Outcomes of teacher education in Finland: subject teachers compared with primary teachers

Abstract

An exit survey performed for graduating students is an economic way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates' satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores.

Subject matter specific curriculum integration: a quantitative study of finnish student teachers’ integrative content knowledge

“…The four factors were labelled as 1) Human sciences, 2) Mathematics and natural sciences, 3) Languages, and 4) Artistic and practical subjects. The four-factor model corresponds well with the common way to group subjects in the Finnish curricula (Saloviita 2019). This result confirms the categorisation as having internal rationale or reflects how students are well socialised to think through these categories.…”

“…As 95% of the participating student teachers were in at least their fourth year of studying at university, they could be considered to be specialists well aware of the content of the subjects to be taught. Saloviita (2019) found that in general, Finnish student teachers in subject teacher education programmes are satisfied with the level of content knowledge for teaching that they achieved at university.…”

Principal Leadership Vs Teacher Professionalism: Contribution to Organizational Climate in Islamic Schools in Medan, Indonesia

“…2. The implementation of good teaching practices can also contribute to the formation of teacher competence (Saloviita, 2019).…”