Abstract
Teacher agency is an emerging body of research in education and it is a common understanding that high-capacity teachers are essential for effective education systems. There is no one way to organize teacher education but evident is, that different approaches provide different teacher agencies.
Finnish educational policy relies on academic preparation of teachers. Research-based teacher education provide future teachers with knowledge and skills to operate as autonomous actors and the agency and ownership of curriculum development by teacher communities are emphasized.
When renewing the national curriculum (2010-16), there were teachers who doubted the reform, hesitated its direction and asked why change. It seems that teachers’ beliefs and values in relation to curriculum work affect to their agency. In a study reporting teachers’ curriculum-related agency in developing new learning environments and pedagogical approaches, there were notable differences between teachers according to the amount of educational studies they had during their preparation.
Finnish educational policy relies on academic preparation of teachers. Research-based teacher education provide future teachers with knowledge and skills to operate as autonomous actors and the agency and ownership of curriculum development by teacher communities are emphasized.
When renewing the national curriculum (2010-16), there were teachers who doubted the reform, hesitated its direction and asked why change. It seems that teachers’ beliefs and values in relation to curriculum work affect to their agency. In a study reporting teachers’ curriculum-related agency in developing new learning environments and pedagogical approaches, there were notable differences between teachers according to the amount of educational studies they had during their preparation.
| Original language | English |
|---|---|
| Title of host publication | ‘Dialogue between ontology and epistemology: New perspectives on theory and methodology in research on learning and education |
| Number of pages | 5 |
| Publication status | Accepted/In press - 2018 |
| MoE publication type | A4 Article in conference proceedings |
| Event | EARLI conference on Educational Theory and Methods in Learning Research University of Cambridge, UK, on August 28-29, 2018 : ‘Dialogue between ontology and epistemology: New perspectives on theory and methodology in research on learning and education - University of Cambridge, UK, Cambridge Duration: 28 Aug 2018 → 29 Aug 2018 |