Teacher Education and Teacher Training in FinlandEdited byPrincipal Eija Valanne, Teacher Training School of the University of Lapland

Pre-primary EducationLocal authorities have a statutory duty to provide pre-primary education.For children the participation is voluntary.Pre-school usually starts at the age of six.Pre-school education is geared to develop childrens learning skills as part of early childhood education and care.The average length of a pre-school day is four hours.About 96 % of the age group participate in preschool education.

Basic EducationFinnish children start their actual schooling at the age of seven at a comprehensive school.Basic education is provided free of charge including all the school material and warm meals every day. The nine-year education is the same for all pupils.The leaving certificate gives eligibility for all types of upper secondary education and training.

A school year is 190 school days, starting in mid- August and ending in early June.The maximum duration of a school day is five lessons during the first two years of basic education and up to seven lessons after that (19 30 lessons per week).The government determines the national objectives of basic education and the allocation of lesson hours between different subjects.Schools curriculums are based on the national core curriculum drawn up by the National Board of Education.

Upper Secondary EducationAfter the basic education half of the age group choose the upper-secondary school (another half continue education in vocational studies).General upper secondary education is course-based and ends in a national matriculation examination generally in three years.Before graduating, a minimum of 75 courses have to be passed.The national matriculation examination comprises exams in the mother tongue, the first foreign language, mathematics, humanistic studies and science studies.Four of the exams have to be passed for the matriculation certificate, which provides eligibility for universities and higher vocational education.

Reasons for the learning resultsBasic teaching can be characterized as efficientThe time students spend studying was one of the lowest in the countries surveyedThe resources allocated to education are OECD averageTeachers commitment and high ethics are the key strengths of our educationTeachers profession is highly appreciatedAll the basic education teachers have a Masters degreeTeachers are quite independent and trustworthyThere are no inspectionsno obligatory national testing during basic educationno public ranking lists

Pre-school teacherThe competence of a kindergarten teacher can be obtained by passing a Bachelors Degree (180 ECTS) in Educational Science.A polytechnic Degree in Social Services may also, with certain provisions, deliver the competence.Local authorities can decide whether to organize pre-school at the local school or kindergarten.

Class and Subject Teachers Class teachers are qualified to teach all subjects in years 1-6Class teachers basic requirement is a Masters degree (300 ECT) majoring in education sciencesSubject teachers work with classes 7-9 of basic education, in upper secondary level and in vocational educationSubject teachers conclude their Masters degree with 300-350 ECTS creditsIn addition to studies in major and minor subjects, subject teacher qualifications comprise pedagogical studies of at least 60 ECTS credits, including teaching practice.

Special-education Teacher and Student CounsellorUniversities also educate special-needs teachers and guidance counsellorsThey both pass a Masters Degree majoring in Educational SciencesSpecial-needs teachers work in basic education and in vocational education and training.Student counsellors mostly work with classes 7-9 of basic education, upper secondary and vocational institutions.

The Main Elements of Teacher Education Consist of Studies in:Academic disciplinesResearch Studies consisting of methodological studies including a BA thesis and an MA thesisPedagogical studies: obligatory for all teachers and include teaching practiceCommunication, language and ICT studiesA personal study planOptional studies

Abilities needed in teaching professionsThe ability to support different learnersThe ability to co-operate with other teachers in schools or other educational settingsThe ability to promote co-operation with parents, authorities, businesses, etc.The ability to develop and improve the curriculum and learning environmentsThe ability to solve problems in school life The ability to reflect on ones own professional identity

The quality of teaching practice defines the quality of teacher education (Zeichner 1990)The Finnish teacher education system has a strong emphasis on research.The central aims of the teaching practice periods are for the students to evolve into pedagogically thinking teachers,to grow into the profession,to become aware of their practical theories and views on educational matters.The aim of research-based teacher education is to educate students to be able to make educational decisions based on rational argumentation in addition to intuitive argumentation.

Participants in Teaching PracticeTheoretical aspects integrate with practice during the studies at all stages.In teaching practice there are four participants whose interaction with each other plays an important rolestudent teacher him/herselfpeer student teacherssupervisor from the university (university lecturer)supervisor at the school where teaching practice takes placeThe aim of the dialogue between these participants is to help the student teacherto conceptualize,to develop ones meta-cognitive skills andto apply theory in practice.

The Unique Way of Organizing Teacher Training in FinlandEvery university organizing teacher education has a teacher training school.There are 13 teacher training schools, which are administratively part of the faculties of education.The quality of supervision in teacher training schools is considered to be as particularly high.The functional connection between teacher training schools, departments of education and other university departmentsApplying educational and didactic theory and know-how in practiceEvaluation of teaching practice and supervisionSchools operations are governed and financed by the Ministry of Education.

Teacher Training Schools in Finland

TURUN NORMAALIKOULUTeacher Training School in Turku- The school of the Faculty of Education in Turku University- The largest teacher training school in one locality in Finland- There are all levels of general education from comprehensive school to upper secondary school

TNK in numbers1100 pupils (7 19 years)100 teachersother staff 2085 student teachers at primary school250 student teachers in subject teacher trainingschool building 10 000 m2 (built 1980)

Our specialitiesBilingual education in English (1st )MYP, Middle Years Programme (5 9)IB, International Baccalaureate Programme (in the upper secondary school)Cooperation with the Turku International School TISDistance teaching

UNESCO-SCHOOLTurun normaalikoulu has been a UNESCO-school since 1999Currently about twenty nationalities are represented in the student body of approximately 1100 studentsCo-operation both at national and international level is of high importance for the school, which takes part actively in EU projects.

The Qualification Requirements for Teachers at the Teacher Training SchoolsMasters degree +Pedagogical studies (60 ECTS credits)A minimum of two years of full-time teaching experienceGood teaching skillsA demonstration of teaching skills when applying for a vacancy

Duties of Teacher Training SchoolsProviding teachingTutoring student teachersTeaching experiments and researchProviding in-service education

TeachingTeacher training schools provide teaching for comprehensive and upper secondary levels.The size of the teacher training schools vary from primary level to schools providing teaching from pre-school to upper secondary level.The number of pupils and students in all of the teacher training schools is 8000.The number of student teachers practising every year is 3000.The number of teaching staff altogether is 800.

Teaching practiseThe aim is that 2/3 of teaching practice takes place in the universities teacher training schools and 1/3 in the municipal field schools.The overall proportion of practical studies is 20-30 study credits. The form of practical studies can differ a little according to universities but basically the practicums consist ofIntroductory phases Developing knowledge of pupils and teaching environmentsMinor subject practicumsConcentrating on limited subject areas and didactical skills Major subject practicumsApplying theories of teaching comprehensively

Teaching experiments and researchThe teaching experiments and educational research connected with practice teaching aim at creating an innovative and analytical attitude among the prospective teachers.Teacher training schools provide context for research conducted by different faculties.Teachers of teacher training schools are strongly committed to professional in-service education17 % of teachers in teacher training schools have a PhD or licenciate degree.A research-based teacher education means thatteachers and student teachers are given possibilities for experimental teaching and doing scientific research research-networks are created for national and international connections

In-service trainingThe purpose of continuing professional in-service education is to maintain and update teachers pedagogical skillsThe responsibility for teachers in-service training mainly rests with employers (a minimum of three days of training every year). In addition to that teachers voluntarily participate in in-service training during the school year. Teacher training schools have a good opportunity to provide in-service training being part of universities and having access to recent knowledge of learning, teaching and curriculum contents,taking part in ongoing research and nationally relevant topics,having efficient teaching and mentoring skills within the staff,having wide network possibilities nationally and locally,having modern facilities and equipment.

References and further information:Reseach-based Teacher Education in Finland Reflections by Finnish Teacher Educators, 2006, Ritva Jakku-Sihvonen and Hannele Niemi (eds.)Education in Finland 2006, Statistics FinlandTeacher education in Finland, www.oaj.fiPISA 2003 tutkimus, http://ktl.jyu.fi/pisaEducation and Science in Finland, 2006, Ministry of Educationhttp://www.minedu.fihttp://www.oph.fi (curricula)http://virtual.finland.fihttp://www.eurydice.org