**5. Recognising new aims for Finnish teacher education through collaboration and analysis of research outcomes**

As described in the previous section, several challenges were recognised in Finnish education and education ecosystem based on the PISA and TALIS survey results [25, 28]. These challenges were discussed and summarised in the forum meetings as follows:


As one response to these challenges, a *Finnish Teacher Education Forum* [31, 32] was established by the Ministry of Education in February 2016 to foster the development of teacher education as a part of the national reform programme [36]. The minister nominated almost 100 experts from universities, ministry, the teachers' union, student unions and municipal union to the forum and asked them

**1.** to analyse research outcomes related to teacher education,

**4.2. Primary teacher education at the University of Helsinki**

10 Contemporary Pedagogies in Teacher Education and Development

reflective practitioner-researcher to the everyday work of teaching.

The structure of a Master's degree for primary teachers is quite similar at all Finnish universities to the structure of subject-based degrees for secondary teaching. From the 140 cp allocated for education as the major subject, 50 cp consists of studies of the actual knowledge base, such as understanding the cultural, psychological and pedagogical features of teaching and instruction. As much as 70 cp are devoted to methodological studies. It is important that student teachers study quantitative, qualitative and mixed methods to develop a comprehensive understanding of methodological issues in the human sciences. A student in primary education undertakes a Master's (M.A.) thesis of 40 cp during these studies. Conducting one's own research process improves a student's understanding of the relationship between theoretical knowledge and practice and offers the possibility of developing the orientation of a

Besides the major in education, *subsidiary subject studies* (60 cp) as a first minor subject adds to the knowledge base of primary teachers. *Subsidiary subject studies* address the pedagogy of all primary school subjects, along with cross-curricular themes to be implemented in various subjects at the primary level. The aim of this minor subject is to understand curriculum theory and its relevance to the planning, instruction and evaluation of educational practice. In addition, it is important to construct meaning for the distinct characteristics of each field of knowledge behind the primary school subjects. Student teachers need to understand the link between the scientific orientation and the methods used in teaching subjects to learners in a school environment.

Besides these *subsidiary subjects studies* courses, students in primary teaching may complete an elective minor subject (60 cp) in one of the school subjects. The elective study module qualifies the student to teach this particular subject at the lower secondary level (Grades 7–9). The minor subject studies are offered by subject departments and are based on scientific knowledge of the field. The knowledge related to the teaching of school subjects is strengthened by teaching practice modules included in the programme. One aim is to emphasise a theory-practice relationship by establishing connections between theoretical studies on campus and practice teaching at the partner school. Altogether, 20 cp are allocated to teaching practice during these studies. The multidisciplinary teaching practice module focuses especially on pedagogical content knowledge relating to various classroom subjects. Student teachers have the opportunity to practice and improve their skills in teaching different subjects based on previous theoretical studies. During the final practice teaching session, normally completed during the fourth or fifth year, the aim is to strengthen the interaction between particular school subjects and the

educational aims of upbringing young children in the primary school setting.

**5. Recognising new aims for Finnish teacher education through** 

lenges were discussed and summarised in the forum meetings as follows:

As described in the previous section, several challenges were recognised in Finnish education and education ecosystem based on the PISA and TALIS survey results [25, 28]. These chal-

**collaboration and analysis of research outcomes**


The outcomes of the previously mentioned actions 1–3 and the recognised challenges were discussed collaboratively and transformed to strategic aims in the meetings of the *Finnish Teacher Education Forum*. This collaborative analysis of the actions and challenges supported the nominated experts to become aware of these challenges and new national aims. Moreover, the nominated experts were asked to be responsible for the local level development projects and renewal of teacher education in each university.

The forum was also asked to recognise key actions to improve teacher education, to support the implementation of the development programme and to create the conditions for the renewal of Finnish teacher education through development projects. The programme was asked to describe the kinds of teacher education and continuous professional development that are necessary to ensure that teachers support students in the classroom to learn the competences (knowledge, skills and attitude) needed today, tomorrow and in future.
