Teacher Education in Finland: Knowledge Building in the Chemistry and Physics Teacher Education Programme at Helsinki University

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    Teacher education in Finland is described and analysed. The main organising theme of the teacher education programmes is a research-based approach, which aims at supporting student teachers in constructing a solid knowledge base and the potential to apply such knowledge in their work. Furthermore, all student teachers are to gain a competence for continuous professional development, e.g., consuming theoretical educational knowledge in their work. As an example, the pedagogical studies of the pre-service chemistry and physics teachers is are analysed from the viewpoint of knowledge building. The theoretical framework of this analysis is based on two facets related to teacher knowledge: the domains and the origin of teacher knowledge. The division of teacher knowledge domains into three main categories, content knowledge, pedagogical content knowledge and pedagogical knowledge, is based on the work by of Shulman. An additional view: the teacher as a consumer and producer of educational research is added to the model. Based on the analysis, the research-based teacher education programme provides both contents and activities that support the formation of the different knowledge fields needed for acting as a teacher. Especially, Tthe research approach and reflective activities seem especially to play a special role in the programme.
    Alkuperäiskielienglanti
    Lehti論文紹介 : 教育学の学習とフィンランドの中等教員養成 / Hokkaido University Collection of Scholarly and Academic Papers
    Vuosikerta2
    Numero2012-03-22
    Sivut33-49
    Sivumäärä17
    ISSN2185-9809
    TilaJulkaistu - 2012
    OKM-julkaisutyyppiB1 Kirjoitus tieteellisessä aikakauslehdessä

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    title = "Teacher Education in Finland: Knowledge Building in the Chemistry and Physics Teacher Education Programme at Helsinki University",
    abstract = "Teacher education in Finland is described and analysed. The main organising theme of the teacher education programmes is a research-based approach, which aims at supporting student teachers in constructing a solid knowledge base and the potential to apply such knowledge in their work. Furthermore, all student teachers are to gain a competence for continuous professional development, e.g., consuming theoretical educational knowledge in their work. As an example, the pedagogical studies of the pre-service chemistry and physics teachers is are analysed from the viewpoint of knowledge building. The theoretical framework of this analysis is based on two facets related to teacher knowledge: the domains and the origin of teacher knowledge. The division of teacher knowledge domains into three main categories, content knowledge, pedagogical content knowledge and pedagogical knowledge, is based on the work by of Shulman. An additional view: the teacher as a consumer and producer of educational research is added to the model. Based on the analysis, the research-based teacher education programme provides both contents and activities that support the formation of the different knowledge fields needed for acting as a teacher. Especially, Tthe research approach and reflective activities seem especially to play a special role in the programme.",
    keywords = "516 Educational sciences",
    author = "Jari Lavonen and Heidi Krzywacki",
    year = "2012",
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    journal = "論文紹介 : 教育学の学習とフィンランドの中等教員養成 / Hokkaido University Collection of Scholarly and Academic Papers",
    issn = "2185-9809",
    publisher = "北海道大学大学院教育学研究院 / Hokkaido University",
    number = "2012-03-22",

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    TY - JOUR

    T1 - Teacher Education in Finland

    T2 - Knowledge Building in the Chemistry and Physics Teacher Education Programme at Helsinki University

    AU - Lavonen, Jari

    AU - Krzywacki, Heidi

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    N2 - Teacher education in Finland is described and analysed. The main organising theme of the teacher education programmes is a research-based approach, which aims at supporting student teachers in constructing a solid knowledge base and the potential to apply such knowledge in their work. Furthermore, all student teachers are to gain a competence for continuous professional development, e.g., consuming theoretical educational knowledge in their work. As an example, the pedagogical studies of the pre-service chemistry and physics teachers is are analysed from the viewpoint of knowledge building. The theoretical framework of this analysis is based on two facets related to teacher knowledge: the domains and the origin of teacher knowledge. The division of teacher knowledge domains into three main categories, content knowledge, pedagogical content knowledge and pedagogical knowledge, is based on the work by of Shulman. An additional view: the teacher as a consumer and producer of educational research is added to the model. Based on the analysis, the research-based teacher education programme provides both contents and activities that support the formation of the different knowledge fields needed for acting as a teacher. Especially, Tthe research approach and reflective activities seem especially to play a special role in the programme.

    AB - Teacher education in Finland is described and analysed. The main organising theme of the teacher education programmes is a research-based approach, which aims at supporting student teachers in constructing a solid knowledge base and the potential to apply such knowledge in their work. Furthermore, all student teachers are to gain a competence for continuous professional development, e.g., consuming theoretical educational knowledge in their work. As an example, the pedagogical studies of the pre-service chemistry and physics teachers is are analysed from the viewpoint of knowledge building. The theoretical framework of this analysis is based on two facets related to teacher knowledge: the domains and the origin of teacher knowledge. The division of teacher knowledge domains into three main categories, content knowledge, pedagogical content knowledge and pedagogical knowledge, is based on the work by of Shulman. An additional view: the teacher as a consumer and producer of educational research is added to the model. Based on the analysis, the research-based teacher education programme provides both contents and activities that support the formation of the different knowledge fields needed for acting as a teacher. Especially, Tthe research approach and reflective activities seem especially to play a special role in the programme.

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    JO - 論文紹介 : 教育学の学習とフィンランドの中等教員養成 / Hokkaido University Collection of Scholarly and Academic Papers

    JF - 論文紹介 : 教育学の学習とフィンランドの中等教員養成 / Hokkaido University Collection of Scholarly and Academic Papers

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