1. The Finnish Strategy in Teacher Education at the 2nd cycle level
Hannele Niemi
Vice-Rector
University of Helsinki

2. The Finnish Educational System
The 9 years comprehensive school
Free for all
No private school system
High quality in all schools
The highest results in Pisa
The 3 years secondary school – leading to Higher education
Upper secondary school
Vocational institutions
Higher Education – access to 65 % for a age cohort – no tuition fees
Polytechnics
Universities

3. HIGHER EDUCATION
UPPER SECONDARY
10-12
COMPREHENSIVE
7-9
COMPREHENSIVE
1-6
PRESCSHOOL (1)

4. HIGHER EDUCATION
UPPER SECONDARY
10-12
COMPREHENSIVE
7-9
Sedondary
Teachers
COMPREHENSIVE
1-6
Primary
Teachers
PRESCSHOOL (1)

5. Typical trends in the Finnish TE
1971 teacher education into universities (primary and secondary school teachers)
since 1979, 5 years programs, Master degrees (2nd cycle) for all comprehensive school teachers (primary and secondary school teachers)
a research-based orientation
10-15 % of the applicants are accepted to start their studies
several national and international evaluations of structure and quality of teacher education in Finland

6. Evaluations 1989 National committee for developing teacher education
National and international evaluation of educational sciences and teacher education
Research project “Effectiveness of Teacher Education" as part of a large national research programme “Effectiveness of Education
1998 National evaluation of ICT in teacher education
National evaluation of teacher education
1999 Evaluation of the quality of research in the teacher education at the University of Helsinki
The teacher education development programme 2001–2005, follow up of the implementation 2006

7. The main principles of the Finnish teacher education
a profound knowledge of the most recent advances of the research in the subjects they teach
the newest research on how something can be taught and learnt (pedagogy)
the aim is that teachers can internalise a research-orientated attitude towards their work
teacher education in itself should also be an object of study and research

8. Evidence-based teacher education
Teacher education has active and intensive relationship with research work in different disciplines needed in teachers’ work.
Teachers are familiar with the most recent research work
in their subject matter and
in pedagogy and
they have a critical scientific literacy
they can integrate academic research-based knowledge with their own professional behaviour in a reflective way

9. Why evidence-based teacher education? - Ideas behind the principle
prepare teachers to respond to the evolving challenges of the knowledge society
the most recent knowledge for their profession
knowledge creation
Interaction and co-operation with people
development of society
make decisions to improve education to different learners

10. Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded approach to their work and are ready to learn new methods for their professional practise.
The aim is that they can see their profession an intellectually, socially and morally challenging career.

11. The Finnish teacher education as a part of the Higher Education Area
All teachers have MA university degree (min. 5 years)
All teachers have studies research methods and have written Master Thesis
The common pedagogical qualification adds mobility in the profession
Teacher education is a part of Higher Education
Since a Bologna structure in all degrees

12. – 2005
The Bologna process was seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change.
Many national networks and projects worked together to develop and implement the new TE degrees programmes in Finland
the National-Level Coordination of Degree Programme Development in Teacher Training and the Sciences of Education

13. Three cycle model for teacher education
The two-cycled basic degrees will consist of
the Bachelor’s degree
(180 credits / 3 years) and
the Master’s degree
(120 credits / 2 years)
The third cycle will consist of postgraduate studies (leading to a doctoral degree)
1 year = 1600 working hours = 60 ECTS

14. Three cycle model for teacher education
Teacher qualification = BA + MA degrees
the Bachelor’s degree
(180 credits / 3 years) and
the Master’s degree
(120 credits / 2 years)
The third cycle will consist of postgraduate studies (leading to a doctoral degree)
1 year = 1600 working hours = 60 ECTS

15. Alternatives for the structure of university degrees ExamplesDr MA BA
integrated

16. Alternatives for the structure ExamplesDr MA
supplementary studies? BA
integrated

17. Theses MA 25+35= 60 BA Minors Other Major studies Basic studies 25
Intermediate studies 60 (including BA thesis 6-10)
Advance studies (including Master thesis 20-40)
Theses MA
25+35= 60 BA
Major
Minors
Other
studies

18. Theses MA BA
Major
Minors
Other
studies
Subject areas

19. Theses MA BA 25
Major
Minors
Other
studies

20. (Inc. teaching practice) (Inc. MIN15 teaching practice)
Primary school teacher education program in Finland
Bachelor’s
Degree
180 ECTS
Master’s
120 ECTS
TOTAL
 300 ECTS
Class teachers’ pedagogical studies (as a part of a major in education)
-        25
(Inc. teaching practice) 35
(Inc. MIN15 teaching practice) 60
Other studies in a major in education
-        research methods
-        scientific writing
(including BA Thesis, 6-10) 45
(including MA Thesis, 20-40) 80
Subject matter studies for comprehensive school teachers
S Studies in a different discipline
--        - a minor
0-35
25-60
Language&communication & ICT  
Practice in working life
Preparation a personal study plan
Optional studies
5 – 40
40-75

21. (Inc. teaching practice) (Inc. min. 15 teaching practice)
Secondary school teacher education programme
Bachelor’s
Degree
180 ECTS
Master’s
120 ECTS
TOTAL
300 ECTS
Subject teachers’ pedagogical studies (minor)
25-30
(Inc. teaching practice)
30-35
(Inc. min. 15 teaching practice) 60
Studies in different disciplines
-     - major
(including BA Thesis, 6-10)
60-90
(including MA Thesis, 20-40)
120 – 150
-       1-2 minors
25-60
0-30
25-90
Language & communication & ICT
 Practice in working life
 Preparation a personal study plan
 Optional studies
35-70

22. Supporting students’ learning
Personal study plans
Follow-up of progress in completing of degrees
ICT –licence
all available resources to students
e-learning
e-libraries
information literacy
Transparency in quality assurance

23. a research orientation to one’s own work
continuous evaluation of their own work
to be open to new approaches to achieve to the best results
need a community in which new ideas can be developed, shared and tested

24. Common European Principles for Teacher Competences and Qualifications
Work with
knowledge,
technology and
information
Work with
fellow human
beings
Work with
and in society

25. Why research-based teacher education? - Ideas behind the principle
prepare teachers to respond to the evolving challenges of the knowledge society
make decisions to improve education to different learners

26. Tools to use research as means to improve teaching and learning opportunities
Subject content knowledge and pedagogical content knowledge
Critical scientific literacy
Research methods
Authentic projects
Evaluation and reflection

27. Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded approach to their work and are ready to learn new methods for their professional practise.
The aim is that they can see their profession an intellectually, socially and morally challenging career.

28. We need to increase teachers’ status in society and among other professions
an inspiring career which will attract talented candidates
a lack of teachers can never be remedied by lowering standards.
Teacher education needs a clear connection with European Higher Education Area and
a research component as its essential part is the investment for the future.

29. Research-oriented attitude and continuous learning in teaching profession
teachers learn to take an analytical and open-minded approach to their work and are ready to learn new methods for their professional practise.
The aim is that they can see their profession an intellectually, socially and morally challenging career.

30. Future challenges of TE at the cultural level
The promotion of excellence in teacher education and the teaching profession
Cross-disciplinary research on learning and teaching
Values in schools and society

31. Infrastructure Social cohesion Innovations SOCIETY CULTURE
teacher education
research on learning
values
INDIVIDUALS .