Educating Student Teachers to Become High Quality Professionals – A Finnish Case

dc.creator	Hannele Niemi
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:58Z
dc.date.available	2015-07-20T22:10:58Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/e226564d151e41db983c2e39eecf553f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14058
dc.description	For decades, the Finnish orientation toward teacher education has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of a survey of student teachers (n=545) in two universities in Finland. Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning of May 2010. Students assessed how teacher education had provided them with the competences they need in a high standard profession, what kinds of active learning experiences they had in their TE studies, and how research studies of teacher educationhad contributed to their professional development. The participants of the study assessed that they had achieved good skills in planning teaching and curricula. They were capable of using different teaching methods. They were aware of their own teaching philosophy and their responsibilities as professionals and life-long learners. They consider the research component of TE valuable to their independent and critical thinking. They were very engaged in studies. Finnish pre-service teacher education seems to function very well and to be effective in providing the skills teachers need to work as ndependent professionals. The results of the study show, however, that students also need more supervision and guidance on how to collaborate with parents and other stakeholders outside school, such as representatives of working life as well as partners in business life and culture.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_1_1/cepsj_1_1_pp043_niemi.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 1, Iss 1, Pp 43-66 (2011)
dc.subject	Active learning
dc.subject	Professional development
dc.subject	Student teachers
dc.subject	Teacher education
dc.subject	Teachers
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Educating Student Teachers to Become High Quality Professionals – A Finnish Case
dc.type	article