The Pedagogical Themes in Initial Pedagogical Studies and Teachers’ In-Service Education in Finland

Author(s):

Ulla Kiviniemi

Conference:

ECER 2009

Network:

23. Policy Studies and Politics of Education

Format:

Paper

Session Information

MC_POST, Main Conference Poster Session and Lunch Break

Posters will be displayed throughout the conference and submitters are asked to be present in both Poster Sessions to answer questions. Poster Session I: Tuesday, 12.15 - 13.30 Poster Session II: Wednesday 12.15 - 13.30

Time:

2009-09-29

12:15-13:15

Room:

Otkogon

Chair:

Contribution

General description In Finland initial teacher training for comprehensive school teachers is arranged by universities and the students take Master's degree in educational science or in one specific subject to be taught. Teacher education follows the concurrent model (European Commission 2005) in which theoretical and practical professional training are given at the same time. Communication on the quality of teacher education (Commission of the European Communities 2007) states that future teacher profession needs new kind of determinations e.g. to prepare pupils for increasingly knowledge-based society. The same document expects as well more systematic coordination between teacher's initial professional education and in-service training. Pedagogical studies are distributed throughout the five years of studies. The professional component is embedded in pedagogical studies with the aim to merge theoretical studies to teaching practice. In-service education focuses annually on mixed themes e.g. subject knowledge, learning environments, collaboration and net-working on ministerial decision (Ministry of Education 2008). Teacher education development means that both initial and continuing education should be developed further in parallel with each other for achieving a functioning continuum. Development work will cover viewing initial teacher education curriculum alongside with teacher-group specific in-service educational needs. This paper examines the pedagogical themes in initial teacher education and charts teachers’ in-service needs.

Method

Methodology This presentation gives an account of the research findings related to two national research projects (Piesanen, Kiviniemi & Valkonen 2006a&b, 2007) which aimed to follow-up and evaluate teacher education in Finland. The empirical part of the study of initial teacher education was done as a web-based survey. The questionnaire asked the respondents to speculate about the courses of pedagogical studies and rank the themes to be added, removed or transferred to or from the pedagogical studies.There were responses from 301 teachers and 1169 students of university teacher education. The empirical part of the study of in-service teacher education was carried out as a survey. The teaching staff carrying on a profession listed their in-service education and their in-service needs. The data was collected from teachers (n=2047) and principals (n=364).

Expected Outcomes

Results Both the teachers and students in initial teacher education agreed that the best themes possible to be moved from the pedagogical studies to in-service education were “Management and development of schools” and “Dealing with cross institutional themes”. On the other hand “Prevention of learning difficulties”, and “Prevention of marginalisation” conform best into teachers’ in-service education. Class teachers got more in-service training in administrative questions, municipal curriculum planning, individual education planning and special education topics; whereas subject teachers got more training in intercultural topics, subject specific matters and pupil counseling. Teachers’ needs for continuing education varied by fields and subjects: e.g. teachers of mother tongue as well those of art and physical education preferred “Curricular and subject-specific training”. Guidance counselors and special needs teachers emphasized “Supporting students” and “Preparation for working life”. Needs for in-service training relative to ICT were considered very important in all subject areas.

References

References Commission of the European Communities. 2007. Improving the Quality of Teacher Education. Communication from the Commission to the Council and the European Parliament. COM(2007) 392 Final. Brussels, 3.8.2007. European Commission. 2005. Key Data on Education in Europe 2005. Education and Culture. Luxembourg: Office for Official Publications of the European Communities. http://digm.meb.gov.tr/belge/EU_KeyData_Eurydice_2005.pdf Ministry of Education, Finland. 2008. Valtion rahoittaman opetustoimen henkilöstökoulutuksen kehittämisen periaatteita ja painoalueita vuosina 2009-2011. Opetustoimen henkilöstökoulutuksen neuvottelukunta. http://www.minedu.fi/export/sites/default/OPM/Koulutus/aikuiskoulutus_ja_vapaa_sivistystyoe/lomakkeet_ja_paeaetoekset/lomakkeet/Tk_suunnitelma_neuvottelukunta2008.pdf Piesanen, E., Kiviniemi, U. & Valkonen, S. (2006a). Follow-up and evaluation of the teacher development programme 2005. Initial teacher education in 2005 and its follow-up 2002-2005. University of Jyväskylä. Institute for Educational Research. Research reports 28. (English abstract.) Piesanen, E., Kiviniemi, U. & Valkonen, S. (2006b). Follow-up and evaluation of the teacher education development programme 2005. Continuing teacher education in 2005 and its follow-up 1998-2005. University of Jyväskylä. Institute for Educational Research. Research reports 29. (English abstract.) Piesanen, E., Kiviniemi, U. & Valkonen, S. (2007). Follow-up and evaluation of the teacher development programme. Continuing teacher education in 2005 and its follow-up 1998-2005 by fields and teaching subjects in different types of educational institutions. University of Jyväskylä. Institute for Educational Research. Research reports 38. (English abstract.)

Author Information

Ulla Kiviniemi

University of Jyvaskyla

Dept. of Teacher Education

Jyvaskylan yliopisto

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