**4. Current teacher education practices in Finland**

Several researchers have argued that the most important reason for Finnish students' relatively high success in PISA is the professionalism of teachers. In general, the positive impact of good teachers on the learning and well-being of students is widely accepted (e.g., [34]). The professionalism of Finnish teachers is interpreted according to the perspectives set out in the previous section, on teacher professionalism. For example, the 2002 *Finnish Teacher Education Development Programme* [35] stated that Finnish teacher education programmes should help student teachers to become professionals and acquire, among other things, the following:


There is a long tradition in Finland of educating primary and secondary school teachers at universities in 5-year Master's-level programmes. Since the 1960s, the objective of teacher education has been to educate professionals who are able to plan, implement and assess their own teaching and their students' learning. Autonomy as a part of Finish teachers' professionalism has contributed to teacher education being one of the most highly sought-after training programmes at Finnish universities. For example, at the University of Helsinki only 5–10% of applicants in 2016 were accepted to the programme.

## **4.1. Secondary teacher education at the University of Helsinki**

(TALIS) [28] demonstrated several weaknesses in the operation of schools and in teacher activities. According to the TALIS, most Finnish teachers find that they have influence over the factors that promote learning. However, teachers' participation in ongoing training to support professional development appears to be declining. Moreover, the orientation of new teachers to the profession is seen to be poorly organised in Finland. Teachers feel that initial teacher education does not prepare its graduates well enough for collaboration between home and school, networks with healthcare experts, controlling disruptive behaviour in the class-

Because of the decline in students' learning outcomes and low engagement in learning, perceived weaknesses in teachers' competences, the weak organisation of professional development projects and the public debate suggesting gaps in crucial twenty-first century competences, several national projects have been launched in Finland since 2014, including the *Future primary and lower secondary education* [29] and a national project aiming to renew upper secondary education [30]. The preparation of national core curricula for basic (primary and lower secondary) and upper secondary education [26, 27] has been part of these endeavours. Moreover, a special teacher education development programme [33] was established in order to overcome the challenges introduced earlier. These challenges were also introduced several times to the *Finnish Teacher Education Forum* by the author of this chapter (chair of the

Several researchers have argued that the most important reason for Finnish students' relatively high success in PISA is the professionalism of teachers. In general, the positive impact of good teachers on the learning and well-being of students is widely accepted (e.g., [34]). The professionalism of Finnish teachers is interpreted according to the perspectives set out in the previous section, on teacher professionalism. For example, the 2002 *Finnish Teacher Education Development Programme* [35] stated that Finnish teacher education programmes should help student teachers to become professionals and acquire, among other things, the following:

• high-level content/subject matter knowledge, pedagogical knowledge, pedagogical content knowledge, contextual knowledge and knowledge about the nature of knowledge; social skills, such as communication skills, skills involved in cooperation with other teachers and information communication technology (ICT) skills; moral knowledge and skills, including

• skills required for effective cooperation with other teachers and those involved in partnerships with the school-community (local contexts and stakeholders) and with parents;

• academic skills, such as research skills; skills needed for developing local curricula, planning teaching activities and organising the assessment of teaching and learning and the skills needed to develop one's own teaching practice and contribute to the teaching profession.

knowledge about schools as an institution and their connections to wider society;

forum) and, moreover, discussed while planning the new strategy in the forum.

room or managing the needs of more challenging students.

8 Contemporary Pedagogies in Teacher Education and Development

**4. Current teacher education practices in Finland**

the social and moral codes of the teaching profession;

Secondary teacher education is organised in cooperation with the departments of specific subjects at six faculties within the University of Helsinki, along with the Faculty of Education. Studies are divided into two parts: each of the subjects is studied within its own department (e.g., Physics) while pedagogical studies take place within the Faculty of Education and Teacher Training Schools. Students enrol in two subjects they intend to teach: one major and one minor subject. The Faculty of Education is responsible for organising the studies for the required 60 credit points (cp) of pedagogical studies (identified as a second minor for the degree). In addition, 20 credit points are allocated for teaching practice, giving the students the qualifications necessary for teaching positions in all types of schools, in their major and minor subjects. The students define topics for their Bachelor's and Master's theses (40 cp) and prepare the thesis under the guidance of a professor or within a research group. In addition, each student prepares a pedagogical thesis.

An essential characteristic of primary and secondary teacher education in Finland is an emphasis on research [3]. From the point of view of this orientation, student teachers learn how to both *consume* and *produce* educational knowledge within their pedagogical studies [21, 22]. Students consume knowledge based on educational research when they combine theory and experience or interpret situations during their practice teaching. Students acquire a capacity to produce educational knowledge during their courses in research methodology and while conducting their educational research projects (Bachelor's, pedagogical and Master's dissertations) [18]. The knowledge and skills they learn during these thesis projects support life-long learning practices.

Practice teaching makes up one-third of the pedagogical studies credits. During practice teaching, the students are supported to transform practitioner (practical) knowledge into professional knowledge through reflective activities and guided discussions in small groups. *Reflection* here refers to the process in which an experience is recalled, considered and evaluated in the effort to learn from practical experience. Teacher mentors who supervise practice teaching at teacher training schools support student teachers in their meaning-making process by facilitating goal-setting, self-observation and the description and analysis of observations and experiences to improve their teaching practice [23]. Supervision is critical at this stage, and trained mentors help the students to reflect on all the possible aspects of their work as teachers. During the advanced stages of practice teaching, student teachers become increasingly independent, and discussions with supervisors are expected to become deeper and more detailed. Consequently, student teachers learn from their own practice but also master the process of reflection. Such reflective skills are essential to life-long learning.
