The Role of Teachers in the Finnish Educational System

Niemi, Hannele; Lavonen, Jari; Kallioniemi, Arto; Toom, Auli

doi:10.1163/9789004372573_004

Cited by 18 publications

(12 citation statements)

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“…Desde una perspectiva comunitaria, la autonomía pedagógica a través de un liderazgo educativo debe situar el aprendizaje en el centro de la vida escolar (Day et al, 2016;Niemi et al, 2018), realizando planteamientos participativos (Diamond y Spillane, 2016;Martínez-Valdivia et al, 2018).…”

Section: Conceptualizando La Autonomía Pedagógica En El Marco De La Eunclassified

Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos

Medina-García¹,

Higueras-Rodríguez²,

García-Vita³

2021

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Conseguir que las instituciones educativas respondan a las demandas sociales y los imperativos legales como seña de calidad y excelencia es un reto presente en la actualidad. Este trabajo tiene como objetivo conocer la relación entre autonomía pedagógica e inclusión en el ámbito de la educación superior universitaria sobre dos realidades iberoamericanas: la española y la colombiana, con el propósito de asentar una base teórica en relación con la temática de estudio. Para ello se utilizó como método la revisión teórico-reflexiva a partir de una búsqueda exhaustiva en la base de datos Web of Science. Los hallazgos señalan cómo la autonomía pedagógica actúa como elemento promotor de la inclusión como una cuestión de calidad educativa y responsabilidad social, a pesar de que existe una desconexión entre la normativa y su implementación práctica, poniéndose de manifiesto la necesidad de una formación del profesorado y el establecimiento de un diseño universal en pro de la educación superior inclusiva como parte del ejercicio de su autonomía pedagógica institucional. Las implicaciones de este trabajo para las instituciones de educación superior iberoamericanas conllevan cambios tanto en la gestión como en las políticas educativas.

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Section: Conceptualizando La Autonomía Pedagógica En El Marco De La Eunclassified

Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos

Medina-García¹,

Higueras-Rodríguez²,

García-Vita³

2021

REICE

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“…Moreover, compulsory education will be extended to twelve years starting in autumn 2021 [34]. Finnish education entrenched its position as a world reference for excellence in the first decades of the 21st century [35] through the PISA reports. Even though studies on upper secondary school students and pre-service teachers reveal a slight decrease in the attractiveness of the profession, teachers are still highly regarded by society and seen as ethical, autonomous, and reflective professionals [21].…”

Section: International Cooperation and Policies International Cooperation And Policiesmentioning

confidence: 99%

“…Even though studies on upper secondary school students and pre-service teachers reveal a slight decrease in the attractiveness of the profession, teachers are still highly regarded by society and seen as ethical, autonomous, and reflective professionals [21]. Because the National Core Curriculum for Basic Education 2014 [25] serves the teacher as a general framework in terms of learning goals, core competences, and values [35], Finnish pre-service teachers must acquire a wide variety of skills for autonomy. Such skills include high levels of content and pedagogical knowledge; social, moral, and technological knowledge; skills for research, planning, organizing, and assessment; and skills for cooperation with other teachers and with parents [35,36].…”

Section: International Cooperation and Policies International Cooperation And Policiesmentioning

confidence: 99%

Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement

2021

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The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.

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“…The Lutheran Church has a clear impact on Finland's highly regarded education system. Education has always been an integral part of Finnish culture and society (Sahlberg 2015), and Lutheran values, such as equality, the idea of lifelong learning, and structured organised teaching, have been among the explanations for the success of the Finnish education system (Niemi and Sinnemäki 2019). Traditionally, there are close collaborations with churches during the school year, for instance at Christmas and Easter, and the dominant traditions are visible in school contexts (Niemi, Arniika, and Arto 2014).…”

Section: Worldviews In Finland and In Finnish Schoolsmentioning

confidence: 99%

“…Traditionally, there are close collaborations with churches during the school year, for instance at Christmas and Easter, and the dominant traditions are visible in school contexts (Niemi, Arniika, and Arto 2014). Lutheran religion also has strong roots in the Finnish curriculum and its development (Niemi and Sinnemäki 2019). The National Core Curriculum for Basic Education (NCCBE) defines all kinds of diversity (including diverse worldviews) as a value, a resource and a richness (NCCBE 2014).…”

Section: Worldviews In Finland and In Finnish Schoolsmentioning

confidence: 99%