Teacher Education Curricula after the Bologna Process - a Comparative Analysis of Written Curricula in Finland and Estonia

Ritva Jakku-Sihvonen, Varpu Tissari, Aivar Ots, Satu Uusiautti

    Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

    Abstrakti

    During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system – the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by comparing the Finnish and Estonian curricula covering initial teacher education. The aim was to analyze and compare studies in the science of education as part of the class teacher education programs through the development of a sufficiently universal meta-structure. The written curricula were subjected to discipline-based content analysis, which covered the main elements of the curricula and the contents of the theoretical substance studies in the science of education. The resulting differences and similarities between the Finnish and the Estonian curricula are reported.
    Alkuperäiskielienglanti
    LehtiScandinavian Journal of Educational Research
    Vuosikerta56
    Numero3
    Sivut261-275
    Sivumäärä15
    ISSN0031-3831
    DOI - pysyväislinkit
    TilaJulkaistu - 18 toukok. 2012
    OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

    Lisätietoja

    Artikkeli perustuu VOKKE-projektin aikana ja jälkeen tehtyyn tutkimukseen: http://www.helsinki.fi/vokke/

    Tieteenalat

    • 516 Kasvatustieteet
    • Teacher Education
    • teacher education curriculum
    • comparative research
    • curriculum structure
    • the science of education
    • curriculum research

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