22 SES 05 A, The Bologna Process: How European Policy is Working Out at National and Institutional Levels (Part 1)
Joint Symposium with NW 22 and NW23. Continued in 22 SES 06 A
HG, HS 33
Jani Petri Ursin
During the Bologna process from 2003 to 2006, the university degree programmes (including teacher education curricula) have been developed in Finland and Estonia to follow the two-tier system, the European Credit Transfer and Accumulation System (ECTS), and modularization. In this paper, we will report the main results of the comparative analysis of the academic curricula in Education (as a discipline) in the Finnish and the Estonian teacher education. The comparisons between these two countries are especially interesting because of a long academic cooperation between the Finnish and Estonian teacher educators in developing research-based teacher education. In our research, the written curricula for Education as a part of class teacher and subject teacher education programmes were analysed by content analysis using two different categorisation structures. The disciplinary-based categorisation for theoretical substance studies was based on the sub-disciplines of Education and the thematic categorisation was based on an understanding of Education as a field of study. The main elements (i.e., theoretical substance, research readiness, and practice) of the obligatory curricula for Education and the contents of theoretical substance studies in Education were analysed. According to our analyses, there are both similarities and differences which may have consequences for the competences of teachers.
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