10 SES 11 C, Teachers' Perceptions and Insights
Transnational pressures are influencing national policies and practices in higher education institutions. However, based on national interpretations of EU policies, there are diverse programmes for teacher education in European countries (Zgaga 2013; Caena 2014). In Finland, pre-service education for primary-school teachers, namely the class teacher education, qualifies graduates to teach a class in grades 1 to 6 in basic education. Class teacher programmes have been taught at the master´s level, preceded by bachelor’s studies, since 1979 (Niemi 2013). PISA results suggest that master´s level teacher education is one factor behind the high quality of Finland’s basic education (Välijärvi et al. 2003).
School teachers have a high level of professional autonomy in Finland. Thus, a multi-faceted understanding and exercise of active responsibilities in pedagogy and education issues are expected from teachers individually and collectively in schools. Teachers’ autonomy, commitment, and responsibility are seen as some of the principal aims of teacher education (Niemi, 2013; Toom & Husu, 2012).
The development of students´ sense of responsibility has been incorporated into the bachelor´s and master´s level teacher-education programmes, as well as the operational culture of teacher-education institutions (e.g. JYU 2014). The development of professional responsibility is a multi-faceted process that students are expected to go through in teacher education. However, there is not enough research-based knowledge available on it. We are interested in examining how students understand and experience their responsibilities during the final phases of their two-level programme, when shifting from bachelor´s to master´s studies and from the master´s level to the classroom. The paper presents the findings of a sub-study focusing on how students felt about the programmes’ features at the end of their bachelor´s studies. The third and final year of a bachelor´s study programme (e.g. JYU 2014) includes study modules for teaching practice in school and writing a bachelor’s thesis. These studies require and encourage students to take more responsibility than during their earlier studies.
Caena, Francesca. 2014. Initial Teacher Education in Europe: an Overview of Policy Issues. European Commission. Edling, Silvia and Frelin, Anneli. 2013. “Doing Good? Interpreting Teachers’ Given and Felt Responsibilities for Pupils’ Well-Being in an Age of Measurement.” Teachers and Teaching: Theory and Practice, 19(4): 419–432. JYU 2014. Department of Teacher Education Curriculum Plans 2014-2017. University of Jyväskylä. https://www.jyu.fi/edu/laitokset/okl/opiskelu/luokanopettajakoulutus/luokanopettajakoulutus/Curriculum2014_English.pdf Niemi, Hannele. 2013. “The Finnish Teacher Education: Teachers for Equity and Professional Autonomy.” Revista Española de Educación Comparada, 22: 117–138. Patton, Michael Quinn. 2015. Qualitative Research and Evaluation Methods. 4th ed. Los Angeles: Sage. Solbrekke, Tone Dyrdal. 2008. “Educating for Professional Responsibility – A Normative Dimension of Higher Education.” Utbildning och Demokrati, 17: 73–96. Solbrekke, Tone Dyrdal and Englund, Tomas. 2011. “Bringing Professional Responsibility Back in.” Studies in Higher Education, 36: 847–861. Solbrekke, Tone Dyrdal and Karseth, Berit. 2006. “Professional Responsibility: An Issue for Higher Education?” Higher Education, 52: 95–119. Solbrekke, Tone Dyrdal and Sugrue, Ciaran. 2012. “Learning from Conceptions of Professional Responsibility and Graduates Experiences in Becoming Novice Practitioners.” In Learning Trajectories, Innovation and Identity for Professional Development, edited by Anne McKee and Michael Eraut, 193–214. Dordrect: Springer. Toom, Auli and Husu, Jukka. 2012. “Finnish Teachers As ´Makers of the Many´: Balancing between Broad Pedagogical Freedom and Responsibility.” In Miracle of Education. The Principles and Practices of Teaching and Learning in Finnish Schools, edited by Hannele Niemi, Auli Toom and Arto Kallioniemi, 39–54. Rotterdam: Sense. Välijärvi, Jouni, Kupari, Pekka, Linnakylä, Pirjo, Reinikainen, Pasi, Sulkunen, Sari, Törnroos, Jukka and Arffman, Inga. 2003. The Finnish Success in Pisa – and Some Reasons Behind It. Institute for Educational Research. University of Jyväskylä. Zgaga, Pavel. 2013. “The Future of European Teacher Education in the Heavy Seas of Higher Education.” Teacher Development 17(3): 347–361.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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