Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education
This article analyses teacher training in Finland from the teacher candidate's perspective. The focus is on two key concepts, the Teacher as a Researcher and the Personal Practical Theory, which characterise the agenda of Finnish teacher education. Cluster analysis divided the respondents into...
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Published in | Teaching and teacher education Vol. 74; pp. 170 - 179 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
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Elsevier Ltd
01.08.2018
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Abstract | This article analyses teacher training in Finland from the teacher candidate's perspective. The focus is on two key concepts, the Teacher as a Researcher and the Personal Practical Theory, which characterise the agenda of Finnish teacher education. Cluster analysis divided the respondents into five groups, and each cluster had a short textual description. Qualitative data were included in the summary. According to our analysis, the main concepts of the Teacher as a Researcher and the Personal Practice Theory are unclear to teacher candidates and are appreciated differently. Subject teacher candidates in particular, who come from other academic cultures, might consider these concepts educational jargon that have no substance. We also argue that teacher students are not always able to connect the theoretical parts of their studies with practice. These results challenge the claim that Finnish teacher education has resolved the demanding relationship between theory and practice.
•Teacher candidates appreciate research based teacher education differently.•The concepts Teacher as a Researcher and Personal Practical Theory are unclear.•Theoretical and practical elements of teacher training are not constantly integrated.•Respondents do not always see connections between education and teacher's daily work.•Open section answers indicate need for more practical education. |
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AbstractList | This article analyses teacher training in Finland from the teacher candidate's perspective. The focus is on two key concepts, the Teacher as a Researcher and the Personal Practical Theory, which characterise the agenda of Finnish teacher education. Cluster analysis divided the respondents into five groups, and each cluster had a short textual description. Qualitative data were included in the summary. According to our analysis, the main concepts of the Teacher as a Researcher and the Personal Practice Theory are unclear to teacher candidates and are appreciated differently. Subject teacher candidates in particular, who come from other academic cultures, might consider these concepts educational jargon that have no substance. We also argue that teacher students are not always able to connect the theoretical parts of their studies with practice. These results challenge the claim that Finnish teacher education has resolved the demanding relationship between theory and practice.
•Teacher candidates appreciate research based teacher education differently.•The concepts Teacher as a Researcher and Personal Practical Theory are unclear.•Theoretical and practical elements of teacher training are not constantly integrated.•Respondents do not always see connections between education and teacher's daily work.•Open section answers indicate need for more practical education. |
Author | Koski, Anna Puustinen, Mikko Tammi, Tuure Säntti, Janne |
Author_xml | – sequence: 1 givenname: Mikko surname: Puustinen fullname: Puustinen, Mikko email: mikko.puustinen@helsinki.fi – sequence: 2 givenname: Janne orcidid: 0000-0003-2624-9069 surname: Säntti fullname: Säntti, Janne email: janne.santti@helsinki.fi – sequence: 3 givenname: Anna surname: Koski fullname: Koski, Anna email: anna.koski@helsinki.fi – sequence: 4 givenname: Tuure surname: Tammi fullname: Tammi, Tuure email: tuure.tammi@oulu.fi |
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