Relationship between the Finnish Education and Teachers’ Professional Development in the Perspective of Contemporary Challenges: Selected Aspects

• Authors: Arleta Suwalska

Abstracts

EN

This article presents the relationship between the Finnish educational change in schools (the Finnish Reform Movement), selected aspects of teachers’ professional development and context of educational thinking influenced by John Dewey’s pedagogy. The successful change of schools “calls for a ‘new professionalism’ in which teachers’ work is based on research-based, outcomes-oriented, data-driven and team focused at the same time as it is globalised, localised and individualised, with lifelong professional learning the norm for the specialist in school education” (Caldwell, 2003, p. 8). In this light, the article presents an overview of in-service training of teachers, cooperative learning and teachers’ autonomy in schools in the context of teachers’ professional development.

Keywords

EN

John Dewey’s pedagogy; the Nordic Model of Social Democracy; teacher professional development; teachers’ autonomy in schools; in-service training of teachers; cooperative learning; equity in educational system

• Publisher: Wydawnictwo Adam Marszałek
• Journal: Kultura i Edukacja
• Year: 2020
• Issue: 4(130)
• Pages: 9-24

Dates

published

2020

Contributors

author

Arleta Suwalska

• University of Łódź, Poland

References

• Ahtee, M., Lavonen, J., & Pehkonen, E. (2007). The Evaluation of the Finnish Success Story. In: E. Pehkonen, M. Ahtee, & J. Lavonen (Eds.), How Finns Learn Mathematics and Science (pp. 266–272). Rotterdam–Taipei: Sense Publishers.
• Andersen, T.M., Holmström, B., Honkapohja, S., Korkman, S., Söderström, H.T., & Vartiainen, J. (2007). The Nordic Model: Embracing Globalization and Sharing Risks. ETLA B, The Research Institute of the Finnish Economy, No. 232. Helsinki: Taloustieto Oy.
• Basic Education Act 628/1998 (1998). Retrieved from: https://www.finlex.fi/fi/laki/kaannok¬set/1998/en19980628.pdf (access date: 21.02.2019).
• Boyle, B., Lamprianou, I., & Boyle, T. (2005). A Longitudinal Study of Teacher Change: What Makes Professional Development Effective? Report of the Second Year of the Study. School Effectiveness and School Improvement, 16(1), pp. 1–27. DOI: 10.1080/09243450500114819.
• Brandal, N., Bratberg, Ø., & Thorsen, D.E. (2013). The Nordic Model of Social Democracy. Basingstoke: Palgrave Macmillan.
• Bruner, J.S. (1960/1977). The Process of Education. Cambridge, MA: Harvard University Press.
• Bruner, J.S. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
• Caldwell, B.J. (2003). Mission Impossible? A Strategic View of Efforts to Lead the Transformation of Schools. Paper Presented at 6th World Convention of the International Confederation of Principals, UK, Edinburgh.
• Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ). New York: Routledge.
• Conway, P.F., Murphy, R., Rath, A., & Hall, K. (2009). Learning to Teach and Its Implications for the Continuum of Teacher Education: A Nine-Country Cross-National Study. Report Commissioned by the Teaching Council, Ireland. DOI: 10.13140/RG.2.1.1551.2724.
• Dewey, J. (1939/2003). Freedom and Culture. In: J.A. Boydston (Ed.), The Later Works of John Dewey, 1925–1953. Vol. 13: 1938–1939 (pp. 63–188). Carbondale: Southern Illinois University Press.
• Egan, K. (1992). Imagination in Teaching and Learning. Chicago: University of Chicago Press.
• Elbaz, F. (1990). Knowledge and Discourse: The Evolution of Research into Teachers’ Thinking. In: C. Day, M. Pope, & P. Denicola (Eds.), Insights into Teachers’ Thinking and Prac¬tice (pp. 15–42). Basingstoke: Falmer.
• Englund, T. (2005). The Discourse on Equivalence in Swedish Education Policy. Journal of Education Policy, 20(1), pp. 39–57. DOI: 10.1080/0268093042000322829.
• Englund, T., & Quennerstedt, A. (2008). Linking Curriculum Theory and Linguistics: The Performative Use of “Equivalence” as an Educational Policy Concept. Journal of Curriculum studies, 40(6), pp. 713–724. DOI: 10.1080/00220270802123938.
• Espinoza, O. (2007). Solving the Equity-Equality Conceptual Dilemma: A New Mode for Analysis of the Educational Process. Educational Research, 49(4), pp. 343–363. DOI: 10.1080/00131880701717198.
• European Commission (2010). Developing Coherent and System-wide Induction Programmes for Beginning Teachers: A Handbook for Policymakers. EC Staff Working Document SEC (2010) 538 final. Brussels: Directorate-General for Education and Culture.
• Halinen, I. (2018). The New Educational Curriculum in Finland. In: M. Matthes, L. Pulkkinen, Ch. Clouder, & B. Heys (Eds.), Improving the Quality of Childhood in Europe. Vol. 7 (pp. 75–89). Retrieved from: http://www.allianceforchildhood.eu/files/Improving_the_qual-ity_of_Childhood_Vol_7/QOC%20V7%20CH06%20DEF%20WEB.pdf (access date: 28.02.2020).
• Hämäläinen, K., Hämäläinen, K., & Kangasniemi, J. (Eds.) (2015). Paths to Continuing Professional Development: The Challenges and Future of State-Funded Professional Development of Education Personnel. The Memorandum of the Advisory Board for Professional Development of Education [in Finnish; Abstract in English]. Publications of Ministry of Education and Culture 2015:10. Helsinki, Finland.
• Hammersley, M. (2013). What Is Qualitative Research? London: Sage.
• Hargreaves, A., & Fullan, M.G. (1992). Understanding Teacher Development. London: Cassell.
• Hargreaves, A. Halász, G., & Pont, B. (2008). The Finnish Approach to System Leadership. In: B. Pont, D. Nusche, & D. Hopkins (Eds.), Improving School Leadership. Vol. 2: Case Studies on System Leadership (pp. 69–109). Paris: OECD.
• Henderson, J.G., & Kesson, K.R. (2001). Curriculum Work as Public Intellectual Leadership. In: K. Sloan, & J.T. Sears (Eds.), Democratic Curriculum Theory & Practice: Retrieving Public Spaces (pp. 1–23). Troy, NY: Educator’s International Press.
• Jyrhämä, R., & Maaranen, K. (2012). Research-Orientation in a Teacher’s Work. In: H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools (pp. 97–112). Rotterdam: Sense Publishers.
• Krokfors, L., Kangas, P., Kopisto, K., Rikabi-Sukkari, L., Salo, L., & Vesterinen, O. (2015). Creatively. Together. Educational Change Report 2016. Helsinki: University of Helsinki, Department of Teacher Education, Faculty of Behavioural Sciences.
• Livingston, K. (2012). Approaches to Professional Development of Teachers in Scotland: Pedagogical Innovation or Financial Necessity? Educational Research, 54(2), pp. 161–172. DOI: 10.1080/00131881.2012.680041.
• Livingston, K., & Shiach, L. (2010). A New Model of Teacher Education. In: A. Campbell, & S. Groundwater-Smith (Eds.), Connecting Inquiry and Professional Learning (pp. 33–45). London: Routledge.
• McLaren, P. (1998). Revolution and Reality. An Interview (with C. Borg, P. Mayo, & R. Sultana). In: W.F. Pinar (Ed.), Curriculum: Toward New Identities (pp. 354–376). New York: Garland.
• National Core Curriculum for Basic Education 2014 (2016). Helsinki: Finnish National Agency for Education, Juvenes Print.
• Niemi, H. (2014a). Teachers as Active Contributors in Quality of Education: A Special Reference to the Finnish Context. In: D. Hung, K.Y.T. Lim, & S.S. Lee (Eds.), Adaptivity as a Transformative Disposition for Learning in the 21st Century (pp. 179–199). Singapore: Springer.
• Niemi, H. (2014b). Purposeful Policy and Practice for Equity and Quality – A Finnish Case. In: S.K. Lee, W.O. Lee, & E.L. Low (Eds.), Education Policy Innovations: Levelling Up and Sustaining Educational Achievement (pp. 103–121). Singapore: Springer.
• Niemi, H. (2015). Teacher Professional Development in Finland: Towards a More Holistic Approach. Psychology, Society, & Education, 7(3), pp. 279–294. DOI: 10.25115/psye.v7i3.519.
• Oikkonen, J., Lavonen, J., Krzywacki-Vainio, H., Aksela, M., Krokfors, L., & Saarikko, H. (2007). Pre-service Teacher Education in Chemistry, Mathematics and Physics. In: E. Pehkonen, M. Ahtee, & J. Lavonen (Eds.), How Finns Learn Mathematics and Science (pp. 49–68). Rotterdam–Taipei: Sense Publishers.
• Pinar, W.F. (2004). What Is Curriculum Theory? Mahwah–New Jersey–London: Laurance Erlbaum Publishers.
• Rapley, T. (2007). Analiza konwersacji, dyskursu i dokumentów. Warszawa: PWN.
• Rajakaltio, H. (2014). Towards Renewing School: The Action Model of the School Development – Integrating In-Service-Training and the Development Process. Reports and 2014:9. Reports and reviews 2014:9. Helsinki, Finland: The Finnish National Board of Educa¬tion. (in Finnish)
• Sahlberg, P. (2015). Finnish Lessons: What Can the World Learn from Educational Change in Finland. New York: Columbia University.
• Salminen, J., & Annevirta, T. (2016). Curriculum and Teachers’ Pedagogical Thinking When Planning for Teaching. European Journal of Curriculum Studies, 3(1), pp. 387–406.
• Schwille, J., & Dembélé, M. (2007). Global Perspectives on Teacher Learning: Improving Policy and Practice. Paris: UNESCO, International Institute for Educational Planning.
• Scott, J. (1990). A Matter of Record: Documentary Sources in Social Research. Cambridge: Polity Press.
• Slattery, P., & Rapp, D. (2002). Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon.
• Suwalska, A. (2017). English Educational Policy: Contemporary Challenges in a Historical-Comparative Context. Łódź–Kraków: Wydawnictwo Uniwersytetu Łódzkiego, Wydawnictwo Uniwersytetu Jagiellońskiego.
• Suwalska, A. (2018). Wysoki poziom zaufania do pracy nauczycieli w Finlandii po 1970 roku. Studia z Teorii Wychowania, 9(3), pp. 273–287.
• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S.M. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7(4), 221–258. DOI: 10.1007/s10833-006-0001-8.
• The Finnish National Board of Education. (2010). Basic Education in Finland – How to develop the top ranked education system? Presentation at Building Blocks for Education: Whole System Reform- Conference, September 13–14, Toronto, Canada.
• The Trade Union of Education in Finland, OAJ (2019, March 15). Retrieved from: https://www.oaj.fi/en/news/blogs/ollin-blogi/2019/we-need-a-shared-vision-of-a-better-future-and-a-long-term-plan-for-funding-education/ (access date: 13.05.2019).
• Vauras, M. (2004). Oppimiskäsitys. In: E. Vitikka, & O. Saloranta-Eriksson (Eds.), Uudistuva perusopetus. Näkökulmia opetuksen ja opetussuunnitelman kehittämiseen [Renewing Basic Education: Perspectives on the Development of Teaching and Curriculum] (pp. 28–47). Jyväskylä: Gummerus.
• Vitikka, E. (2009). Opetussuunnitelman mallin jäsennys. Sisältö ja pedagogiikkakokonaisuuden rakentajana [Structuring Curriculum Design: Content and Pedagogy Constructing the Whole]. Kasvatusalan tutkimuksia 44. Helsingin yliopisto. Väitöskirja. Helsinki: Suomen kasvatustieteellinen seura ry.
• Vitikka, E., Krokfors, L., & Hurmerinta, E. (2012). The Finnish National Core Curriculum: Structure and Development. In: H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools (pp. 83–95). Rotterdam: Sense Publishers.
• Wodak, R., & Krzyżanowski, M. (Eds.) (2008). Qualitative Discourse Analysis in the Social Sciences. New York: Palgrave Macmillan.

Identifiers

DOI

10.15804/kie.2020.04.01

Biblioteka Nauki

1932065