1. Teachers - a major factor for
successful educational systems:
Reflections based on Finnish Teacher
Education
Jari Lavonen, Department of Teacher Education,
University of Helsinki, Finland
Arja Virta, Department of Teacher Education,
University of Turku, Finland

2. Republic Finland
 In northern Europe,
area of 340 000 km2
(1
6 of Saudi Arabia)
of which 8 % cultivated land
 5,3 million people
(1
5 of Saudi Arabia)
17 persons per square kilometer
(12 in Saudi Arabia)
 One of the most successful nation in competitiveness of
the economy and supply of qualified labour force
 One of the lowest rate in corruption
2

3. Helsinki, February 2011, 12:00
Finnish educational context

4. Australia
Austria
BelgiumCzech Republic
Denmark
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Korea
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic Spain
Sweden Switzerland
Turkey
United Kingdom
United States
400
425
450
475
500
525
550
575
0 20000 40000 60000 80000 100000
PISA Science
performance
Cumulative expenditure (US$ converted using PPPs)
OECD
Average

5. Australia
Austria
BelgiumCzech Republic
Denmark
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Korea
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic Spain
Sweden Switzerland
Turkey
United Kingdom
United States
400
425
450
475
500
525
550
575
0 20000 40000 60000 80000 100000
PISA Science
performance
Cumulative expenditure (US$ converted using PPPs)

6. Primary School Teacher Salary
6

7. National core curriculum
Helsinki, February 2010, 12:00

8. 8
The Finnish education system
 The Finnish education system consists of
 comprehensive school (grade 1 – 9),
 upper secondary school or vocational school
(grade 10 – 12),
 higher education (3 + 2 years) and
 adult education.
 According to PISA 2006 School Questionnaire data, there
were in 49.9% of the classes less than 20 students and in
47.4% of the classes there were 21 – 25 students.
 In 2006, there were 3393 comprehensive schools and
578 918 students in those schools (Tilastokeskus, 2007).
 53.3% of the students continued their studies in upper
secondary school and 41.8% in vocational schools

9. Education system of Finland
9

10. School subjects in comprehensive school
(total number of lessons hours, yearly)
13
Mother tongue
and literature
(Finnish/Swedish)
42
Other domestic
language 6
(Swedish or Fin)
Foreign
languages
16
Voulntary
language
12
Mathematics
32Science
subjects
31
Civics , religion or
ethics 11
History , social
studies 10
Physical
education , music ,
visual arts, craft
56
Optional
subjects 13

11. 14
General Aims in the Core Curriculum
 … learning depends on the learner's previously constructed
knowledge, motivation, and…
… learning is an active and goal-oriented process
… collective problem-solving
… Learning is situational,
…

12. Characteristics of
Assessment in Finland

13. 7.1.2013
16
Two approaches to assure the
quality of learning

14. 17
Outcome based –model ‘Input’ model
Quality control as in industry
(behavioristic) (Mager, 1984)
Enhancement-led approach
= assessment for improvements
National level assessment Assessment at the level of school and
classroom (teacher)
Focus on product Focus on process and product
(+) Descriptions of learning outcomes
at a national level
- a learner knows what should be
learnt and is active in learning
process
- a basis for designing items
(+) Description of aims, goals
(national – local level)
- co-planning
- a teacher conducts assessment for
enhancing learning process
(-) Possibly neglection of teaching and
learning as a process, competitive
school culture (ranking)
and ”teaching to the test”
(-) Problematic to discuss about
quality of learning outcomes
(comparison, selection)

15. Shift towards internal, teacher-conducted
procedures like alternative and formative forms
of assessment (aiming to improving learning)
 Internal/external perspectives
 Formative/summative/diagnostic
 Purposes of doing assessment
 Using of assessment information for different
purposes
 Changes in assessment practice
Shift in educational assessment
(Maier, 2009; Black & Wiliam, 2003; Parr & Timperley, 2008;
Inbar-Lourie & Donitsa-Schmidt, 2009;)
18

16. Teacher-conducted assessment has a central
role in Finnish classrooms
designing and implementing assessment
but also making decisions based on
assessment information
Assessment data is used in the classroom for
improving teaching and learning
internal assessment including all
assessment forms is carried out mainly by
teachers themselves
7.1.2013
Teacher-conducted assessment
(Black & Wiliam, 2003; Inbar-Lourie & Donitsa-Schmidt, 2009)

17. How is teacher-conducted
assessment in Finnish
schools?
7.1.2 21

18.  22 teachers  different backgrounds, from
different schools, different experience with
educational technology
7.1.2013
22
A case study on school assessment
14 subject
teachers (math,
physics, English,
biology)
4 primary
school
teachers
4 preschool
teachers
Teaching
experience
2,5-30 years 8-11 years 2-15 years
Gender 7 females
7 males
4 females 4 females

19. Five themes emerged from the data
1) Assessment as part of professional development
2) Technical properties of available resources
3) Pedagogical usability of assessment resources
4) Different forms of assessment
5) Special features of teaching and learning physics
(science)
7.1.2013
23
Results of empirical needs analysis

20. Theme 1: Assessment as part of
professional development
 Teachers’ autonomous role as a conductor of assessment:
teachers know best how to organize assessment
 Student assessment provides teachers a starting-point for
reflecting on the quality of teaching science
…there has to be knowledge of the students when
implementing national testing, we can’t have outsiders
come in and use the same scales for everybody, we have to
understand the reasons behind the results.
(Teacher 3, 121)
24

21. Theme 2: Technical properties
(usability) of available resources
 teachers value technology which is convenient and easy
to use
 learnability
 easy to use
 added value for assessment practice: diverse,
quality, context, terminology, difficulty scale
 Aid for carrying out assessment and documenting as well
as processing the assessment data
The system should be user-friendly, where teachers can
easily find the content that they are currently teaching.
(Teacher 4, 152) 25

22. Theme 3: Pedagogical usability of
available resources
 Possibility to adapt resources to one’s needs flexibly:
the forms and purpose of assessment activities vary
 resources should be in accordance with implemented
instruction
 types of items
 contexts of the items
 aligning approaches used in teaching
partly I make them [tests] myself, partly I choose from
ready materials, from these teachers’ materials I see
if there are suitable tasks...It’s a pretty big job to
make each one by myself and sometimes I look at
some other material... (Teacher 5, 30)
26

23. Theme 4: Different forms of
assessment
 Assessment is an element of everyday classroom activities:
different forms are combined flexibly and there is no need to
classify the forms of assessment
 teachers conduct assessment
 continuous part of teaching
 consists of multiple elements and a variety of
approaches (e.g. not just tests)
 feedback to both students and a teacher
 self-assessment (!)
how s/he works in science class and you can see it from their
classroom activities, for example, if they have understood
something and…so I would argue that it is quite innate that a
teacher assesses all the time…(Teacher 7, 168)
27

24. Theme 5: Special features of teaching and
learning science
 A special attention paid on inquiry as an approach as well
as experiments in science education
 paper-and-pencil tests do not cover all aspects of
learning science
 Potential in using technology (e.g., simulations)
.. I document quite in detail how well students have managed
to reach the aims... The paper-and-pencil tests are a
starting-point and then I check the notebooks, how well
students have taken part in classroom discussion and how
well they carry out and understand experiments... (Teacher
1, 167)
28

25. Characteristics of
Finnish Education

26. 30
Characteristics of Finnish Education
Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011)
1. Common, consistent and long-term policy
- models for teacher & comprehensive education are 40 years old
2. Educational equality
- need to mitigate socio/economic backgrounds
- education is free (books, meals, health care, …)
- well-organised special education (inclusion) and counselling
(personalisation of education)
3. Devolution of decision power to the local level
- leadership and management at school level (headmaster)
- teachers are responsible for local curriculum and assessment
4. The culture of trust and co-operation are based on
professionalism (academic experts):
national level – district – school – families
- no inspectors, no national exams (testing) …
- no private tutoring or evening schools

27. Partners:
- union of
municipalities
- universities
- industry
Interest
groups
- labour
unions
- families
- ...
31
Levels and interactions in Finnish
Education
Learning materials
(publishing houses)
Learning
General National Objectives and Education policy Ministry
of Culture and Education: law for basic education 1998
National Core Curriculum National Board of Education
Teacher education
(pre -service and
in-service) Univ.
Teaching
Level 1
national
Level 2
district
school/
university
Level 3
classroom
Leadership & management
Municipalities: Local curriculum
Schools: principals & teachers

28. Long term policy

29. Education in Finland since 13th century
 first schools in 13th century
 The systematic teaching of all
Finnish people started in the
17th century:
importance to
learn to read
long-termpolicy

30. The law of elementary school in 1866:
The state took over the school system
long-termpolicy

31. The common comprehensive school
(grades 1 – 9) in the 1960s
 Support to the development of broad literacy, including arts,
moral and ethical issues,…
35
long-termpolicy

32. Equality
special education

33. Special education in Finland is preventing
drop outs
 8.5 % of all students are with special education needs.
 Special education need students:
 55 % are integrated into normal classes :
 30 % are attending special education classes, located
in mainstream schools
 15 % in special schools
 An Individual Education Plan
37
1st level
2nd level
3rd level
equality

34. Teacher 1 Teacher 2
32 pupils at 3rd
grade science
class
4 special need
pupils are
integrated to the
classroom

35. An introduction of a
topic through a
whiteboard activity.

36. The use of the learning environments and
the materials (web-based environments,
handbooks, textbooks, workbooks, …)
support learning and engagement

37. Lets have a look
where we are
now. It is time for
discussion.

38. - Learning in a small
Collaborative group
- Pupils have different
Competencies and
“background” and support
each others learning

39. A teacher is supporting
and encouraging a
special need student.

40. I like this type of
learning. It is really
nice to work
together.

41. It was like a
LOTTO win to get
my second child to
this type of
heterogeneous
classroom. We are
really satisfied.

42. ... It is not
necessary, a pupil
is ready for a
school. Instead a
school should be
ready for a pupil!

43. High-achieving pupils work
as role models for lo-
achieving pupils
(support to the
development of self
efficacy; important in
working life)
High-achieving pupils learn
skills needed in further
studies and in the working
life, entrepreneurship

44. Finnish Teachers
Helsinki university main building

45. 49
What is common in teacher
education in high performing
PISA countries?
McKinsey
&Company
Auguste, B., Kihn, P., & Miller, M. (2010) Closing the talent gap: Attracting and retaining top third graduates to a
career in teaching: An International and market research-based perspective. McKinsley & Company

46. 50
McKinsey
&Company
Auguste, B., Kihn, P., & Miller, M. (2010) Closing the talent gap: Attracting and retaining top third graduates to a
career in teaching: An International and market research-based perspective. McKinsley & Company

47. “… most important part of any successful
educational system — the teacher”
SCIENCE, 13th January 2012, Vol 335
Recruit the best and the brightest to be teachers, and train
them well.
Give them the independence from centralized authority, and
time to prepare lessons and ...
.... Finland acknowledges the central role of teachers in
society, as demonstrated by the respect
51
Editor
John E. Burris

48. 52
Teacher Education Development Programme
(2002): The teacher education programmes
should help students to acquire:
 high-level subject knowledge and pedagogical content
knowledge, and knowledge about nature of knowledge, …
 academic skills, like research skills; skills needed in
developing a curricula, …
 social skills, like communication skills; skill to co-operate with
other teachers, …
 knowledge about school as an institute and its connections to
the society (school community and partners, local contexts
and stakeholders),
 moral knowledge and skills, like social and moral code of the
teaching profession,
 skills needed in developing one’s own teaching and the
teaching profession.

49. EU Commission, 2007:
Improving quality of teacher education
 A teacher needs high quality profesionality:
 University level education (Masters level & thesis)
 Pedagogical training
 A profession where Life-long-learning capacity is needed
 During the teacher education programme a student
teacher should learn skills needed in developing one’s
own teaching and the teaching profession
 The profession is based on partnership:
 Collaboration in and between schools (multiprofessional
teams)
 School partnership with pre- and in-service teacher
education
 School society partnership
53

50. 54
A secondary (subject) teacher
 typically teaches at grades 7 to 12 (ages 13 to 19)
 teaches typically one major and one minor subjects (e.g.
math and physics)
An elementary (primary) school teacher
(a class teacher)
 teaches at grades 1 to 6 (ages 7 to 13)
 teaches typically all 13 subjects

51. 55
Teacher education at the University of Helsinki
University of Helsinki (11 faculties, 38 000 students, 7 400 staff members)
Faculty of
Behavioural
Sciences
Faculty
of
Arts
Faculty
of
Science
Faculty
of
Biosciences
Faculty
of
Theology
Faculty
of
Social
SciencesDept. of
Teacher
Education
Teacher
Training
Schools
Secondary teacher education: pedagogical studies + subject studies
Primary teacher education

52. 56
Structure of the Master’s degree
of a secondary teacher: 3 + 2 years, 300 cr
0
20
40
60
80
100
120
140
160
180
Major
Subject
Minor
Subject
Pedagogical
studies
Communication
and language
studies
Bachelor’s level (180 cr) Master’s level (120 cr)
Master-
thesis
cr=26hoursofwork
Studycredits
Ped. thesis
Teachers
benefit of the
research orientation
while they make
the school curriculum,
plan, implement
and evaluate
teaching and
learning
Teachers
need strong
competency in
the subject (experts’
knowledge) when
they guide
students’ learning
and problem-
solving
BSc thesis
Teaching
practice
Subject
knowledge,
knowledge about
teaching and learning,
and school practise
are integrated into
the students’
own personal
pedagogical
theory

53. 57
The structure of the pedagogical studies in
secondary teacher education programme in
Finland
In Finland huge amount of PCK is taught also at the departments of Physics, Chemistry,…
Pedagogical studiesin Finland(60 cp.)
General courses on
education, teaching and
learning
13 cp
Subject pedagog y (PCK)
17 cp
Educational research
10 cp
Teaching practice
20 cp
- Psychology of
development and
learning 4 cp
- Special needs
education4 cp
- Social, historical, and
philosophical basis of
education5 cp
- Psychological basis of
teaching and learning
of a subject5 cp
- Curriculum
development and
planning of teaching
5 cp
- Evaluation of teaching
and learning,
evaluation of a
curriculum 7cp
- Research
methodology in
education3 cp
- Teacher as a
researcher-seminar3 cp
- Minor thesis in
pedagogy4 cp
- Supervisedbasic
teaching practice 7 cp
- Supervised applied
teaching practice5 cp
- Supervised advanced
teaching practice 8 cp
- Reflection supported by
portfolio assessment
work

54. Psychology of development and learning, 4 cp
58
Objectives:
 A student becomes familiar with development of an
individual and group and identifies the special
characteristics of the different groups.
 The student develops readiness to understand different
views on the growth, development and learning of the
human being and from the significance of the interaction
between an individual and a group and takes the
psychologic principles of the learning into consideration in
the teaching.

55. 59
Structure of the master degree
of a primary teacher: 3 + 2 years
0
20
40
60
80
100
120
140
160
180
Major
Subject:
Education
Multi-
disciplinary
studies
Minor
Subject
Communication
and language
studies
Bachelor’s level (180Bachelor’s level (180 cr) Master’s level (120 cr)
Master-
thesis
Master-
thesis
cr=26hoursofwork
Studycredits
BSc thesis
Finnish language, PCK
Mathematics, PCK
Physics, PCK
Chemistry, PCK
Biology, PCK
Geography, PCK
History, PCK
Religion/ethics PCK
Sports
Arts
Music
Crafts
Pedagogical
studies

56. The pedagogical studies helps the students …
 to integrate subject knowledge, knowledge about
teaching and learning and school practice into their own
personal pedagogical theory,
 to become aware of the different dimensions of the
teacher profession: social, philosophical, psychological,
sociological, and historical basis of education,
 to be able to reflect on their own personal pedagogical
“theory” (reflection for, in and on action),
 to develop potentials for lifelong professional
development.
60

57. Quality Assurance of Finnish
Teacher education programmes
Department of Teacher Education

58. A new era in Quality Assurance (QA) for higher
education
 Wolff (2004): The focus in QA is turning more and more to
 mastering changes,
 allowing ownership for developers
 Ehlers (2009) writes:
… “In teacher education we need methods and practices
that get deeper into organizations and closer to the teacher
educators and learners.”
63

59. Levels of Quality Assurance in Finland
 Quality Assurance (QA) has three main levels:
 National audits and other national level external evaluations
(based on self-assessment at an instituitional level)
 Institutional, university level QA (committees and student
feedback systems, feedback from local stakeholders)
 Department and programme level QA processes (students’
evaluations and staff members’ self evaluations,
feedback from local stakeholders).
 The interaction between levels through official (meetings of
deans) and unofficial meetings (meetings inside the
university)
64

60. Quality Culture:
 allows freedom for different actors
 is based on a certain level of trust
 is based on self-assessment and monitoring
 partners/levels take their responsibility seriously
 continuous interaction between different partners/levels
 students’ evaluations and staff members’ self
evaluations is discussed collaboratively
65

61. 66
Feedback
Students learning
outcomes and
evaluations
of the programme
Municipality
feedback
Outcomes,
Collection
of students’
evaluations
EU and
National
strategies
Curriculum
Research on
- subject matter
- teaching and
learning
- needs of learners
- policy, history, ...
→ Content
Research on teacher
education
- Structure of teacher
knowledge
- Forms of knowledge:
professional … practical
University pedagogy
Own research
on teacher
education
Framework for designing a teacher education
programme at the University of Helsinki
Subject teacher education programme
Co-operative planning of the programme: Teachers from the
subject departments, Department of teacher education,
school teachers , principals and student teachers

62. Selection of
student
teachers

63. 69
Student admission for teacher education
programmes 1
 All Finnish universities are maintained by the State and
enjoy extensive autonomy. They are free to develop their
own procedures for selection of student teachers.
 The number of new students is agreed in the negotiations
between the university and the Ministry of Culture and
Education.

64. Student admission (2011)
Degree
programme Applications
Entrance
examination
part II Accepted %
Class teacher
education 1780 360 120 7 %
Kindergarten
teacher
education 853 300 100 11%
Early childhood
master's
programme 96 - 28 23 %
Special teacher
education 780 - 15 2,0 %
Total 2016 662 267 13,2 %

65.  1st phase
 Subject-related test/tests with one or several books/
pdf-materials to read
- primary school teacher education: test on
educational sciences
- secondary school teacher education: test on the
subject
 High school diploma
 2nd phase
 Interview (next slide)
 Group discussion (Primary teacher education)
 Special activity in some programmes, like educational
episode in Kindergarten teacher education
Two phases in admission to the teacher
education programmes in Finland

66. Interview as a part of the student admission
 Two to three interviewers (one teacher from the teacher
training school)
 The questions are asked in order to clarify:
 How motivated the applicant is for the teacher
profession (e.g. are there any other choices)
 How eager the applicant is for studies (e.g. how well
know the content of the programme)
 How suitable the applicant is for a teacher profession
(e.g. interaction skills, experiences of working with
kids or young people)
72

67. Interview as a part of the student admission
 Three interviewers (one teacher from the teacher training
school)
 The questions are asked in order to clarify:
 How motivated the applicant is for the teacher
profession (e.g. are there any other choices)
 How eager the applicant is for studies (e.g. how well
know the content of the programme)
 How suitable the applicant is for a teacher profession
(e.g. interaction skills, experiences of working with
kids or young people)
73

68. 75
Content Analysis of the Finnish (and
Korean) Teacher Education Programms

69. 76
University of Helsinki
(Finland), courses
(credit points)
Seoul National University
(Korea), courses
(credit points)
General
courses on
education,
teaching and
learning
(GPK)
Psychology of development
and learning, 4cp.
Special needs education, 4cp.
Societal, historical, and
philosophical foundations of
education, 5cp.
Compulsory (4 cp.):
Understanding on special
education and special needed
students, 2cp.
Understanding on works of
teaching profession, 2cp.
Optional: (14cp.)
An introduction to education,
2cp.
Educational psychology, 2cp.
Philosophy and history of
education, 2cp.
Educational sociology, 2cp.
Curriculum, 2cp.
Educational evaluation, 2cp.
Educational administration and
educational management,
2cp.
Educational methodology and
educational technology, 2cp.
Guidance and counseling, 2cp.
Pedagogy of Introduction to chemistry Chemistry education, 3cp.

70. 77
Question for the content analysis of the aims
of the pedagogical studies
 What kind of support the pedagogical studies offers to the
construction of teacher knowledge from the point of
view of
- structure of the knowledge
- origin of the knowledge

71. 78
A structural perspective to teacher knowledge
 A knowledge base for a professional teacher:
- Subject matter knowledge,
- Pedagogical Content Knowledge (PCK)
- General Pedagogical Knowledge (GPK)
(Shulman, 1987; Carlsen, 1999; Hashweh, 2005)
+ Knowledge about how to produce and/or consume
research based knowledge in education (RES)
Origin of teacher knowledge
 Teacher knowledge could be divided into:
 practitioner (practical) and
 professional (theoretical) knowledge
(Hiebert et al., 2002)

72. Origin of teacher knowledge
 Pre-service teachers can learn
 professional knowledge from textbooks, articles,
research reports, etc., while
 practitioner knowledge through supervised teaching
experience and reflection (Darling-Hammond and
Bransford, 2005; Levin, 2008).

79

73. 80
Academic General pedagogical knowledge (GPK)
↔ Teachers personal pedagogical knowledge
 Research based General pedagogical knowledge (GPK)
consists of
1) classroom management and organisation,
2) instructional models and strategies,
3) classroom communication and discourse.
 Teachers personal pedagogical
knowledge is divided into
1) personal beliefs,
2) personal practical experience
e.g.
Gore & Gitlin, 2004
Morine-Dershimer &
Kent, 1999

74. 81
Pedagogical content knowledge (PCK)
 PCK is a knowledge domain that is synthesis of all knowledge
needed for teaching and learning a specific content
 PCK is
- content specific,
- event- and story-based
pedagogical construction
an experienced teacher has developed
as a result of repeated
- planning and teaching and
- reflection on the teaching
of the most regularly taught topics.
e.g.
Grossman, 1990;
Bromme, 1995
Hashweh, 2005
McCaughtry, 2005
Nilsson, 2008

75. Main categories Definition Examples of original expressions
common
in
Finland
and
South
Korea
(7)
1. Planning
of
teaching,
teaching
and
assessing
Student teachers
learn to plan a
local curriculum
and lessons,
teach, guide
students at
school to learn
knowledge, skills
and attitudes
and, moreover,
learn to use
versatile teaching
and assessment
methods. In
these processes
he/she is able to
take into
consideration the
national
curriculum and
research based
knowledge about
learning and
development.
Fin Student teachers
- develop readiness to understand different
views on the learning (Psy)
- become familiar with the development of a
group (Psy)
- learn interaction skills (Psy)
- learn to design chemistry teaching by taking
into consideration the research on teaching
and learning (Cur)
- learn to evaluate student learning (Eval)
Kor Student teachers
- learn to apply basics of educational
psychology on instruction.(Psy)
- can select the appropriate textbooks,
contents, and methods.(Book)
- learn to understand the fundamentals on
the theory and the practice of Chemistry
education curriculum. (Cur)
- learn the application techniques of
quidance and counseling per category.
(Guid)
- learn the methods how educational
evaluation can be applied at school sites.
(Eval)
2. The role
of
education
in the
society
Student teachers
learn educational
knowledge and
perspectives, like
school as an
institute having a
curriculum and
being a part of a
society.
Fin Student teachers learn
- to analyze the historical and society base
of the school system (Phil).
- to cooperate with the interest groups of the
school and homes (Eval)
- participate in the development of local
curriculum (Eval)
- to analyze critically co-operation with
network around school (Ad_prac)
Kor Student teachers learn
- to understand about characteristics and
roles of various detailed fields of
educational knowledge. (Intro)
- to understand an education in relation to a
society.( Socio)
- the conceptual understanding on three
types of educational perspectives.(Intro)
3.
Producing
educational
research
Student teachers
learn to do small
scale educational
research.
Fin Student teachers
- learn in seminars how to use research
methodology for educational reseach
(Sem)
- make a minor thesis in education (Sem)
Kor Student teachers learn to write their theses
based on sources acquired by experiments
and literature studies under the guidance of
academic advisors.(Chem_res)
4.
Consuming
of
educational
research
Student teachers
learn to apply
research based
knowledge to the
planning of
teaching.
Fin Student teachers learn to apply research
based knowledge in school teaching (Sem.)
Kor Student teachers learn to select the research
thesis related to Chemistry
education.(Chem_res)
5. Use of
ICT in
learning
Student teachers
learn to use ICT
in teaching and
learning.
Fin Student teachers develop a readiness to
utilise information and communication
technology in the teaching of chemistry
(B_prac)
Kor Student teachers learn to apply methods,
techniques and theories of educational
technology in schools.(Tech)
6.
Reflection
Student teachers
learn to reflect.
Reflection refers
to an activity in
which an
experience is
recalled,
considered, and
evaluated.
Fin Student teachers learn to analyse
development of his/her own teacher
profession (Cur)
Kor Student teachers learn to reflect the
strengths and limits of each theory by their
own perspectives about educational
phenomena.(Socio)
7. School
practice
Student teachers
experience
teaching and
learn about
Fin Student teachers learn to work in an expert
network of the school and take into
consideration responsibilities and co-
operation (Ad_prac)
Finland
(2)
8. Different
needs of
students
Student teachers
learn to take into
account different
needs of students
and learn to
identify students’
learning
difficulties
Student teachers learn to
- identify different kinds of learners (B_prac)
- identify pupils' learning difficulties (Spe)
9.
Designing
instruction
based on
the
nature of
the
subject
(chemistry)
Student teachers
learn to design
chemistry
teaching and take
into account the
nature of science
Student teachers learn to design subject
(chemistry) teaching by taking into consideration
the epistemological and ontological assumptions
of the subject (Eval)
Korea
(2)
10.
Learning of
educational
reality
Student teachers
learn about
educational
practices, reality
and context of
school or
classroom and
they learn how to
Student teachers learn to understand about
characteristics of education and educational
practices from an educational point of view
(Intro.)

76. Number of different aims in the curriculum of
the pedagogical studies
0 5 10 15 20 25
Planning, teaching and assessing
Different needs of students
The role of education in the society
Use of ICT in learning
Designing instruction based on
the nature of subject
Learning of educational reality
Learning of teacher's attitude
School practice
Consuming educational research
Producing educational research
Reflection
Korea
Finland
Number of aims
Research
orientation
Practice
Pedagogy

77. From the point of view of the origins of teacher
knowledge:
84
0 10 20 30 40 50
Finland
Korea
Practitioner
knowledge
Theoretical
knowledge

78. Discussion

79. In general: What can be learned from Finnish
education?
86
More ... Less ...
collaboration and
professionalism
– competition
equal opportunities for all
learners
– private organizations
taking care of education
personalization, decision
making and assessment
at local level
less standardization and
national testing
trust based responsibility
(self-evaluations, listening of
students and municipality
people/ parents voice)
– test based accountability
professionalism – bureaucracy