Are Teachers Crucial for Academic Achievement?  Finland Educational Success in a Comparative Perspective

Andere, M Eduardo

doi:10.14507/epaa.v23.1752

Cited by 16 publications

(16 citation statements)

References 18 publications

(27 reference statements)

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“…Beginning with the release of the first set of PISA exam scores in 2001, Finland's international reputation began to shine brightly-Finnish 15-year-olds were collectively at, or near, the top in all three tested subject areas-mathematics, reading, and science literacy (Andere, 2015;Hargreaves & Shirley, 2011;Sahlberg, 2014;Simola, 2015). 1 Finland's stellar performances on the PISA exams, however, were not the reason for the study I conducted with Finnish educators in the late summer of 2015.…”

Section: Teaching For Civil Society In Finland: a Canadian Perspective On Finnish Educators' Reflectionsmentioning

confidence: 99%

“…That said, it is still the case that there is very 24(1) Spring 2018 little Finnish research being done on its own school system (Sahlberg, 2014), and that which pertains to teaching about social class, the commons, and immigration is almost non-existent. Some Finnish scholars have examined the role of teachers in student achievement (Andere, 2015;Sahlberg, 2006;Simola, 2005). A recent study about educating for democracy in England and Finland found that in schools in both countries citizenship education is being increasingly replaced by neoliberal initiatives such as economic growth and productivity (Raiker & Rautiainen, 2016).…”

Section: The Literature On the Role Of Finland's Teachers Within Finnish Civil Societymentioning

confidence: 99%

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Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators' Reflections

Orlowski

2018

in education

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This article describes a study that took place in Helsinki, Finland in late 2015. A Canadian education professor conducted individual interviews with Finnish educators: six practicing teachers in Helsinki schools, two education professors at the University of Helsinki, and the advisor to the president of Finland’s teachers’ union. Although all five Nordic countries are known to support the social welfare state, Finland was chosen because it is considered to be the most economically left. The study is an exploration of how Finnish educators consider their role and the role of the school regarding civil society and the commons in Finland. The actual research question for the study was, “How do Finnish educators think about the school’s role in supporting the commons and in fostering social cohesion with immigration?” The nine participants were unanimous in their support of the commons and Finland’s generous social welfare state, apparently the result of a collectivist mentality in Finnish society. However, there appears to be growing social, economic, and political discrimination for immigrants and refugees who look different from White Finns. The six teacher-participants expressed uncertainty around how best to deal with these tensions, and were committed to attempting neutrality in their teaching of these social problems, or perhaps even ignoring them altogether. Despite the small sample set, I believe it represents a cross section of views of educators in contemporary Finland. Recent studies mentioned in the literature review support this position. Some comparisons with similar studies in Canada are briefly mentioned. Keywords: teaching for social justice; comparative education; Finnish education; controversial issues; Nordic social democracy.

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Section: Teaching For Civil Society In Finland: a Canadian Perspective On Finnish Educators' Reflectionsmentioning

confidence: 99%

Section: The Literature On the Role Of Finland's Teachers Within Finnish Civil Societymentioning

confidence: 99%

Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators' Reflections

Orlowski

2018

in education

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“…Many of these articles have linked the well-performing students to the highly qualified teachers, who need to have a Master's degree for a permanent position. In particular, it has been argued that, in Finland, being a teacher is one of the most prestigious occupations, as evidenced by the fact that only the best and most motivated students are admitted to the teacher training programs as well as the observation that Finnish teachers enjoy a very high status in society (Morgan 2014, Sahlberg 2011, Linnakylä et al 2011, OECD 2011, Andere 2015.…”

Section: The Finnish Educational System and The Pisamentioning

confidence: 99%

Knowledge Discovery from the Programme for International Student Assessment

Saarela

Kärkkäinen

2017

Learning Analytics: Fundaments, Applications, and Trends

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The Programme for International Student Assessment (PISA) is a worldwide study that assesses the proficiencies of 15-year-old students in reading, mathematics, and science every three years. Despite the high quality and open availability of the PISA data sets, which call for big data learning analytics, academic research using this rich and carefully collected data is surprisingly sparse. Our research contributes to reducing this deficit by discovering novel knowledge from the PISA through the development and use of appropriate methods. Since Finland has been the country of most international interest in the PISA assessment, a relevant review of the Finnish educational system is provided. This chapter also gives a background on learning analytics and presents findings from a novel case study. Similar to the existing literature on learning analytics, the empirical part is based on a student model; however, unlike in the previous literature, our model represents a profile of a national student population. We compare Finland to other countries by hierarchically clustering these student profiles from all the countries that participated in the latest assessment and validating the results through statistical testing. Finally, an evaluation and interpretation of the variables that explain the differences between the students in Finland and those of the remaining PISA countries is presented. Based on our analysis, we conclude that, in global terms, learning time and good student-teacher relations are not as important as collaborative skills and humility to explain students' success in the PISA test.

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“…Con miradas todavía más amplias pero no por ello inconvenientes, se ha hecho notar desde países como Finlandia cuyas políticas de profesorado y formación son admiradas por doquier, que las condiciones laborales de la profesión y sus efectos sobre los aprendizajes del alumnado han de ponerse en relación con un entorno socio-ecológico docente participado no solo por la valoración social y cultural de sus profesores, sino también por una apuesta del país por una calidad justa y equitativa (Andere, 2015).…”

Section: Una Mirada Más Amplia Sobre Colaboración Docenteunclassified

El desarrollo profesional y la colaboración docente: Un análisis situado en el contexto español de las tensiones y fracturas entre la teoría y la práctica

Alonso¹,

Cano²,

Domínguez³

et al. 2017

EPAA

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This article analyzes teaching collaboration, one of the most promising professional development activities, as it appears in a broader investigation about different dimensions of continuing education of teachers in Spain. First, we describe the relevance of teaching collaboration as a new paradigm in professional development, and we present the conceptual definition of teaching collaboration and clarify key factors that explain current fractures between theory and practice. Our research questions, mixed investigation design (quantitative and qualitative) applied to a sample of teachers and Teacher Centers in different regions of the country, and data analysis and discussion focus on how and why good approaches (i.e. teachers collegiality in schools) fail to get developed or meet expectations, and theoretical and practical implications of these developments.

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Are Teachers Crucial for Academic Achievement? Finland Educational Success in a Comparative Perspective

Cited by 16 publications

References 18 publications

Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators' Reflections

Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators' Reflections

Knowledge Discovery from the Programme for International Student Assessment

El desarrollo profesional y la colaboración docente: Un análisis situado en el contexto español de las tensiones y fracturas entre la teoría y la práctica

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