Education of Finnish student teachers for purposeful teaching

Tirri, Kirsi; Ubani, Martin

doi:10.1080/02607476.2012.733188

Cited by 49 publications

(35 citation statements)

References 16 publications

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“…More important, they also typically view themselves as being responsible for the holistic education of their students, including personal and ethical growth. Interestingly, practising teachers place more emphasis on this kind of holistic student development than do novice student teachers, whose main concern is still their own mastery of the subject matter (Tirri 2011(Tirri , 2012Tirri and Ubani 2013). 606 K. Tirri…”

Section: Professional Challenges For Finnish Teachersmentioning

confidence: 98%

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The last 40 years in Finnish teacher education

Tirri

2014

Journal of Education for Teaching

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118

117

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This article sets out to identify and discuss the changes that have taken place in Finnish teacher education during the last 40 years . A brief history of teacher education in Finland is presented, followed by the goals and aims of current research-based teacher education in Finland. Finally, the major changes in Finnish teacher education during the last 40 years are identified and discussed along with challenges for the future. These include the fact that with each passing year teacher education in Finland has become increasingly research-based. The ethical role of the Finnish teacher has changed from being a religious and moral example to being a principled professional who needs moral competence in pedagogical encounters. Teachers also need to master the rapid developments in information and communication technology in order to function in the same learning environments as their students.

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Section: Professional Challenges For Finnish Teachersmentioning

confidence: 98%

“…Teachers also have subject-specific purposes related to their own areas that guide their pedagogical thinking. However, Finnish student teachers have certain general teaching purposes that are common to all student teachers, whatever the subject area (Tirri and Ubani 2013).…”

Section: A Brief History Of Teacher Education In Finlandmentioning

confidence: 99%

The last 40 years in Finnish teacher education

Tirri

2014

Journal of Education for Teaching

Self Cite

118

117

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“…It was also felt that teachers should evaluate themselves as well as develop themselves through reflection. Similarly to other studies (Tirri and Ubani 2013;Tirri 2011Tirri , 2012aUbani 2012) knowing oneself and acknowledging one's own religious beliefs and world-view were understood as essential, especially in the context of RE:…”

Section: Aims For Re Teachersmentioning

confidence: 96%

“…(Student teacher 4:326, 2010) As part of a teacher's moral competence the participants emphasised the importance of the teacher's ethical behaviour, which primarily included ethical sensitivity because religion is a sensitive subject and its themes are personal (also Tirri and Ubani 2013). RE teachers were viewed as ethical examples whose actions should reflect justice, equality, truth and responsibility, and who have adopted the professional ethical code of teachers.…”

Section: Aims For Re Teachersmentioning

confidence: 99%

“…(Student teacher 6:32, 2012) In addition, teacher's other skills such as problem solving and technical ability were mentioned in connection with professional skills. Expressions of teachers needing profound knowledge about the content of a subject were coded as content knowledge, which for nearly all participants meant expertise in theology and religions that should be updated regularly (also Tirri and Ubani 2013;Ubani 2012). However, the student teachers did not describe content knowledge in detail even though it has been found that aspects of Lutheranism (historical, socio-cultural, dogmatic, ethical and theological) are critical for teachers' own learning about Lutheranism, and from it (Hella 2007, 96).…”

Section: Aims For Re Teachersmentioning

confidence: 99%

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The core of religious education: Finnish student teachers’ pedagogical aims

Kuusisto¹,

Tirri²

2014

Journal of Beliefs & Values

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This article investigated the core of religious education (RE) by examining Finnish student teachers' pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one's own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher's pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.

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Setting the Stage: Finland’s Teachers, Teacher Education, and the Programme for International Student Assessment

Chung

2021

The Impact of Finnish Teacher Education on International Policy

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Education of Finnish student teachers for purposeful teaching

Cited by 49 publications

References 16 publications

The last 40 years in Finnish teacher education

The last 40 years in Finnish teacher education

The core of religious education: Finnish student teachers’ pedagogical aims

Setting the Stage: Finland’s Teachers, Teacher Education, and the Programme for International Student Assessment

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