The Nordic Education Model

Söderström, Åsa; Blossing, Ulf

doi:10.1007/978-94-007-7125-3

Cited by 96 publications

(5 citation statements)

References 9 publications

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“…Our research reveals that in the European educational setting, Denmark is considered to be the country that takes constant care of different aspects of the population's health-related behaviors, focusing on developing a sports culture in schools and different educational institutions [24]. The new Political Agreement on Sports (Politisk stemmeaftale om idraet), adopted in May 2014, launched the Danish strategy of "healthy nation" using a so-called "sports-for-all" approach [25]. In the result two main action plans have been started in Denmark to further enhance physical activity: 1) the updated Folkeskole Act of 2014, focusing on improving physical activity in schools [26] and 2) the campaign "Learning in motion" (Laering i bevaegelse) [27].…”

Section: Features Of Pt Teacher Education In Denmarkmentioning

confidence: 99%

Professional education of teachers in physical training and health: the experience of Denmark

Roliak

2020

ppcs

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Purpose: Today physical training becomes an integral part of the European education system as it brings knowledge and insight centered on principles and concepts of the 21st-century learning skills. The article offers an analysis of the structural model, content and goals of the basic physical education projects in the professional teacher training system of Denmark. As this country has gained a positive experience in creating its own strategies for reforming of all the important teacher education components, based on the widespread use of modern motion-focused technologies in the learning process. Material: Data for this study were collected from multiple sources of Ukrainian, European and Danish educational environments at various time points from 1990 to 2019. Three cultural generations of 50 scientific articles that researched the topics of physical training teachers’ education have been chosen. Results: Our research reveals that the Danish strategy of “healthy nation” with the “sports-for-all” approach calls for the new generation teachers, pedagogically competent in their physical training subjects and able to promote healthy life thinking. Conclusions: Three major projects: “Learning in motion”, “Put the school into motion”, “Learning and Talent in Sport” brought considerable impact into physical training teacher education in the Danish environment, implementing innovative ideas of the close connection between learning abilities and physical activities. The research findings may be used in reforming physical training teacher education in Ukraine, especially its transformation from traditional to innovative type by means of the overall implementation of the modern strategies, assimilating movement and physical exercises into the teaching process.

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Section: Features Of Pt Teacher Education In Denmarkmentioning

confidence: 99%

Professional education of teachers in physical training and health: the experience of Denmark

Roliak

2020

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“…According to Müller and Hernández (2010), Finnish teachers have experienced increasing accountability issues, and the matriculation exam has elements of the high-stakes assessment culture sweeping through education systems globally. However, the Finnish education tradition is still believed to emphasise trust and professional autonomy over assessment accountability (Ahonen 2014;Sahlberg 2011;Samuelsson and Lindblad 2015;Uljens et al 2016).…”

Section: General Upper Secondary Education In Finlandmentioning

confidence: 99%

Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school

Elo

Nygren-Landgärds

2020

J Educ Change

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Recent research has indicated global trends of decreasing teacher autonomy and increasing teacher accountability. Standardised national tests have been identified as one of many factors constraining teacher autonomy. Another trend influencing teachers’ scope of action is the profiling and branding of schools that compete for students. This qualitative case study concerns the general upper secondary level in Finland, the only level of education in the country with a high-stakes final examination—the matriculation exam. The upper secondary level is generally regarded as Finland’s most subject-focused level of education. In contrast to this subject-focused tradition, the case school for this research has developed a cross-curricular profile emphasising creativity, boundary crossing and an outward orientated approach. The study explores the teachers’ perceptions of how their autonomy is constrained in this context characterised by tensions between the cross-curricular school profile on one hand, and the subject-focused tradition and student evaluations on the other. Although one might expect these tensions to constrain teacher autonomy, the results show that the teachers, in fact, experience the cross-curricular school profile as increasing their individual autonomy. The study demonstrates that upper secondary teachers can experience extensive autonomy despite global trends of increasing teacher accountability and diminishing teacher autonomy.

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“…Iceland, like the other Nordic countries, has emphasised comprehensive education (Moos et al, 2013). However, during the last two decades, policy imperatives based on neo-liberalism and school-based management, mostly emphasized by right-wing governments, have dominated Icelandic politics (Sigurðardóttir, Guðjónsdóttir & Karlsdóttir, 2014). One step in this direction occurred in 1996 when the governance of compulsory education was transferred from the state to municipal control (Compulsory School Act No.…”

Section: The Icelandic Contextmentioning

confidence: 99%

“…This course of decentralization and empowerment on behalf of municipalities and schools has strengthened ever since (Hansen, 2013). However, this movement met with a setback during and after the economic crisis in 2008, followed by four years under a left-wing government; people started to question different fundamental values that underpinned education and decision making at the political level (Sigurðardóttir et al, 2014). This can be seen in the current national curriculum guides published in 2011, as they stipulate to a large extent the idea of Bildung with the main purpose of supporting children to become thriving citizens in a democratic and fast-changing world.…”

Section: The Icelandic Contextmentioning

confidence: 99%

“…Yet, it still has much influence and will have for an unknown time, for example, due to actions that followed and are still at full speed, such as the implementation of the national literacy covenant and the establishment of the Directorate of Education. Moreover, the obvious emphasis in the white paper on technocratic homogenization (see Moos, 2017), such as comparison, competition, and transnational and standardised tests, speeds up the pathway towards New Public Management and neoliberalism which slowed down following the economic crisis in 2008 (Sigurðardóttir et al, 2014). Thus, though the Icelandic school system has in many ways managed to articulate the ideology of Bildung in its legislation, it is influenced by technocratic homogenisation (in and out of legislation) to a degree that might prove to be a threat to current and future students.…”

Section: Policy and Recent Political Development Concerning Educational Governancementioning

confidence: 99%

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Educational Leadership at Municipality Level

Sigurðardóttir

Hansen

2018

NJCIE

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The purpose of this study is to explore the roles and responsibilities that national education legislation in Iceland imposes on municipalities in terms of leadership. A qualitative content analysis was applied to explore the relevant national legislation—that is, education acts, regulations, and curriculum guides—and identify themes by looking for specific words that are characteristic in leadership practices. The findings reveal that policy ends concerning educational leadership of municipalities are somewhat tacit in current national legislation. Yet, the roles and responsibilities that the state delegates to municipalities comprise leadership functions that are distributed in nature and, to a large extent, harmonize with desired leadership practices as emphasized in the literature. Legislation emphasizes comprehensive education, but also in-cludes signs of technocratic homogenization. In the discussion of our findings, we argue that the educational system is quite dependent on the political emphasis at each given time, making it difficult for both munic-ipalities and the state to facilitate a cohesive leadership emphasis. We suggest that closer attention to the local level, and a recognition of it as an important unit and agency for educational development, is of sig-nificant importance. These observations will be followed by a further investigation into the actual practice of leadership at the local level.

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The Nordic Education Model

Cited by 96 publications

References 9 publications

Professional education of teachers in physical training and health: the experience of Denmark

Professional education of teachers in physical training and health: the experience of Denmark

Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school

Educational Leadership at Municipality Level

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