. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
  • Beach, D., Bagley, C. Eriksson, A., & Player-Koro, C. (2016). Changing teacher education in Sweden: Using Meta-ethnographic Analysis to Understand and Describe Policy Making and Educational Changes. Teaching and Teacher Education, 44, 160–67. https://doi.org/10.1016/j.tate.2014.08.011
  • Beijaard, D., Korthagen, F., & Verloop, N. (2007). Understanding How Teachers Learn as a Prerequisite for Promoting Teacher Learning. Teachers and Teaching: Theory and Practice, 13(2), 105–108. https://doi.org/10.1080/13540600601152298
  • Blömeke, S., Eklöf, H. Fredriksson, U. Halldórsson, A.M. Jensen, S. S. Kavli, A.-B. Kjærnsli, M. Kjeldsen, C. Nilsen, T. Nissinen, K. Ólafsson, R. F. Oskarsson, M. Rasmusson, M. Rautopuro, J. Reimer, D. Scherer, R. Sortkær, B. Sørensen, H. Wester, A., & Vettenranta. J. (2018). Northern Lights on TIMSS and PISA 2018. TemaNord 2018:524. Cobenhagen: Nordic Council of Ministers. https://karvi.fi/app/uploads/2018/09/Northern_Lights_on_TIMSS_and_PISA_2018.pdf
  • Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40. DOI 10.3316/QRJ0902027.
  • Burns,T., & Köster, F. Eds. (2016). Governing Education in a ComplexWorld. Educational Research and Innovation. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264255364-en
  • Caena, F. (2014). Teacher Competence Frameworks in Europe: Policy-as-Discourse and Policy-as-Practice. European Journal of Education, 49(3), 311–31. DOI:10.1111/ejed.12088
  • Cochran-Smith, M. (2006). Policy, Practice, and Politics in Teacher Education. Thousand Oaks, CA: Corwin Press.
  • Cochran-Smith, M., Keefe, E.S., & Carney, M.C. (2018) Teacher Educators as Reformers: Competing Agendas. European Journal of Teacher Education, 41(5), 572–90. DOI: 10.1080/02619768.2018.1523391
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  • Darling-Hammond, L. (1999) Reshaping Teaching Policy, Preparation and Practice: influences on the National Board for Teaching Professional Standards. Washington, DC, AACTE Publications. https://files.eric.ed.gov/fulltext/ED432570.pdf
  • Darling-Hammond, L. (2016). Research on Teaching and Teacher Education and Its Influences on Policy and Practice. Educational Researcher, 45(2), 83–91. https://doi.org/10.3102/0013189X16639597
  • Darling-Hammond, L. (2017). Teacher Education around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 40 (3), 291–309. DOI: 10.1080/02619768.2017.1315399
  • Department for Education. (2011), updated 2013. Teachers' Standards: Guidance for School Leaders, School Staff and Governing Bodies. London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf
  • Eklund, G. (2018). Master’s Thesis as Part of Research-Based Teacher Education: A Finnish Case. Journal of Teacher Education and Educators, 8(1), 5-20.
  • European Commission. (2013). Supporting Teacher Competence Development for Better Learning Outcomes. Brussels: EC. https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf
  • Evans, L. (2008). Professionalism, Professionality and the Development of Education Professionals. British Journal of Educational Studies, 56(1), 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x
  • Evetts, J. (2012). Similarities in Contexts and Theorizing: Professionalism and Inequity. Professions and Professionalism, 2(2), 1–15. http://dx.doi.org/10.7577/
  • Feiman-Nemser, S. (2008). Teacher learning: how do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, & D. Mcintyre (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Context (pp. 697–705). New York: Routledge/Taylor & Francis,
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  • Flores, M.A. (2019). Learning to Be a Teacher: Mentoring, Collaboration and Professional Practice. European Journal of Teacher Education, 42(5), 535–38. DOI: 10.1080/02619768.2019.1680207.
  • Freeman, D., & Johnson, K. E. 2012. Reconceptualizing the Knowledge Base of Language Teacher Education. Tesol Quarterly, 32(3), 397–417. https://doi.org/10.2307/3588114|
  • Garm, N., & Karlsen, G. E. (2004). Teacher Education Reform in Europe: The Case of Norway; Trends and Tensions in a Global Perspective. Teaching and Teacher Education 20,(7): 731–44. https://doi.org/10.1016/j.tate.2004.07.004
  • Goe, L., Bell, C., & Little, O. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. Washington. DC: National Comprehensive Center for Teacher Quality.
  • Guerriero, S., & Deligiannidi, K. (2017). The Teaching Profession and Its Knowledge Base. In S. Guerriero (Ed.). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264270695-3-en.
  • Hargreaves, D. (1996). Teaching as a Research-based Profession: Possibilities and Prospects. London: The Teacher Training Agency.
  • Hiebert, J., Gallimore, R., & Stigler, J. (2002). A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One? Educational Researcher, 31(5), 3–15. https://doi.org/10.3102/0013189X031005003
  • Holappa, A-S. (2007). Perusopetuksen opetussuunnitelma 2000-luvulla – uudistus paikallisina prosesseina kahdessa kaupungissa [The Renewal of the Basic Education Curriculum: Case study in two cuties]. Acta Universitatis Ouluensis. series E 94. Oulun yliopisto. Kasvatustieteiden tiedekunta.
  • Husu J., & Toom A. (2016). Opettajat ja opettajankoulutus – suuntia tulevaan: Selvitys ajankohtaisesta opettaja- ja opettajankoulutustutkimuksesta opettajankoulutuksen kehittämisohjelman laatimisen tueksi. [Teachers and teacher education – New directions for future: A report on current teacher education research for the Teacher Education Development Programme]. Opetus- ja kulttuuriministeriön julkaisuja No. 33.
  • Ingvarson, L. (2002). Development of a National Standards Framework for the Teaching Profession. An Issues paper prepared for the MCEETYA Taskforce on Teacher Quality and Educational Leadership. Camberwell, VIC: Australian Council for Educational Research. http://research.acer.edu.au/teaching_standards
  • Kitchen, J., & Figg, C. (2011). Establishing and Sustaining Teacher Educator Professional Development in a Self-Study Community of Practice: Pre-tenure Teacher Educators Developing Professionally. Teaching and Teacher Education, 27(5), 880–90. https://doi.org/10.1016/j.tate.2011.02.003
  • Koenraad, T., & van der Hoeff, A. (2013). National Competence Standards for Initial Teacher Education: A Result of Collaboration by Faculties of Education in the Netherlands. Journal of Teacher Education and Educators, 2(2), 167-194.
  • Korthagen, F. A. J. (2016). The Pedagogy of Teacher Education. In J. Loughran & M. L. Hamilton (Eds.). International Handbook of Teacher Education, Volume 1 (pp. 311–46). Dordrecht: Springer.
  • Korthagen, F. A. J. (2017). A Foundation for Effective Teacher Education: Teacher Education Pedagogy Based on Situated Learning. In D. J. Clandinin & J. Husu (Eds.). Handbook of Research on Teacher Education. Volume 1. London: Sage.
  • Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: how to deal with complexity, ownership and function: Experiences from the Netherlands. European Journal of Teacher Education,31(2),135-149, DOI: 10.1080/02619760802000115
  • Lavonen, J. (2018). Educating professional teachers in Finland through the continuous improvement of teacher education programmes. In Y. Weinberger & Z. Libman (Eds.), Contemporary pedagogies in teacher education and development (pp. 3–22). London: IntechOpen.
  • Leana, C. R. (2011). The Missing Link in School Reform. Stanford Social Innovation Review, 9(4), 30–35. https://ssir.org/articles/entry/the_missing_link_in_school_reform
  • Madalińska-Michalak, J., O’Doherty, T., & Flores, M. A. (2018). Teachers and Teacher Education in Uncertain Times. European Journal of Teacher Education, 41(5), 567–71. DOI: 10.1080/02619768.2018.1532024
  • Maier, R., & Schmidt, A. (2015). Explaining Organizational Knowledge Creation with a Knowledge Maturing Model. Knowledge Management Research & Practice, 13(4), 361–81. https://doi.org/10.1057/kmrp.2013.56.
  • Malm, B. (2009). Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education. Journal of Education for Teaching, 35(1), 77–91. DOI: 10.1080/02607470802587160.
  • Maviş, F. Ö, Çaycı, D., & Arslan, M. (2014). Evaluation of Turkey’s Teacher Training System from the Viewpoint of Experienced Teachers (Past, Present and Future). Journal of Teacher Education and Educators, 3(1), 91-108.
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Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Article
Authors

Jari LAVONEN> (Primary Author)
University of Helsinki
0000-0003-2781-7953
Finland


Seija MAHLAMÄKİ-KULTANEN This is me
HAMK School of Professional Teacher Education, Finland
0000-0000-0000-0000
Finland


Sanna VAHTIVUORİ-HÄNNINEN This is me
Finnish Ministry of Education and Culture, Finland
0000-0000-0000-0000
Finland


Armi MİKKOLA>
Finnish Ministry of Education and Culture, Finland
0000-0000-0000-0000
Finland

Publication Date August 31, 2020
Published in Issue Year 2020, Volume 9, Issue 2

Cite

APA Lavonen, J. , Mahlamäki-kultanen, S. , Vahtıvuori-hännınen, S. & Mikkola, A. (2020). A Collaborative Design for a Finnish Teacher Education Development Programme . Journal of Teacher Education and Educators , 9 (2) , 241-262 . Retrieved from https://dergipark.org.tr/en/pub/jtee/issue/56618/728673