Session Information
SES C 07, Paper Session
Paper Session
Contribution
The study focuses on Finnish teacher education from the perspectives of critical intercultural and global education. It thus examines, firstly, questions related to the teaching profession and professional development, and secondly, how issues of diversity, power relations, and social justice are addressed in teacher education.
The study acknowledges that while Finnish teacher education is striving to meet the challenges of globalised communities and diversity, it is simultaneously trying to answer a complex multitude of other issues, such as new spaces and places of learning, the demands of economy, and the expectations of what is traditionally perceived as ‘Finnish education.’ These challenges, possibilities, and expectations may, to some extent, be in line with each other, but there are also some contradictory elements that shape the underlying values and goals of education in different ways.
The main interest and concern of the study is: How does teacher education support the professional growth of future teachers who – whether aware of it or not – will be participating, interacting and taking responsibility in a global, multicultural society? Furthermore, how does teacher education support its students in becoming critical, intercultural educators? The aim of the study is to unravel current discourses on education and teaching within Finnish teacher education and examine the connections, tensions and contradictory elements between these discourses.
More specifically, the study examines discourses produced by teacher educators themselves; that is, how they talk about education, teaching and professional development, and how they construct and negotiate their perceptions of these issues in their work as educators.Method
Expected Outcomes
References
Räsänen, R. (2007). Intercultural education as education for global responsibility. In T. Kaivola & M. Melén-Paaso (Eds.). Education for global responsibility – Finnish perspectives. Helsinki: Ministry of Education, pp. 18-30. Sleeter, C. E. & Grant, C. A. (2007). Making choices for multicultural education. Five approaches to race, class, and gender. Hoboken, NJ: John Wiley.
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