Teacher Education and Teacher Education and Teacher Training in FinlandTeacher Training in Finland

Edited byEdited by

Principal Eija Valanne, Principal Eija Valanne, Teacher Training School Teacher Training School

of the University of of the University of LaplandLapland

Pre-primary EducationPre-primary Education Local authorities have a statutory duty to Local authorities have a statutory duty to

provide pre-primary education.provide pre-primary education. For children the participation is voluntary.For children the participation is voluntary. Pre-school usually starts at the age of six.Pre-school usually starts at the age of six. Pre-school education is geared to develop Pre-school education is geared to develop

children’s learning skills as part of early children’s learning skills as part of early childhood education and care.childhood education and care.

The average length of a pre-school day is The average length of a pre-school day is four hours.four hours.

About 96 % of the age group participate in About 96 % of the age group participate in preschool education.preschool education.

Basic EducationBasic Education Finnish children start Finnish children start

their actual schooling at their actual schooling at the age of seven at a the age of seven at a comprehensive school.comprehensive school.

Basic education is Basic education is provided free of charge provided free of charge including all the school including all the school material and warm meals material and warm meals every day. every day.

The nine-year education The nine-year education is the same for all pupils.is the same for all pupils.

The leaving certificate The leaving certificate gives eligibility for all gives eligibility for all types of upper secondary types of upper secondary education and training.education and training.

A A school year is 190 school days, starting in school year is 190 school days, starting in mid- August and ending in early June.mid- August and ending in early June.

The maximum duration of a school day is The maximum duration of a school day is five lessons during the first two years of five lessons during the first two years of basic education and up to seven lessons basic education and up to seven lessons after that (19 – 30 lessons per week).after that (19 – 30 lessons per week).

The government determines the national The government determines the national objectives of basic education and the objectives of basic education and the allocation of lesson hours between different allocation of lesson hours between different subjects.subjects.

Schools’ curriculums are based on the Schools’ curriculums are based on the national core curriculum drawn up by the national core curriculum drawn up by the National Board of Education.National Board of Education.

Upper Secondary Upper Secondary EducationEducation

After the basic education half of the age group After the basic education half of the age group choose the upper-secondary school (another half choose the upper-secondary school (another half continue education in vocational studies).continue education in vocational studies).

General upper secondary education is course-General upper secondary education is course-based and ends in a national matriculation based and ends in a national matriculation examination – generally in three years.examination – generally in three years.

Before graduating, a minimum of 75 courses have Before graduating, a minimum of 75 courses have to be passed.to be passed.

The national matriculation examination comprises The national matriculation examination comprises exams in the mother tongue, the first foreign exams in the mother tongue, the first foreign language, mathematics, humanistic studies and language, mathematics, humanistic studies and science studies.science studies.

Four of the exams have to be passed for the Four of the exams have to be passed for the matriculation certificate, which provides eligibility matriculation certificate, which provides eligibility for universities and higher vocational education.for universities and higher vocational education.

Reasons for the learning Reasons for the learning resultsresults Basic teaching can be characterized as efficientBasic teaching can be characterized as efficient

The time students spend studying was one of the The time students spend studying was one of the lowest in the countries surveyedlowest in the countries surveyed

The resources allocated to education are OECD The resources allocated to education are OECD averageaverage

Teachers’ commitment and high ethics are the Teachers’ commitment and high ethics are the key strengths of our educationkey strengths of our education Teacher’s profession is highly appreciatedTeacher’s profession is highly appreciated All the basic education teachers have a Master’s All the basic education teachers have a Master’s

degreedegree Teachers are quite independent and trustworthyTeachers are quite independent and trustworthy There are There are

no inspectionsno inspections no obligatory national testing during no obligatory national testing during

basic educationbasic education no public ranking listsno public ranking lists

Pre-school teacherPre-school teacher The competence of a kindergarten The competence of a kindergarten

teacher can be obtained by passing a teacher can be obtained by passing a Bachelor’s Degree (180 ECTS) in Bachelor’s Degree (180 ECTS) in Educational Science.Educational Science.

A polytechnic Degree in Social A polytechnic Degree in Social Services may also, with certain Services may also, with certain provisions, deliver the competence.provisions, deliver the competence.

Local authorities can decide whether Local authorities can decide whether to organize pre-school at the local to organize pre-school at the local school or kindergarten.school or kindergarten.

Class and Subject Teachers Class and Subject Teachers Class teachers are qualified to teach all Class teachers are qualified to teach all

subjects in years 1-6subjects in years 1-6 Class teachers’ basic requirement is a Class teachers’ basic requirement is a

Master’s degree (300 ECT) majoring in Master’s degree (300 ECT) majoring in education scienceseducation sciences

Subject teachers work with classes 7-9 of Subject teachers work with classes 7-9 of basic education, in upper secondary level basic education, in upper secondary level and in vocational educationand in vocational education

Subject teachers conclude their Master’s Subject teachers conclude their Master’s degree with 300-350 ECTS creditsdegree with 300-350 ECTS credits

In addition to studies in major and minor In addition to studies in major and minor subjects, subject teacher qualifications subjects, subject teacher qualifications comprise pedagogical studies of at least 60 comprise pedagogical studies of at least 60 ECTS credits, including teaching practice.ECTS credits, including teaching practice.

Special-education Teacher and Special-education Teacher and Student CounsellorStudent Counsellor

Universities also educate special-needs Universities also educate special-needs teachers and guidance counsellorsteachers and guidance counsellors

They both pass a Master’s Degree They both pass a Master’s Degree majoring in Educational Sciencesmajoring in Educational Sciences

Special-needs teachers work in basic Special-needs teachers work in basic education and in vocational education and education and in vocational education and training.training.

Student counsellors mostly work with Student counsellors mostly work with classes 7-9 of basic education, upper classes 7-9 of basic education, upper secondary and vocational institutions.secondary and vocational institutions.

The Main Elements of Teacher The Main Elements of Teacher Education Consist of Studies in:Education Consist of Studies in: Academic disciplinesAcademic disciplines Research Studies consisting of Research Studies consisting of

methodological studies including a BA thesis methodological studies including a BA thesis and an MA thesisand an MA thesis

Pedagogical studies: obligatory for all Pedagogical studies: obligatory for all teachers and include teaching practiceteachers and include teaching practice

Communication, language and ICT studiesCommunication, language and ICT studies A personal study planA personal study plan Optional studiesOptional studies

Abilities needed in Abilities needed in teaching professionsteaching professions

The ability to support different learnersThe ability to support different learners The ability to co-operate with other teachers The ability to co-operate with other teachers

in schools or other educational settingsin schools or other educational settings The ability to promote co-operation with The ability to promote co-operation with

parents, authorities, businesses, etc.parents, authorities, businesses, etc. The ability to develop and improve the The ability to develop and improve the

curriculum and learning environmentscurriculum and learning environments The ability to solve problems in school life The ability to solve problems in school life The ability to reflect on one’s own The ability to reflect on one’s own

professional identityprofessional identity

The quality of teaching The quality of teaching practice defines the quality of practice defines the quality of teacher education (Zeichner teacher education (Zeichner

1990)1990) The Finnish teacher education system has a The Finnish teacher education system has a strong emphasis on research.strong emphasis on research.

The central aims of the teaching practice periods The central aims of the teaching practice periods are for the students are for the students to evolve into pedagogically thinking teachers,to evolve into pedagogically thinking teachers, to grow into the profession,to grow into the profession, to become aware of their practical theories and views on to become aware of their practical theories and views on

educational matters.educational matters. The aim of research-based teacher education is to The aim of research-based teacher education is to

educate students to be able to make educational educate students to be able to make educational decisions based on rational argumentation in decisions based on rational argumentation in addition to intuitive argumentation.addition to intuitive argumentation.

Participants in Teaching Participants in Teaching PracticePractice Theoretical aspects integrate with practice during Theoretical aspects integrate with practice during

the studies at all stages.the studies at all stages. In teaching practice there are four participants In teaching practice there are four participants

whose interaction with each other plays an whose interaction with each other plays an important roleimportant role student teacher him/herselfstudent teacher him/herself peer student teacherspeer student teachers supervisor from the university (university lecturer)supervisor from the university (university lecturer) supervisor at the school where teaching supervisor at the school where teaching

practice takes placepractice takes place The aim of the dialogue between these The aim of the dialogue between these

participants is to help the student teacherparticipants is to help the student teacher to conceptualize,to conceptualize, to develop ones meta-cognitive skills andto develop ones meta-cognitive skills and to apply theory in practice.to apply theory in practice.

The Unique Way of Organizing The Unique Way of Organizing Teacher Training in FinlandTeacher Training in Finland

• Every university organizing teacher education has Every university organizing teacher education has a teacher training school.a teacher training school.

• There are 13 teacher training schools, which are There are 13 teacher training schools, which are administratively part of the faculties of education.administratively part of the faculties of education.

• The quality of supervision in teacher training The quality of supervision in teacher training schools is considered to be as particularly high.schools is considered to be as particularly high.• The functional connection between teacher training The functional connection between teacher training

schools, departments of education and other university schools, departments of education and other university departmentsdepartments

• Applying educational and didactic theory and know-how Applying educational and didactic theory and know-how in practicein practice

• Evaluation of teaching practice and supervisionEvaluation of teaching practice and supervision• Schools’ operations are governed and financed by Schools’ operations are governed and financed by

the Ministry of Education.the Ministry of Education.

Teacher Training Schools in Teacher Training Schools in Finland Finland

TURUN NORMAALIKOULUTURUN NORMAALIKOULUTeacher Training School in TurkuTeacher Training School in Turku

- The school of the Faculty of Education in Turku University- The largest teacher training school in one locality in Finland- There are all levels of general education from comprehensive school to upper secondary school

TNK in numbersTNK in numbers

1100 pupils (7 – 19 years) 100 teachers other staff 20 85 student teachers at primary school 250 student teachers in subject

teacher training school building 10 000 m2 (built

1980)

Our specialitiesOur specialities

Bilingual education in English (1Bilingual education in English (1st st …) …) MYP, Middle Years Programme (5 – 9)MYP, Middle Years Programme (5 – 9) IB, International Baccalaureate IB, International Baccalaureate

Programme (in the upper secondary Programme (in the upper secondary school)school)

Cooperation with the Turku Cooperation with the Turku International School TISInternational School TIS

Distance teachingDistance teaching

UNESCO-SCHOOLUNESCO-SCHOOL

Turun normaalikoulu has been a Turun normaalikoulu has been a UNESCO-school since 1999UNESCO-school since 1999

Currently about twenty nationalities are Currently about twenty nationalities are represented in the student body of represented in the student body of approximately 1100 studentsapproximately 1100 students

Co-operation both at national and Co-operation both at national and international level is of high importance international level is of high importance for the school, which takes part actively for the school, which takes part actively in EU projects.in EU projects.

The Qualification Requirements The Qualification Requirements for Teachers at the Teacher for Teachers at the Teacher

Training SchoolsTraining Schools Master’s degree +Master’s degree + Pedagogical studies (60 ECTS credits)Pedagogical studies (60 ECTS credits) A minimum of two years of full-time A minimum of two years of full-time

teaching experienceteaching experience Good teaching skillsGood teaching skills A demonstration of teaching skills A demonstration of teaching skills

when applying for a vacancywhen applying for a vacancy

Duties of Teacher Training Duties of Teacher Training SchoolsSchools

Duties of Teacher Training Duties of Teacher Training SchoolsSchools

Providing teaching

Tutoring student teachers

Teaching experiments and research

Providing in-service education

Teaching Teacher training schools provide teaching for

comprehensive and upper secondary levels. The size of the teacher training schools vary from

primary level to schools providing teaching from pre-school to upper secondary level.

The number of pupils and students in all of the teacher training schools is 8000.

The number of student teachers practising every year is 3000.

The number of teaching staff altogether is 800.

Teaching practise The aim is that 2/3 of teaching practice takes The aim is that 2/3 of teaching practice takes

place in the universities’ teacher training place in the universities’ teacher training schools and 1/3 in the municipal field schools.schools and 1/3 in the municipal field schools.

The overall proportion of practical studies is The overall proportion of practical studies is 20-30 study credits. 20-30 study credits.

The form of practical studies can differ a little The form of practical studies can differ a little according to universities but basically the according to universities but basically the practicums consist ofpracticums consist of Introductory phases Introductory phases

Developing knowledge of pupils and teaching Developing knowledge of pupils and teaching environmentsenvironments

Minor subject practicumsMinor subject practicums Concentrating on limited subject areas and didactical skills Concentrating on limited subject areas and didactical skills

Major subject practicumsMajor subject practicums Applying theories of teaching comprehensivelyApplying theories of teaching comprehensively

Teaching experiments and Teaching experiments and researchresearch

The teaching experiments and educational The teaching experiments and educational research connected with practice teaching aim research connected with practice teaching aim at creating an innovative and analytical attitude at creating an innovative and analytical attitude among the prospective teachers.among the prospective teachers.

Teacher training schools provide context for Teacher training schools provide context for research conducted by different faculties.research conducted by different faculties.

Teachers of teacher training schools are strongly Teachers of teacher training schools are strongly committed to professional in-service educationcommitted to professional in-service education 17 % of teachers in teacher training schools have a 17 % of teachers in teacher training schools have a

PhD or licenciate degree.PhD or licenciate degree. A research-based teacher education means thatA research-based teacher education means that

teachers and student teachers are given possibilities teachers and student teachers are given possibilities for experimental teaching and doing scientific for experimental teaching and doing scientific research research

research-networks are created for national and research-networks are created for national and international connectionsinternational connections

In-service trainingIn-service training The purpose of continuing professional in-service The purpose of continuing professional in-service

education is to maintain and update teachers’ education is to maintain and update teachers’ pedagogical skillspedagogical skills

The responsibility for teachers’ in-service training The responsibility for teachers’ in-service training mainly rests with employers (a minimum of three mainly rests with employers (a minimum of three days of training every year). days of training every year).

In addition to that teachers voluntarily participate In addition to that teachers voluntarily participate in in-service training during the school year. in in-service training during the school year.

Teacher training schools have a good opportunity Teacher training schools have a good opportunity to provide in-service training to provide in-service training being part of universities and having access to recent being part of universities and having access to recent

knowledge of learning, teaching and curriculum contents,knowledge of learning, teaching and curriculum contents, taking part in ongoing research and nationally relevant taking part in ongoing research and nationally relevant

topics,topics, having efficient teaching and mentoring skills within the having efficient teaching and mentoring skills within the

staff,staff, having wide network possibilities nationally and locally,having wide network possibilities nationally and locally, having modern facilities and equipment.having modern facilities and equipment.

References and further References and further information:information:

Reseach-based Teacher Education in Finland –Reseach-based Teacher Education in Finland – Reflections by Finnish Teacher Educators, 2006, Ritva Reflections by Finnish Teacher Educators, 2006, Ritva Jakku-Sihvonen and Hannele Niemi (eds.)Jakku-Sihvonen and Hannele Niemi (eds.)

Education in Finland 2006, Statistics FinlandEducation in Finland 2006, Statistics Finland Teacher education in Finland, www.oaj.fiTeacher education in Finland, www.oaj.fi PISA 2003 –tutkimus, http://ktl.jyu.fi/pisaPISA 2003 –tutkimus, http://ktl.jyu.fi/pisa Education and Science in Finland, 2006, Ministry Education and Science in Finland, 2006, Ministry

of Educationof Education http://www.minedu.fihttp://www.minedu.fi http://www.oph.fi (curricula)http://www.oph.fi (curricula) http://virtual.finland.fihttp://virtual.finland.fi http://www.eurydice.orghttp://www.eurydice.org