**3. The context of Finnish education**

*Content (subject matter) knowledge* in a certain domain includes both conceptual and procedural knowledge. Furthermore, a teacher needs to understand the nature of the knowledge, that is, the underlying epistemological and ontological issues. The second knowledge category is *pedagogical content knowledge (PCK),* which is a knowledge domain that distinguishes teachers from other subject specialists [13, 17]. PCK is the synthesis of all knowledge needed for teaching and learning a certain topic [14]. In Finnish education context, instead of PCK subject pedagogy or didactics is used as a term. The third main category of teacher knowledge is *general pedagogical knowledge* (GPK) [18]. Morine-Dershimer and Kent [19] argue GPK consists of the following areas: (1) classroom management and organisation, (2) instructional models and strategies and (3) classroom communication and discourse. Schulman's original model has been augmented, for example, Gess-Newsome and Lederman [15] introduced the topic of

teachers' *contextual knowledge* and define it as knowledge of the context of teaching.

both networking and life-long learning.

**2.2. Competence for networking and partnerships**

6 Contemporary Pedagogies in Teacher Education and Development

care experts are important in-school networks.

**2.3. Competence for life-long-learning**

Research on teacher knowledge typically focuses on the knowledge teachers need in classroom situations; however, they also need certain knowledge outside their classroom activities. For example, retaining and enhancing their professionalism requires competences for

Networking both in and out of school, and also cultivating partnerships, are important areas of competence for professional teachers. Networks allow the sharing of ideas, opinions and experiences and are also important in the creation and adoption of educational innovations [20]. In a partnership, at least two parties are engaged in collaborating in pursuit of common aims. Networks such as grade-level teams and principal teams and, moreover, networks with health-

Moreover, networking and partnerships are needed in engagements with entities outside the school, including organisations and companies in the surrounding community, and especially with parents. School-family partnerships can be cultivated through school-family events and

Another competence that is missing from the knowledge base initially defined earlier is the competence for life-long learning. A professional teacher is ready to learn new knowledge needed in the teaching profession. This competence is often assumed to be developed through the study of research methodology and engagement in research activity. Therefore, a professional teacher is

A professional teacher is a user of educational knowledge when theory and practical experience are combined and when educational situations are interpreted through reflection. *Reflection* refers to the process in which an experience is recalled, considered and evaluated, usually in relation to a broader purpose. Rodgers [23] describes reflection as a meaning-making process comparable to the research process and lists phases of reflection: setting aims and recognising the problem(s), observing one's own behaviour in practice, describing observations and

personal meetings to support communication and the clarification of shared goals.

viewed as both a critical user as well as a producer of educational knowledge [21, 22].

Equality is an important value in Finnish education. Free education is available at primary, secondary and tertiary levels. Moreover, free health care, counselling and library services are available for students at all levels. Special education in Finland aims to integrate all kinds of learners into the same classrooms and prevent students from dropping out. The goal of low early school leaving (ESL) levels is emphasised in Finnish education policy documents [24]. However, the equality of educational outcomes has deteriorated according to gender, students' socioeconomic status and migration background and according to the area the students live in [25].

Another characteristic of the Finnish education system is its strongly decentralised structure and its culture of trust. Trust means that educational authorities and national-level policymakers trust teachers, together with principals, headmasters and parents, to know how to provide the best education for children and youth in a particular district. Schools and teachers have been responsible for choosing learning materials and teaching methods since the beginning of the 1990s, when national-level inspection of learning materials was terminated. Education providers or municipality-level education administrators, schools and teachers are responsible for quality assurance. Teachers are valued as professionals in curriculum development, teaching and assessment at all levels. On the other hand, decentralisation poses challenges for efforts to improve educational practices and implementation of national level´ initiatives.
