In this paper, we analyse the motivation and experiences of teaching staff participating in a novel exported Finnish degree programme in teacher education for Indonesian students. The data are based on online questionnaires sent to the teachers in March 2017. Huberman's professional career path and Mezirow's module for transformative learning is applied to construct the analytical framework. We also use our own experiences from our involvement in this exported programme, as a teacher (PR) and as a PhD candidate (HJ). In addition, we have taken into account Finnish higher education policy in terms of education export. The findings of this analysis demonstrate that education export projects can extend university teachers' professional career opportunities and offer a starting point for transformative learning. However, more flexible administrative practices and an adaptive organizational culture at both faculty and institutional level are required.

This article investigates the perceived and actual predictability of teacher educators working as assessors in entrance examinations for the Finnish Primary School Teacher Education (PSTE) programme. The section examining perceived predictability was conducted as a survey. The data for actual predictability, containing student teachers' entrance examination scores and student achievements, was collected from the student register. The findings indicate that although teacher educators consider themselves able to predict applicants' performance in the PSTE programme, their actual predictability in entrance examinations was poor. The assessments predicted only slightly student teachers' study pace in the PSTE programme, while better scores in entrance examinations predicted, in fact, weaker grades in studies. Teacher educators also conform to hidden quotas based on Finnish student selection paradigms in awarding better entrance examination scores to male and older applicants. The findings highlight teacher educators' need for more structured professional learning in a gatekeeping context.

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In recent higher education research, quality in education export action has been explored from the perspective of traditional education export countries such as the UK and USA. However, less attention is given to novice education export providers that rely on different educational traditions. In this article, we explore quality of education as it is done in one exported Finnish master's degree programme in teacher education in Indonesia. Our theoretical premise is based on the convention theory that relies on pragmatic sociology. The empirical data consist of 16 semi-structured students' and staff members' interviews gathered between the years 2016 and 2017 in Finland and in Indonesia. The results of this study stress the plurality of the quality factors that indicate the expectations by the students and the staff members, but also the priorities of the providers as to what is essential in exported degree-based education. From the perspective of convention theory, these considerations emphasize that the successful implementation of the exported master's degree programme in teacher education is based on the professional-academic convention (as research-based teacher education) that together with the civic-domestic convention (as societal impact, local traditions and Finnish approach to pedagogy) influenced the content of the educational programme through personal interaction.

Opiskelijavalinnat ovat opettajankoulutuksessa muun korkeakoulutuksen tapaan keskellä poikkeuksellisen suurta myllerrystä. Todistusvalinnan painoarvon lisäämisen kaltaisten yleisreformien ohella opettajankoulutuksessa toteutetaan myös alakohtaista valintauudistusta, jonka seurauksena siirrytään aitoon yhteisvalintaan. Artikkelissamme tarkastelemme, miten vuoden 2020 mittavat muutokset suhteutuvat siihen valintauudistusten jatkumoon, jota luokanopettajakoulutuksen historiassa on toteutettu. Erityisaseman artikkelissamme saavat vuoden 1989 sukupuolikiintiön poistuminen, vuoden 1997 valintojen aikaistaminen elokuulta kesäkuulle, vuonna 2007 valtakunnalliseksi laajentunut VAKAVA-yhteistyö sekä näiden uudistusten syyt ja niistä koituneet seuraukset. Artikkelimme osoittaa, että loogiseen päättelyyn nojaaminen on opiskelijavalintojen kehittämisessä runsaasti käytetty, mutta varsin tehoton keino. Tämä on havaittavissa paitsi opettajankoulutuksessa myös korkeakoulutuksessa laajemmin: toteutetuilla valintauudistuksilla on harvoin saavutettu niille ennalta asetettuja tavoitteita. Sen sijaan uudistuksia vaikuttavat usein leimaavan erilaiset ei-aiotut sivuvaikutukset.

Kirjoittajat ilmaisevat intressikseen sellaisen pedagogiikan kehittämisen, joka haastaa opiskelijan ottamaan vastuun omasta oppimisestaan ja joka perustuu opiskelijan elämismaailman ja teoriatiedon tutkimusperustaiseen vuorovaikutukseen. ”Jos opiskelu ymmärretään päämääräsuuntautuneeksi toiminnaksi, on mielekästä nähdä arviointi tämän toiminnan välineenä. Arviointia tarvitaan, jotta voidaan pysähtyä miettimään sitä, tehdäänkö oikeita asioita ja tarkoituksenmukaisilla tavoilla. Kyse on siis diagnostisesta arvioinnista. Opettajia tarvitaan haastamaan opiskelijoiden käsitykset. Tämä pätee myös toisin päin. Opiskelijoita tarvitaan haastamaan opettajien käsitykset”, he kirjoittavat.

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The aim of the study was to explore the tensions, as experienced by student teachers, in a teacher education program that is based on psychodynamic theory. Previous research shows that students have had orientation problems in innovative university studies because it involves students having to take steps toward their discomfort zone. It was therefore considered important to study the mismatch or match of the training model and student experiences. The data were gathered through student interviews. The data analysis utilized a case study methodology and proceeded from thematic network analysis toward a deeper interpretation of the data. The analysis shows students struggle to understand the meaning and practices of psychodynamic-oriented pedagogy. The analysis also shows that students were unable and unwilling to share their learning experiences with students outside the new program. This can be understood as a tension between different conceptual understandings of learning.