TEACHER STATUS IN FINLAND

Authors

  • Sirota Julia Ort Braude College, Israel
  • Elfahel Dasman Ort Braude College, Israel

DOI:

https://doi.org/10.53555/ephijer.v3i3.63

Keywords:

Education, teaching, training, curriculum

Abstract

In Finland there is an equitable high quality education system based on the concept of teaching as a sophisticated profession in which all teachers hold a master's degree (2 years of study) that includes disciplinary and pedagogical knowledge and combines research and practice. Teaching has become the most attractive profession after medicine, and many teachers aspire having a PhD degree and persist the profession.  Teaching is perceived in Finland as a long-term profession where people can grow into leadership positions and develop expertise in their field [13].

The high achievements of Finnish students in international exams, the lack of educational gaps between the center and the periphery and transforming teaching to a prestigious and highly desirable profession in Finland - all have made the small Nordic country's education system a subject of admiration and envy of worldwide educators. Basically, even advanced education after basic education is free. The Finnish education system is built to provide everyone an opportunity to obtain vocational or high education.

In addition to the Finnish people speaking Finnish or Swedish, the non-Finnish people, speaking Sami language, who live in the norther part of the country, have also the right to develop and keep their language and culture.

The education institutes network cover the whole country. The basic education is close to home or in a distance of a free bus drive. Students are allowed to apply to studies in high school, university or vocational education anywhere in the country.

 

References

. Campbell, C. L., K. Zeichner, A. L. Leiberman, P. A. Osmond-Johnson, J. Hollar, S. Pisani, and J. S. Oh. 2017. Empowered Educators in Canada: How High-performing Systems Shape Teaching

. Darling-Hammond, L. (2017). Teacher Education around the world: What can we learn from international practice? European Journal of Teacher Education, 4 (3), 291-309

. Geeraerts, K., Tynjälä, P., Markkanen, I., Pennanen, M., Heikkinen, H.L.T., Gijbels, D. (2015). Peer-group mentoring as a tool for teacher development, European Journal of Teacher Education, 38, 358–377.

. Heikkinen, H.L.T., Jokinen, H., & Tynjälä P. (2012). Teacher education and development as lifelong and lifewide learning, in: H.L.T. Heikkinen, H. Jokinen, P.

. Hobson, A.J., Ashby, P., Malderez, A., & Tomlinson, P.D. (2009). Mentoring beginning teachers What we know and what we don't, Teaching and Teacher Education, 25, 207– 216

. Hudson, S., Hudson, P., & Adie L. (2015). The school-community integrated learning pathway exploring a new way to prepare and induct final-year preservice teachers' Improving Schools 18, 221–235.

. Kemmis, S., Heikkinen, H., Fransson, G., Aspfors, J., Edwards-Groves, C. (2014). Mentoring ofnew teachers as a contested practice: Supervision, support and collaborative self-development, Teaching and Teacher Education, 43, pp. 154–164.

. MacBeath, John. (2012). Future of the Teaching Profession. Brussels: Education International.

. OECD (Organization for Economic Cooperation and Development). (2011). Building a Teaching Profession: Lessons from around the World. Paris: OECD Publishing.

. Swachten L., (2015). Being and becoming in teaching – Towards an ethics for selfcultivation in times of crisis and control, in: H. Heikkinen, L. Swachten, H. Akyol (Eds.), Bridge over troubled water: New perspectives on teacher induction, Pegem Akademi, Ankara, pp. 22–94

. Tynjälä (Eds.), Peer-group mentoring for teacher development, Routledge, London, 3–30

. Tynjala, P., & Heikkinen, H. (2011). Beginning teachers' transition from pre-service education to working life. Theoretical perspectives and best practices, Zeitschrift für Erziehungswissenschaft, 14, 11–33.

. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education, Journal of Teacher Education, 61, 89–99.

Downloads

Published

2019-12-27