**5.8. Implementation of the strategy**

**5.5. A broad and solid knowledge base**

at school, family and society collaboration);

14 Contemporary Pedagogies in Teacher Education and Development

or her own practices and students' learning;

and new and innovative ways of thinking;

tion of educational innovations;

ously to evaluate and improve it;

skills and learning in settings outside the classroom;

mance, (3) professional colleagues and (4) parents and community); • Research skills (skills required to consume research-based knowledge);

**5.6. Expertise in generating novel ideas and educational innovations**

• Research skills (skills to produce research-based knowledge).

• A supportive attitude towards different occupational groups;

knowledge;

connections;

**expertise**

ticultural backgrounds);

• Subject matter knowledge, pedagogical and pedagogical content knowledge, contextual

• Interaction skills and skills for collaboration in different networks and partnerships (experts

• Knowledge about learning and diversity among learners (including special needs and mul-

• Competence to act as an autonomous professional who can plan, implement and assess his

• Competence to act in various digital and physical learning environments, including digital

• Professional ideology, including a shared understanding of professional values and ethics codes (e.g., expectations for ethical conduct towards (1) students, (2) practices and perfor-

• Awareness of the different dimensions of the teaching profession: the social, philosophical, psychological, sociological and historical bases of education as well as schools' societal

• Awareness of various cross-curricular topics, including those related to human rights and democracy, entrepreneurship education, sustainable development and globalisation.

• A positive attitude towards continuous change, which requires tolerance of uncertainty

• Willingness to create a positive atmosphere supportive of creative processes and curiosity, risk-taking related to classroom teaching and learning, creation of educational innovations

• Competences necessary for the implementation of creative processes, the generation and evaluation of ideas related to classroom teaching and learning and the creation and adop-

• Competences required to design a school-level curriculum, to implement it and continu-

**5.7. Competences required for the development of their own and their schools'** 

• Self-regulation skills and skills for control over their work (skills for self-assessment);

and, moreover, awareness of the importance of this attitude for creative outcomes;

During the years 2017 and 2018, the forum has supported and will continue to support teacher education institutes to organise pilot projects according to main development areas, recognised in the development programme. In order to support the pilot projects, the forum has allocated two times 15 million euros according to the proposals submitted by the Finnish universities. The development projects were asked in the following areas:


The experts nominated to the *Teacher Education Forum* were responsible for supporting the writing of proposals and support the starting of the development projects. Only the proposals, which were written according to the strategic aims, were funded.

Altogether, 32 development projects were funded and started. According to the content analysis conducted by the author of this chapter, the development projects were designed in collaboration between the universities and in collaboration with the providers of education (working life connection) and, moreover, they were research-oriented projects. The projects were emphasising the following topics:

• competence model to teacher education programme according to the strategic aims (21 projects),

• models for teaching and supervision in teacher education (14 projects),

their students' progress formatively and support the learning of their students as well as pay attention to students with special needs. Teacher effectiveness is not considered a characteristic of individual teachers; rather, it is strongly associated with the characteristics of the whole educational context, including national Finnish educational policy and the organisation of education in practice through the national and local-level curricula. These competences are

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The professionalism of teachers in Finland is also not a property of individual teachers but, rather, it refers to characteristics of teachers as a group and depends on cultural and education policy factors at both national and school levels. The *Development Programme for Teachers Pre- and In-service Education* emphasises teachers' collaboration and the development of the whole school context; this social interpretation of teacher professionalism is emphasised more than in previous policy documents. Collaboration and the development of school culture have also recently been emphasised in Finland's neighbours, Norway and Sweden. In contrast to the top-down systems established in many other countries, the Finnish educational system is characterised by the devolution of decision-making power and responsibility to the local level: based on the National Core Curriculum, teachers plan the local curriculum collaboratively [13, 14]. In addition, teachers are responsible for student assessment and for the evaluation of their own teaching; there is no national-level testing or inspection in state-funded education. Therefore, teachers have an important and influential

Both Finnish education policy and the Finnish education system support teachers in their professional role [11]. This role as well as the knowledge and skills (competences) needed in the teaching profession are learnt during teacher education. These competences help teachers to act as academic professionals, collaborate in school communities and continuously learn new competences. This professional orientation, including the cultivation of research skills, has recently also been emphasised in Finland's neighbouring countries, Norway and Sweden. When Finnish education and teacher education policy and their implementation are compared to the global education trends, a couple of contrary movements can be recognised [1]. In general, Finnish education policy represents a long-term orientation and is not based on ad hoc ideas coming from the politicians. New strategies are planned collaboratively and in partnership with unions of teachers and other employees and aim at consensus in the planning process. Resources are made available for the piloting and implementation of innovations.

An important movement globally, beginning in the 1980s, was the tendency towards outcome-based education reforms. This movement was followed in the 1990s by standards-based education policies, beginning in the UK and the US, including centrally prescribed performance standards for schools, teachers and students. Nationwide testing of students' learning outcomes is another outcome-based policy. By contrast, within the framework of the Finnish national-level curriculum, teachers collaboratively create local curricula at the municipal and school levels. The local curriculum is both a process and a product. The nature of the process empowers teachers in their planning processes and increases their ownership of the curriculum. Therefore, teachers need training and preparation to work in this context and, in their

needed in life-long-learning.

role in school education and teaching.

teacher education, acquire the necessary competences.


## **6. New meaning and approaches to teacher professionalism**

The Finnish teacher education policy and teacher education programmes have always emphasised the acquisition of a professional knowledge base, networking skills and the competence for life-long-learning, in a way similar to that emphasised in recent international research literature on teacher professionalism. The 2016 *Development Programme for Teachers Pre- and In-service Education* emphasises similar competencies. However, this new programme enhances the role of creativity and innovation in the teaching profession as new areas of competence. Teachers should become more able to generate ideas to solve problems or overcome challenges at a local level. Creativity is needed, for example, in the design of new learning environments or to organise an inclusive classroom. Second, the programme emphasises the development of the whole school context, especially versatile leadership, in addition to the competences of individual teachers.

Although new areas of competence have come to national policy attention, traditional areas of teacher knowledge are still emphasised. For example, Finnish secondary teachers in the future will continue to learn versatile subject matter knowledge in departments specialising in specific subjects. During these subject studies, student teachers become familiar with the epistemological and ontological basis of their subjects under the guidance of professors who are conducting their own research in the field. This kind of knowledge is relevant in school contexts when teachers guide students in different kinds of activities and problem-solving. Furthermore, student teachers learn pedagogical knowledge and pedagogical content knowledge during their studies, both at subject departments and at the Faculty of Education.

In addition to previous traditional domains of teacher knowledge, students will continue to learn how to critically consume and to produce educational research, as student teachers have learned since the 1960s. This research orientation in teacher education is important for the development of competences for life-long learning. The research orientation in teacher education also supports the development of competences involved in planning of teaching activities, broadly conceived, as well as versatile assessment. Finnish teachers must follow their students' progress formatively and support the learning of their students as well as pay attention to students with special needs. Teacher effectiveness is not considered a characteristic of individual teachers; rather, it is strongly associated with the characteristics of the whole educational context, including national Finnish educational policy and the organisation of education in practice through the national and local-level curricula. These competences are needed in life-long-learning.

• models for teaching and supervision in teacher education (14 projects),

• teacher leadership and leadership at school level (13 projects),

• multicultural education and language education (6 projects),

**6. New meaning and approaches to teacher professionalism**

The Finnish teacher education policy and teacher education programmes have always emphasised the acquisition of a professional knowledge base, networking skills and the competence for life-long-learning, in a way similar to that emphasised in recent international research literature on teacher professionalism. The 2016 *Development Programme for Teachers Pre- and In-service Education* emphasises similar competencies. However, this new programme enhances the role of creativity and innovation in the teaching profession as new areas of competence. Teachers should become more able to generate ideas to solve problems or overcome challenges at a local level. Creativity is needed, for example, in the design of new learning environments or to organise an inclusive classroom. Second, the programme emphasises the development of the whole school context, especially versatile leadership, in addition to the

Although new areas of competence have come to national policy attention, traditional areas of teacher knowledge are still emphasised. For example, Finnish secondary teachers in the future will continue to learn versatile subject matter knowledge in departments specialising in specific subjects. During these subject studies, student teachers become familiar with the epistemological and ontological basis of their subjects under the guidance of professors who are conducting their own research in the field. This kind of knowledge is relevant in school contexts when teachers guide students in different kinds of activities and problem-solving. Furthermore, student teachers learn pedagogical knowledge and pedagogical content knowledge during their studies, both at subject departments and at the Faculty of Education.

In addition to previous traditional domains of teacher knowledge, students will continue to learn how to critically consume and to produce educational research, as student teachers have learned since the 1960s. This research orientation in teacher education is important for the development of competences for life-long learning. The research orientation in teacher education also supports the development of competences involved in planning of teaching activities, broadly conceived, as well as versatile assessment. Finnish teachers must follow

• digital environments in teacher education (12 projects),

• supervision of teaching practice (8 projects),

16 Contemporary Pedagogies in Teacher Education and Development

• multiprofessional team work, (7 projects),

• selection and anticipation (4 projects),

• special need education (2 projects).

competences of individual teachers.

• equity in education (7 projects),

The professionalism of teachers in Finland is also not a property of individual teachers but, rather, it refers to characteristics of teachers as a group and depends on cultural and education policy factors at both national and school levels. The *Development Programme for Teachers Pre- and In-service Education* emphasises teachers' collaboration and the development of the whole school context; this social interpretation of teacher professionalism is emphasised more than in previous policy documents. Collaboration and the development of school culture have also recently been emphasised in Finland's neighbours, Norway and Sweden. In contrast to the top-down systems established in many other countries, the Finnish educational system is characterised by the devolution of decision-making power and responsibility to the local level: based on the National Core Curriculum, teachers plan the local curriculum collaboratively [13, 14]. In addition, teachers are responsible for student assessment and for the evaluation of their own teaching; there is no national-level testing or inspection in state-funded education. Therefore, teachers have an important and influential role in school education and teaching.

Both Finnish education policy and the Finnish education system support teachers in their professional role [11]. This role as well as the knowledge and skills (competences) needed in the teaching profession are learnt during teacher education. These competences help teachers to act as academic professionals, collaborate in school communities and continuously learn new competences. This professional orientation, including the cultivation of research skills, has recently also been emphasised in Finland's neighbouring countries, Norway and Sweden.

When Finnish education and teacher education policy and their implementation are compared to the global education trends, a couple of contrary movements can be recognised [1]. In general, Finnish education policy represents a long-term orientation and is not based on ad hoc ideas coming from the politicians. New strategies are planned collaboratively and in partnership with unions of teachers and other employees and aim at consensus in the planning process. Resources are made available for the piloting and implementation of innovations.

An important movement globally, beginning in the 1980s, was the tendency towards outcome-based education reforms. This movement was followed in the 1990s by standards-based education policies, beginning in the UK and the US, including centrally prescribed performance standards for schools, teachers and students. Nationwide testing of students' learning outcomes is another outcome-based policy. By contrast, within the framework of the Finnish national-level curriculum, teachers collaboratively create local curricula at the municipal and school levels. The local curriculum is both a process and a product. The nature of the process empowers teachers in their planning processes and increases their ownership of the curriculum. Therefore, teachers need training and preparation to work in this context and, in their teacher education, acquire the necessary competences.

In the Finnish educational context, external demands are not visible in everyday school practice to guide teachers' work, including their assessment practices. This atmosphere supports teachers in developing school environments and teaching collaboratively. Competition and rankings hardly exist in Finnish education—the educational context supports collaboration, networking and partnerships. Finnish teacher education aims to support student teachers to learn how to collaborate, as well as how to plan and assess teaching and students' learning outcomes. However, certain challenges face the development of collaboration and broader networking skills through teacher education programmes.

**Acknowledgements**

**Author details**

Jari Lavonen1,2\*

**References**

2012

2007. pp. 101-126

526-530

This material is based upon work supported by the Finnish Academy (No. 298323 and 294228). The opinions expressed here are those of the authors and do not represent the views of the

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19

funding agency. The authors acknowledge Finnish Academy.

\*Address all correspondence to: jari.lavonen@helsinki.fi

1 Department of Teacher Education, University of Helsinki, Finland

2 Centre for Education Practice Research, University of Johannesburg, South Africa

[2] Niemi H, Toom A, Kallioniemi A, editors. Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools. Rotterdam: Sense Publishers;

[3] Jakku-Sihvonen R, Niemi H, editors. Research-Based Teacher Education in Finland – Reflections by Finnish Teacher Educators. Research in Educational Sciences. Vol. 25.

[4] Holappa A-S. Perusopetuksen Opetussuunnitelma 2000-Luvulla – Uudistus Paikallisina Prosesseina Kahdessa Kaupungissa. Acta Universitatis Ouluensis, Series E 94. Oulun

[5] Jauhiainen P. Opetussuunnitelmatyö koulussa. Muuttuuko yläasteen opettajan työ ja ammatinkuva? [Preparation of a local curriculum: How do teacher professionalism and identity change?]. Tutkimuksia 154. Helsingin yliopiston opettajankoulutuslaitos; 1995

[6] Simola H. The Finnish miracle of PISA: Historical and sociological remarks on teaching

[7] Lavonen J. National science education standards and assessment in Finland. In: Waddington D, Nentwig P, Schaze S, editors. Making it Comparable. Berlin: Waxmann;

[8] Cruickshank DR, Haefele D. Good teachers, plural. Educational Leadership. 2001;**58**:

[1] Sahlberg P. Finnish Lessons. New York: Teachers College Press; 2011

Finnish Educational Research Association: Turku; 2006

and teacher education. Comparative Education. 2005;**41**:455-470

yliopisto, Kasvatustieteiden tiedekunta; 2007

One global trend has been consequential accountability systems for schools. Success or failure of schools and their teachers is often determined by standardised tests and external evaluations that devote attention to limited aspects of schooling. Again, in Finnish primary and lower secondary schools another direction has been chosen: trust based on the professionalism of teachers. An important pre-condition for trust is the high quality of teacher education and a broadly supported overall strategy. A culture of trust within the education system values teachers' and headmasters' professionalism in judging what is best for students and in reporting on the progress of their learning. While heavy testing and inspection do not characterise the Finnish system, school satisfaction is not high among students. Therefore, during initial teacher education, student teachers should learn how to take full benefit of the potentials inherent in the non-consequential accountability system in Finland. There is space for increasing co-planning, project work and encouraging and motivating forms of assessment.

To conclude, the Finnish approach to teacher professionalism and effectiveness is the 'input approach', according to which a professional teacher should have a versatile knowledge base and competence for networking, developing the school culture and life-long-learning. The construction of this knowledge base begins during Finnish teachers' initial teacher education. This education supports Finnish teachers' strong autonomy in curriculum design and in choosing instructional strategies and approaches to assessment. This autonomy is also supported through Master's-level teacher education, which supports pedagogical thinking and autonomous decision-making. Moreover, autonomy is supported through the cultural respect accorded to the teachers. Third, Finnish education policy offers a supportive environment for teachers in their autonomous roles.

The influence of the new *Development Programme for Teachers Pre- and In-service Education* and implementation of the development projects is too early to evaluate. The development projects have been working only half-year when this chapter has been written. However, based on the meetings of the forum and directors of the development projects, the Finnish teacher educators are eager to make progress in teacher education. All 32 development projects have started and they are having nationwide connections and meetings. There have been two meetings between November 2017 and February 2018. Altogether four national meetings are scheduled for the rest of the year 2018. The impact of the *Development Programme for Teachers Pre- and In-service Education* will be evaluated in the end of year 2018 by the forum itself and by external evaluators, nominated by the Finnish national quality office.
